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Chesterfield County Public Schools

General school information

Division: Chesterfield County Public Schools
Address: 9900 Krause Rd Chesterfield, VA 23832-0001
Superintendent: Donald Fairheart
Region: 1
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 18 84 66 16 20 83 63 17 16 81 65 19
Female 21 86 66 14 23 86 63 14 18 84 65 16
Male 15 81 65 19 17 80 63 20 15 79 64 21
American Indian 17 82 65 18 19 80 61 20 9 84 75 16
Asian 25 89 64 11 28 90 62 10 25 88 63 12
Black 9 73 65 27 10 73 62 27 8 71 63 29
Hispanic 11 75 64 25 13 76 62 24 10 71 61 29
Native Hawaiian 22 86 63 14 27 84 58 16 9 81 72 19
White 24 90 66 10 26 90 63 10 22 89 67 11
Two or more races 17 85 68 15 21 84 63 16 17 83 66 17
Students with Disabilities 10 53 43 47 10 51 41 49 10 49 39 51
Economically Disadvantaged 8 71 62 29 11 71 60 29 8 68 60 32
English Learners 9 69 60 31 13 71 58 29 8 65 56 35
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 15 82 67 18 21 80 59 20 19 76 58 24
Female 16 85 69 15 24 83 59 17 21 80 59 20
Male 14 79 66 21 18 78 60 22 17 73 56 27
American Indian < < < < < < < < < < < <
Asian 14 82 69 18 29 86 58 14 31 84 53 16
Black 10 73 63 27 11 68 58 32 10 66 55 34
Hispanic 12 80 68 20 17 76 59 24 10 66 56 34
Native Hawaiian 9 82 73 18 < < < < < < < <
White 19 87 69 13 26 86 60 14 24 84 60 16
Two or more races 11 81 70 19 20 82 62 18 26 81 55 19
Students with Disabilities 10 51 41 49 12 46 35 54 10 44 34 56
Economically Disadvantaged 8 73 66 27 12 69 57 31 10 65 55 35
English Learners 9 78 68 22 18 76 58 24 9 64 55 36
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 21 85 63 15 25 84 59 16 21 80 59 20
Female 25 87 63 13 27 88 60 12 24 83 59 17
Male 18 82 64 18 23 81 58 19 18 77 59 23
American Indian < < < < < < < < < < < <
Asian 32 87 55 13 34 85 51 15 25 86 62 14
Black 11 77 66 23 14 74 60 26 10 69 60 31
Hispanic 12 76 64 24 15 80 64 20 12 69 58 31
Native Hawaiian < 100 < 0 < < < < < < < <
White 28 90 63 10 32 90 58 10 28 88 59 12
Two or more races 23 85 61 15 26 88 62 12 19 84 65 16
Students with Disabilities 13 58 45 42 11 53 42 47 11 46 35 54
Economically Disadvantaged 11 75 65 25 15 76 62 24 10 67 58 33
English Learners 9 71 63 29 15 77 62 23 9 67 58 33
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 29 85 56 15 29 87 58 13 27 84 57 16
Female 32 88 57 12 32 89 57 11 29 87 58 13
Male 27 83 56 17 26 85 60 15 26 82 56 18
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 39 93 54 7 39 92 53 8 40 86 46 14
Black 14 77 62 23 16 81 64 19 15 76 61 24
Hispanic 18 78 60 22 20 83 63 17 16 75 60 25
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 39 92 53 8 37 92 55 8 36 91 54 9
Two or more races 22 79 58 21 30 85 55 15 29 91 62 9
Students with Disabilities 11 57 45 43 11 57 46 43 13 52 40 48
Economically Disadvantaged 13 75 62 25 16 79 64 21 14 74 60 26
English Learners 12 72 60 28 15 80 64 20 14 71 57 29
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 22 80 58 20 23 80 57 20 15 80 65 20
Female 27 84 57 16 25 84 59 16 17 83 66 17
Male 17 76 59 24 22 76 55 24 13 78 65 22
American Indian 25 92 67 8 < 100 < 0 < 100 < 0
Asian 35 89 55 11 29 91 63 9 25 90 64 10
Black 10 66 57 34 11 68 57 32 8 70 62 30
Hispanic 13 70 56 30 12 70 57 30 10 71 62 29
Native Hawaiian < < < < < 100 < 0 < < < <
White 29 88 59 12 33 88 56 12 20 88 68 12
Two or more races 21 82 61 18 21 78 57 22 15 81 66 19
Students with Disabilities 8 46 38 54 8 43 36 57 9 47 38 53
Economically Disadvantaged 9 63 54 37 10 66 56 34 7 68 61 32
English Learners 15 59 44 41 8 65 57 35 7 65 58 35
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 84 67 16 19 84 65 16 17 81 65 19
Female 22 87 65 13 23 87 63 13 19 84 65 16
Male 14 82 68 18 14 81 67 19 14 78 64 22
American Indian 15 85 69 15 36 91 55 9 < < < <
Asian 21 95 75 5 26 91 65 9 24 91 67 9
Black 9 74 64 26 10 74 64 26 8 73 65 27
Hispanic 10 74 65 26 11 74 62 26 10 68 58 32
Native Hawaiian < 100 < 0 27 73 45 27 < 100 < 0
White 24 92 68 8 24 91 67 9 23 90 66 10
Two or more races 20 88 68 12 19 84 65 16 14 77 64 23
Students with Disabilities 10 54 44 46 9 55 46 45 9 49 41 51
Economically Disadvantaged 8 71 64 29 8 70 62 30 8 68 60 32
English Learners 7 68 61 32 8 62 54 38 6 61 55 39
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 14 78 64 22 17 79 61 21 11 78 67 22
Female 16 81 65 19 20 82 62 18 13 82 68 18
Male 13 75 62 25 15 75 61 25 9 75 65 25
American Indian < < < < 27 73 45 27 8 100 92 0
Asian 26 87 61 13 25 89 64 11 24 90 66 10
Black 7 62 56 38 9 66 57 34 5 65 60 35
Hispanic 7 68 61 32 11 67 56 33 6 66 60 34
Native Hawaiian < < < < < 100 < 0 10 70 60 30
White 19 87 68 13 23 88 65 12 15 87 72 13
Two or more races 13 88 74 12 18 79 61 21 11 83 73 17
Students with Disabilities 8 42 35 58 12 42 30 58 8 44 36 56
Economically Disadvantaged 6 60 54 40 7 63 55 37 5 62 57 38
English Learners 4 54 50 46 7 53 46 47 6 55 50 45
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 8 90 82 10 7 87 80 13 5 88 83 12
Female 9 92 83 8 9 89 80 11 6 89 84 11
Male 7 88 81 12 6 86 80 14 5 87 82 13
American Indian 14 93 79 7 - 75 75 25 - 75 75 25
Asian 11 92 81 8 17 94 77 6 8 91 82 9
Black 2 83 81 17 3 77 74 23 2 79 77 21
Hispanic 4 81 77 19 4 82 78 18 2 82 79 18
Native Hawaiian < < < < < < < < < 100 < 0
White 11 94 83 6 9 93 84 7 8 94 86 6
Two or more races 7 92 85 8 8 89 81 11 4 87 82 13
Students with Disabilities 7 61 54 39 8 60 52 40 7 59 52 41
Economically Disadvantaged 1 77 76 23 3 73 69 27 2 77 75 23
English Learners - 57 57 43 1 55 54 45 - 61 60 39
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 23 76 54 24 27 80 54 20 23 78 54 22
Female 27 82 54 18 33 86 53 14 29 83 54 17
Male 18 71 53 29 21 76 54 24 18 72 54 28
American Indian 10 67 57 33 21 71 50 29 16 89 74 11
Asian 37 89 52 11 49 90 41 10 45 91 46 9
Black 9 62 52 38 13 69 56 31 11 63 52 37
Hispanic 11 67 56 33 13 71 57 29 12 67 55 33
Native Hawaiian 27 73 45 27 < 100 < 0 27 80 53 20
White 31 85 54 15 36 88 52 12 31 87 56 13
Two or more races 26 79 53 21 28 82 54 18 23 79 55 21
Students with Disabilities 6 38 32 62 9 44 35 56 9 41 33 59
Economically Disadvantaged 8 58 51 42 10 64 54 36 10 61 51 39
English Learners 4 43 40 57 5 53 48 47 8 52 44 48
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 28 76 48 24 29 80 50 20 25 76 52 24
Female 35 82 48 18 37 86 49 14 31 83 52 17
Male 22 70 48 30 23 74 52 26 18 70 52 30
American Indian < < < < 36 64 27 36 8 85 77 15
Asian 43 85 42 15 51 92 41 8 50 91 41 9
Black 13 60 47 40 16 68 52 32 12 62 51 38
Hispanic 16 66 49 34 15 68 53 32 14 66 53 34
Native Hawaiian < < < < < 100 < 0 < < < <
White 37 85 48 15 39 88 50 12 32 85 53 15
Two or more races 34 82 48 18 32 82 50 18 24 78 54 22
Students with Disabilities 7 37 30 63 10 43 32 57 8 40 31 60
Economically Disadvantaged 11 57 47 43 12 64 53 36 11 61 49 39
English Learners 6 45 39 55 8 60 52 40 13 60 46 40
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 18 76 59 24 25 81 56 19 22 79 56 21
Female 21 82 60 18 30 86 56 14 27 84 57 16
Male 14 72 57 28 20 77 57 23 18 74 56 26
American Indian - 77 77 23 8 77 69 23 < 100 < 0
Asian 33 92 59 8 47 88 41 12 39 91 52 9
Black 6 63 57 37 11 69 59 31 11 64 53 36
Hispanic 7 68 61 32 12 73 62 27 10 67 57 33
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 25 85 59 15 34 89 55 11 31 89 58 11
Two or more races 19 77 58 23 24 82 58 18 23 80 57 20
Students with Disabilities 5 40 35 60 8 46 38 54 9 43 34 57
Economically Disadvantaged 5 59 55 41 8 64 56 36 9 62 54 38
English Learners 1 42 41 58 3 46 43 54 4 46 43 54
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 83 64 17 19 83 64 17 17 80 63 20
Female 20 85 65 15 19 85 66 15 17 82 65 18
Male 19 81 62 19 19 81 63 19 17 78 61 22
American Indian 11 82 71 18 11 74 63 26 4 78 74 22
Asian 37 94 57 6 38 94 56 6 38 92 55 8
Black 9 73 64 27 9 73 64 27 7 67 60 33
Hispanic 12 77 65 23 11 78 66 22 10 73 63 27
Native Hawaiian 27 86 59 14 29 84 55 16 14 82 68 18
White 26 89 63 11 25 89 64 11 23 87 64 13
Two or more races 18 84 65 16 19 83 64 17 16 83 67 17
Students with Disabilities 11 58 47 42 10 56 46 44 10 52 42 48
Economically Disadvantaged 10 72 62 28 9 72 63 28 8 68 59 32
English Learners 13 74 61 26 12 77 64 23 12 71 60 29
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 22 81 60 19 19 80 61 20 17 74 58 26
Female 20 83 63 17 18 80 62 20 15 74 59 26
Male 24 80 56 20 20 80 61 20 18 74 56 26
American Indian < < < < < < < < < < < <
Asian 29 86 57 14 32 88 57 12 34 88 53 13
Black 11 70 59 30 8 67 59 33 8 57 49 43
Hispanic 15 80 65 20 12 77 65 23 12 71 60 29
Native Hawaiian 27 91 64 9 < < < < < < < <
White 28 86 58 14 25 86 61 14 22 82 60 18
Two or more races 22 83 61 17 18 82 63 18 16 79 63 21
Students with Disabilities 13 52 39 48 11 48 37 52 11 46 35 54
Economically Disadvantaged 12 73 61 27 10 70 60 30 10 63 53 37
English Learners 16 80 64 20 14 77 63 23 16 72 57 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 32 88 56 12 30 86 56 14 29 83 54 17
Female 32 88 57 12 27 87 60 13 26 84 57 16
Male 33 89 55 11 34 86 52 14 32 83 51 17
American Indian < < < < < < < < < < < <
Asian 57 96 39 4 49 94 45 6 53 93 41 7
Black 19 80 61 20 14 77 63 23 14 71 57 29
Hispanic 24 86 62 14 22 85 63 15 19 78 59 22
Native Hawaiian < 100 < 0 < < < < < < < <
White 40 93 53 7 39 90 52 10 39 89 50 11
Two or more races 28 87 58 13 34 89 56 11 26 89 63 11
Students with Disabilities 17 68 51 32 16 59 43 41 16 54 38 46
Economically Disadvantaged 19 82 63 18 18 80 62 20 16 72 57 28
English Learners 25 85 60 15 24 86 62 14 20 78 58 22
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 16 79 63 21 14 82 68 18 12 74 61 26
Female 19 82 63 18 15 83 68 17 12 76 64 24
Male 14 76 62 24 13 80 67 20 12 71 59 29
American Indian < 100 < 0 < < < < < < < <
Asian 25 94 69 6 19 93 74 7 19 76 57 24
Black 11 72 61 28 10 76 66 24 7 64 57 36
Hispanic 13 75 62 25 10 82 72 18 9 73 64 27
Native Hawaiian < < < < < 100 < 0 < < < <
White 21 85 63 15 19 86 67 14 17 81 64 19
Two or more races 13 76 64 24 8 74 65 26 14 79 65 21
Students with Disabilities 9 54 44 46 10 58 48 42 10 49 39 51
Economically Disadvantaged 10 71 61 29 10 77 67 23 7 66 59 34
English Learners 12 76 63 24 10 82 72 18 9 72 63 28
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 86 65 14 19 86 67 14 15 83 67 17
Female 21 89 68 11 19 88 69 12 14 83 70 17
Male 21 84 63 16 18 84 66 16 17 82 65 18
American Indian - 92 92 8 < 100 < 0 < < < <
Asian 35 96 61 4 42 98 56 2 35 96 62 4
Black 9 75 66 25 9 77 68 23 7 72 65 28
Hispanic 13 81 67 19 10 78 68 22 7 76 68 24
Native Hawaiian 50 90 40 10 < 100 < 0 < < < <
White 28 92 65 8 25 92 67 8 21 90 68 10
Two or more races 22 87 65 13 18 88 70 12 14 84 70 16
Students with Disabilities 11 66 55 34 10 59 49 41 9 59 50 41
Economically Disadvantaged 8 74 66 26 8 75 68 25 7 71 64 29
English Learners 16 77 61 23 10 79 69 21 10 75 66 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 16 76 60 24 16 76 60 24 12 73 61 27
Female 17 79 61 21 17 80 63 20 13 77 64 23
Male 15 74 59 26 15 73 58 27 11 69 59 31
American Indian 45 82 36 18 - 70 70 30 < < < <
Asian 31 95 64 5 28 87 59 13 28 91 63 9
Black 7 61 54 39 8 64 55 36 5 59 54 41
Hispanic 10 65 56 35 9 66 56 34 8 58 50 42
Native Hawaiian < 100 < 0 < < < < < < < <
White 22 86 64 14 21 86 64 14 16 85 69 15
Two or more races 13 80 67 20 16 76 59 24 13 75 62 25
Students with Disabilities 12 52 41 48 10 50 40 50 9 39 30 61
Economically Disadvantaged 6 61 54 39 7 60 53 40 6 57 51 43
English Learners 8 62 53 38 11 62 51 38 7 58 50 42
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 30 86 55 14 37 90 53 10 29 86 57 14
Female 33 88 55 12 40 91 51 9 33 88 55 12
Male 28 83 56 17 34 89 54 11 26 84 59 16
American Indian < < < < < 100 < 0 < 100 < 0
Asian 53 96 43 4 55 94 39 6 59 98 39 2
Black 16 73 57 27 20 72 53 28 15 67 52 33
Hispanic 14 71 57 29 26 87 61 13 16 78 62 22
White 36 92 55 8 42 95 52 5 34 93 59 7
Two or more races 32 86 54 14 26 90 64 10 34 85 51 15
Students with Disabilities 20 45 25 55 24 49 25 51 24 43 18 57
Economically Disadvantaged 17 68 51 32 16 72 56 28 17 69 52 31
English Learners 14 68 54 32 25 85 60 15 27 82 55 18
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 82 68 18 13 83 70 17 14 82 68 18
Female 16 87 70 13 15 87 72 13 16 86 70 14
Male 11 78 67 22 11 80 68 20 12 78 66 22
American Indian < < < < 21 79 57 21 - 71 71 29
Asian 38 96 58 4 34 96 62 4 35 92 57 8
Black 4 75 70 25 5 76 71 24 5 72 68 28
Hispanic 6 74 68 26 5 74 70 26 6 73 67 27
Native Hawaiian < < < < < < < < 31 85 54 15
White 20 88 68 12 20 90 70 10 20 89 69 11
Two or more races 16 86 70 14 12 79 67 21 11 87 75 13
Students with Disabilities 1 58 57 42 2 60 57 40 2 61 59 39
Economically Disadvantaged 4 70 66 30 4 72 68 28 5 71 67 29
English Learners 3 66 63 34 3 73 70 27 5 69 64 31
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 78 68 22 11 76 65 24 11 75 65 25
Female 10 79 69 21 12 77 65 23 10 78 67 22
Male 10 77 67 23 11 75 65 25 11 73 62 27
American Indian < < < < - 64 64 36 - 82 82 18
Asian 25 94 69 6 34 92 59 8 31 92 61 8
Black 3 65 62 35 3 60 58 40 3 58 56 42
Hispanic 4 71 67 29 5 71 66 29 5 68 63 32
Native Hawaiian < < < < < < < < < 100 < 0
White 15 86 71 14 16 85 69 15 15 85 70 15
Two or more races 9 80 71 20 11 76 64 24 9 81 72 19
Students with Disabilities 2 46 44 54 1 45 44 55 2 44 42 56
Economically Disadvantaged 3 64 61 36 3 60 57 40 4 60 56 40
English Learners 2 56 54 44 3 58 55 42 6 61 55 39
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 20 93 73 7 23 94 71 6 22 92 70 8
Female 21 94 73 6 22 95 73 5 22 92 70 8
Male 19 92 72 8 24 93 69 7 21 91 70 9
American Indian 8 100 92 0 - 80 80 20 < 100 < 0
Asian 40 97 57 3 45 99 54 1 45 97 52 3
Black 8 89 81 11 11 90 79 10 9 87 78 13
Hispanic 13 92 78 8 15 93 77 7 12 89 77 11
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 25 94 69 6 28 95 67 5 27 94 67 6
Two or more races 19 92 73 8 25 96 71 4 21 89 68 11
Students with Disabilities 6 82 76 18 13 84 71 16 6 72 66 28
Economically Disadvantaged 9 87 78 13 10 90 80 10 11 87 76 13
English Learners 8 89 81 11 11 92 80 8 13 86 73 14
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 14 84 70 16 15 84 69 16 13 82 69 18
Female 13 84 71 16 13 84 70 16 12 83 71 17
Male 15 84 69 16 16 84 68 16 15 82 67 18
American Indian 3 83 80 17 12 81 69 19 11 85 74 15
Asian 25 92 66 8 27 93 66 7 26 91 65 9
Black 6 73 67 27 6 72 66 28 5 70 66 30
Hispanic 8 76 68 24 8 74 66 26 6 73 67 27
Native Hawaiian 22 83 61 17 22 87 65 13 18 85 68 15
White 20 91 72 9 20 91 71 9 19 90 71 10
Two or more races 13 88 75 12 16 86 70 14 12 86 74 14
Students with Disabilities 7 57 50 43 8 56 49 44 6 54 48 46
Economically Disadvantaged 6 71 65 29 6 70 64 30 5 70 65 30
English Learners 7 63 56 37 7 63 55 38 7 65 58 35
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 30 85 55 15 29 84 56 16 23 82 60 18
Female 29 86 57 14 27 84 57 16 20 83 62 17
Male 31 85 54 15 30 85 54 15 25 82 57 18
American Indian < 100 < 0 < < < < < < < <
Asian 46 91 45 9 47 90 43 10 34 88 54 12
Black 14 75 61 25 14 74 60 26 10 70 60 30
Hispanic 21 77 56 23 16 77 61 23 11 76 64 24
Native Hawaiian < < < < < 100 < 0 < < < <
White 39 92 53 8 38 91 53 9 32 90 58 10
Two or more races 25 85 60 15 29 82 54 18 21 86 65 14
Students with Disabilities 12 59 47 41 13 58 45 42 9 50 42 50
Economically Disadvantaged 14 75 60 25 14 74 60 26 10 71 61 29
English Learners 16 71 55 29 14 73 59 27 12 74 61 26
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 78 69 22 12 81 69 19 8 77 69 23
Female 8 78 70 22 11 81 70 19 8 78 70 22
Male 10 79 69 21 13 81 68 19 8 77 69 23
American Indian < < < < 30 80 50 20 8 92 83 8
Asian 16 88 71 12 24 93 69 7 17 89 72 11
Black 4 63 59 37 5 68 63 32 4 66 62 34
Hispanic 3 64 61 36 6 65 59 35 3 65 62 35
Native Hawaiian < < < < < 100 < 0 20 70 50 30
White 13 89 77 11 16 91 74 9 11 86 75 14
Two or more races 10 87 78 13 12 84 72 16 6 85 79 15
Students with Disabilities 6 46 40 54 11 53 42 47 7 50 43 50
Economically Disadvantaged 3 61 57 39 5 64 59 36 3 63 60 37
English Learners 1 48 47 52 5 52 47 48 3 56 53 44
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 85 73 15 11 84 73 16 13 84 71 16
Female 11 86 75 14 9 85 76 15 13 85 73 15
Male 12 84 72 16 12 82 71 18 13 82 69 18
American Indian 9 82 73 18 8 92 85 8 < < < <
Asian 24 93 68 7 22 94 73 6 28 88 60 13
Black 4 74 70 26 3 73 70 27 4 71 67 29
Hispanic 4 78 74 22 4 74 71 26 5 72 67 28
Native Hawaiian < < < < < < < < < < < <
White 17 92 75 8 16 92 75 8 19 93 74 7
Two or more races 10 89 79 11 9 86 77 14 14 86 73 14
Students with Disabilities 2 57 55 43 3 57 54 43 3 53 50 47
Economically Disadvantaged 3 72 68 28 2 71 68 29 3 70 67 30
English Learners - 57 57 43 1 56 55 44 4 56 53 44
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 89 77 11 13 90 76 10 13 89 75 11
Female 10 89 79 11 12 89 77 11 11 88 77 12
Male 13 89 76 11 15 90 75 10 16 89 73 11
American Indian < < < < < < < < < < < <
Asian 26 94 68 6 27 98 71 2 25 96 71 4
Black 3 81 78 19 6 81 75 19 4 81 77 19
Hispanic 3 85 82 15 7 85 77 15 5 83 78 17
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 15 92 77 8 16 93 77 7 18 92 74 8
Two or more races 12 93 80 7 15 90 75 10 11 90 79 10
Students with Disabilities 9 67 58 33 3 75 72 25 6 65 59 35
Economically Disadvantaged 3 80 77 20 6 80 74 20 3 82 79 18
English Learners 5 73 68 28 7 68 62 32 6 75 69 25
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 7 84 77 16 8 81 73 19 9 81 72 19
Female 5 82 77 18 7 81 74 19 7 81 74 19
Male 9 86 77 14 9 82 73 18 10 81 71 19
American Indian < 100 < 0 < < < < 8 85 77 15
Asian 7 93 85 7 14 92 78 8 23 94 70 6
Black 2 73 71 27 2 68 67 32 2 68 66 32
Hispanic 3 80 77 20 4 73 69 27 4 73 69 27
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 12 92 80 8 13 91 78 9 13 91 78 9
Two or more races 8 87 79 13 12 88 76 12 8 85 76 15
Students with Disabilities 2 63 61 37 2 53 51 47 1 58 56 42
Economically Disadvantaged 2 73 71 27 2 66 64 34 3 69 66 31
English Learners 1 66 65 34 3 59 56 41 3 61 58 39
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 24 86 63 14 26 87 61 13 22 84 62 16
Female 21 86 64 14 23 86 63 14 20 84 64 16
Male 26 87 61 13 28 87 59 13 24 85 60 15
American Indian 8 77 69 23 18 80 62 20 15 90 75 10
Asian 42 95 53 5 40 95 55 5 36 94 58 6
Black 12 77 65 23 13 77 64 23 11 73 63 27
Hispanic 17 82 65 18 18 82 64 18 14 77 63 23
Native Hawaiian 23 87 63 13 27 85 58 15 17 87 70 13
White 30 92 61 8 33 92 59 8 29 91 61 9
Two or more races 23 88 65 12 29 90 61 10 24 86 63 14
Students with Disabilities 10 62 51 38 12 63 52 37 10 58 48 42
Economically Disadvantaged 12 75 62 25 14 76 62 24 12 72 60 28
English Learners 17 74 56 26 19 77 59 23 15 73 58 27
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 14 85 72 15 18 86 69 14 15 84 70 16
Female 10 85 74 15 15 85 70 15 11 82 71 18
Male 17 86 69 14 20 87 67 13 18 86 68 14
American Indian 7 67 60 33 - 77 77 23 - 90 90 10
Asian 32 95 62 5 31 95 64 5 26 93 67 7
Black 5 74 70 26 8 76 68 24 6 73 67 27
Hispanic 8 80 72 20 11 81 71 19 7 76 70 24
Native Hawaiian < < < < < < < < < 100 < 0
White 19 92 73 8 24 92 68 8 21 91 71 9
Two or more races 12 89 77 11 18 92 75 8 15 86 71 14
Students with Disabilities 4 59 56 41 5 63 58 37 3 57 53 43
Economically Disadvantaged 4 72 68 28 6 73 67 27 4 70 65 30
English Learners 1 63 63 37 2 68 66 32 1 60 59 40
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 13 82 69 18 11 84 73 16 14 81 67 19
Female 10 80 70 20 9 83 75 17 11 81 69 19
Male 16 84 68 16 14 84 71 16 16 81 65 19
American Indian < < < < < < < < 8 85 77 15
Asian 36 94 58 6 23 93 70 7 22 91 69 9
Black 6 71 65 29 5 72 67 28 5 71 66 29
Hispanic 8 79 70 21 7 78 71 22 8 70 62 30
Native Hawaiian < < < < < < < < < 100 < 0
White 17 89 72 11 16 91 76 9 20 90 70 10
Two or more races 11 82 71 18 12 92 80 8 19 77 59 23
Students with Disabilities 4 53 50 47 3 61 58 39 5 57 52 43
Economically Disadvantaged 6 69 63 31 5 70 65 30 6 69 62 31
English Learners 3 67 64 33 5 70 65 30 6 61 55 39
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 21 90 70 10 24 89 66 11 18 86 68 14
Female 16 88 71 12 18 87 69 13 13 83 70 17
Male 25 93 68 7 30 92 63 8 23 89 66 11
American Indian - 91 91 9 < < < < < < < <
Asian 36 98 62 2 41 95 54 5 31 95 64 5
Black 10 83 73 17 10 81 72 19 6 75 68 25
Hispanic 14 91 77 9 18 87 70 13 12 83 71 17
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 25 93 67 7 30 93 63 7 23 90 67 10
Two or more races 16 92 75 8 27 89 62 11 18 92 74 8
Students with Disabilities 11 77 66 23 16 74 58 26 8 67 59 33
Economically Disadvantaged 9 80 71 20 10 82 72 18 9 76 67 24
English Learners 3 73 70 27 11 78 67 22 11 81 70 19
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 88 61 12 27 84 57 16 17 90 73 10
Female 23 91 68 9 24 86 62 14 13 90 77 10
Male 31 85 55 15 30 81 51 19 23 91 69 9
Asian 24 100 76 0 35 96 61 4 26 96 70 4
Black 8 75 67 25 4 68 64 32 8 76 67 24
Hispanic 28 90 62 10 19 81 63 19 17 92 75 8
White 34 92 58 8 41 91 50 9 21 95 75 5
Two or more races 35 94 59 6 36 91 55 9 11 92 82 8
Students with Disabilities - 46 46 54 - 41 41 59 3 35 32 65
Economically Disadvantaged 11 79 68 21 3 64 61 36 9 70 61 30
English Learners < < < < 6 69 63 31 7 93 87 7
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 27 87 60 13 30 87 57 13 25 84 59 16
Female 27 88 62 12 31 88 57 12 25 86 61 14
Male 27 86 59 14 29 87 58 13 25 83 58 17
American Indian < < < < 40 90 50 10 31 100 69 0
Asian 41 93 52 7 44 96 53 4 47 94 47 6
Black 12 78 66 22 15 79 63 21 12 73 61 27
Hispanic 13 81 67 19 15 78 62 22 14 76 62 24
Native Hawaiian < < < < < 100 < 0 30 80 50 20
White 36 93 56 7 40 94 54 6 32 91 59 9
Two or more races 33 94 61 6 35 89 54 11 24 88 64 13
Students with Disabilities 6 58 52 42 7 58 50 42 7 54 47 46
Economically Disadvantaged 10 75 66 25 12 76 64 24 11 71 60 29
English Learners 8 69 61 31 10 69 59 31 14 72 58 28
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 45 88 43 12 45 88 43 12 40 85 45 15
Female 42 87 45 13 43 89 46 11 39 85 46 15
Male 48 89 41 11 48 88 39 12 41 86 45 14
American Indian < < < < < < < < < < < <
Asian 71 96 25 4 63 96 32 4 59 98 38 2
Black 28 80 52 20 29 79 50 21 21 75 53 25
Hispanic 40 86 46 14 38 89 51 11 29 83 54 17
Native Hawaiian < 100 < 0 < < < < < < < <
White 54 92 38 8 54 92 38 8 50 90 40 10
Two or more races 38 84 46 16 46 88 42 12 44 90 45 10
Students with Disabilities 21 68 47 32 19 61 42 39 14 56 42 44
Economically Disadvantaged 27 79 52 21 29 81 52 19 22 75 53 25
English Learners 39 84 45 16 39 89 50 11 31 86 55 14
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: 90.77 State: 89.72 Division: 88.33 State: 88.34 Division: 88.64 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division8514779
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten690708754
Kindergarten4,0014,0664,094
Grade 14,3934,2464,313
Grade 24,3834,4534,346
Grade 34,4344,4744,592
Grade 44,4384,5134,563
Grade 54,4604,5364,642
Grade 64,6384,6344,777
Grade 74,5804,7144,809
Grade 84,6454,6064,753
Grade 95,0194,9134,964
Grade 104,8325,0274,933
Grade 114,6554,5894,756
Grade 124,5374,6244,680
Total Students59,70560,10360,976
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

2017 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 2015-20162016-20172017-2018
All Students597056010360976
Female290172911529613
Male306883098831363
American Indian132126117
Asian205720882066
Black155821553215692
Hispanic813087499542
Native Hawaiian9397107
White310923079230597
Two or more races261927192855
Students with Disabilities698971207403
Not Students with Disabilities527165298353573
Economically Disadvantaged183482043019666
Not Economically Disadvantaged413573967341310
English Learners425249755437
Not English Learners554535512855539
Migrant11
Homeless316307406
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 2674 1676 72 41 338 66
State 50979 36013 2733 1046 5404 1786
Female Division 1459 723 19 17 130 26
State 27837 15823 920 366 1922 656
Male Division 1215 953 53 24 208 40
State 23142 20190 1813 680 3482 1130
American Indian Division 7 6 0 0 1 1
State 144 124 8 2 27 9
Asian Division 158 26 1 1 4 1
State 5026 1194 70 18 91 37
Black Division 569 678 31 6 83 27
State 7955 11090 1111 244 1359 744
Hispanic Division 237 241 6 7 121 12
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < < <
State 82 60 1 2 3 4
White Division 1594 665 31 25 116 24
State 30218 16420 1139 617 1589 596
Two or more races Division 108 58 3 2 11 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 47 273 72 3 64 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 421 657 35 15 129 33
State 10704 17342 1680 460 2640 1096
English Learners Division 29 119 1 1 79 3
State 1418 3757 272 31 1847 115
Homeless Division 15 44 1 1 20 3
State 232 695 90 42 303 61
Foster Care Division 1 9 1 0 10 3
State 35 175 31 10 56 15
Military Connected Division 18 5 0 0 1 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 Students4867442290.9446791.83386.9
Female2374220192.7222093.51305.5
Male2493222189.1224790.12088.3
American Indian151386.71386.716.7
Asian19118596.918697.442.1
Black1394127891.7128492.1836
Hispanic62448477.649479.212119.4
Native Hawaiian0<<<<<<
White2455229093.3231694.31164.7
Two or more races18316992.317193.4116
Students with Disabilities46539284.339685.26413.8
Economically Disadvantaged1290111386.3113187.712910
English Learners23214964.215365.97934.1
Homeless846071.46172.62023.8
Foster Care241145.81145.81041.7
Military Connected242395.82395.814.2
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 Taken3,210 / 16.88%3,289 / 17.2%3,575 / 18.53%
Advanced Placement Course Enrollment4,282 / 22.51%4,261 / 22.28%4,797 / 24.86%
Dual Enrollment2,249 / 11.82%2,269 / 11.86%2,697 / 13.98%
Governor’s School Enrollment365 / 1.92%365 / 1.91%370 / 1.92%
IB Course Enrollment116 / .61%190 / .99%149 / .77%
Senior Enrolled in IB Program - 87 / .45% -
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 4193 2965 29
State 82482 57560 30
Female Division 2150 1637 24
State 41546 31230 25
Male Division 2043 1328 35
State 40936 26330 36
American Indian Division 10 < 100
State 220 132 40
Asian Division 141 120 15
State 5492 4724 14
Black Division 1181 808 32
State 18272 11640 36
Hispanic Division 409 222 46
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 2304 1701 26
State 46319 33154 28
Two or more races Division 145 105 28
State 3521 2499 29
Students with Disabilities Division 245 112 54
State 5986 3008 50
Economically Disadvantaged Division 724 389 46
State 23515 13119 44
English Learners Division 158 70 56
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 AssessmentsDivision223181225
 State413936233471
State LicensuresDivision294851
 State179019641412
Industry CertificationDivision548760586453
 State100544109590103892
Workplace ReadinessDivision96212441645
 State307754231350242
Total Credentials EarnedDivision670175318374
 State137248157490159017
Students Earning One or More CredentialsDivision574663466763
 State109089126113127744
CTE CompletersDivision158814511607
 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 3034 5508 3373 61.2%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2899 5139 3489 67.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 3138 5646 3578 63.4%
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
69.4 68.5 70

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,938.005,045.00504.00
2015-20163,951.005,085.00557.00
2016-20174,068.005,219.00605.00

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 Students57151267898315576014613964485175669831531315192057358302914082021
Female27830129046771429300628171236276151504610821280191381657916
Male2932113885168433084676827728129080164970510992933916487511105
American Indian1385131264131156271051024
Asian20435315222077304420384912262032442918
Black14986839353550158634381511721450198444365514704948457622
Hispanic711245816829682932829211082016392584418632690334565
Native Hawaiian90201922309421197618
White30381120139662231060558167197292361295519699291031182511704
Two or more races24011205063263582303125101788091268514974100
Students with Disabilities622944720226771702989111165365672814586798582291442
Economically Disadvantaged1685012824775761979989928726818552185182311662016318179071312
English Learners4238235781284716178526150383151172315298369174293
Homeless4458137746036725434491198611953210971187
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 475
Offenses Against Staff 166
Weapons Offenses 123
Property Offenses 143
All Other Offenses 155
Other Offenses Against Persons 1,871
Disorderly or Disruptive Behavior Offenses 2,415
Alcohol, Tobacco, and Other Drug Offenses 542
Technology Offenses 104
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 Indian0.2210.10.210.020.1920.17
Asian3.4480.733.4770.753.3920.56
Black26.11855.7325.86155.5725.7652.98
Hispanic13.62713.2814.56712.5615.66414.26
Native Hawaiian0.1560.10.1620.090.1760.15
White52.11626.0351.26926.2950.22927.3
Two or more races4.394.034.5274.714.6874.59
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 Indian0.2210.210.192
Asian3.4483.4773.392
Black26.11828.5725.8614025.76
Hispanic13.62721.4314.5674015.664
Native Hawaiian0.1560.1620.176
White52.11642.8651.2692050.229
Two or more races4.397.144.5274.687
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 Indian0.2210.210.192
Asian3.4483.4773.392
Black26.11828.5725.8612025.76100
Hispanic13.62742.8614.56715.664
Native Hawaiian0.1560.1620.176
White52.11628.5751.2698050.229
Two or more races4.394.5274.687
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 33.8230.1730.11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 39.0232.8938.11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 80.5768.2774.08
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: 13.83 : 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 12.41 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%4%
Provisional Special Education1%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
2015-201645%53%1%1%
2016-201745%53%1%1%
2017-201845%53%1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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