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Clarke County Public Schools

General school information

Division: Clarke County Public Schools
Address: 317 W Main St, Ste A Berryville, VA 22611
Superintendent: Dr. Chuck Bishop
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

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

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 12 84 71 16 14 78 65 22 13 77 64 23
Female 13 87 73 14 13 81 68 19 11 77 66 23
Male 11 81 70 19 14 76 62 24 15 78 63 22
American Indian < < < < < 100 < 0 < 100 < 0
Asian 17 89 72 11 20 73 53 27 29 82 53 18
Black 10 80 70 20 7 65 58 35 12 70 58 30
Hispanic 5 80 75 20 8 73 65 27 6 67 62 33
White 13 85 72 15 15 81 66 19 14 80 65 20
Two or more races 12 70 58 30 11 66 55 34 7 70 63 30
Students with Disabilities 6 53 47 47 5 43 38 57 9 44 35 56
Students without Disabilities 13 87 74 13 15 83 68 17 13 82 68 18
Economically Disadvantaged 4 69 65 31 8 62 55 38 6 58 52 42
Not Economically Disadvantaged 15 88 73 12 15 83 67 17 15 83 68 17
English Learners - 59 59 41 9 66 56 34 9 43 34 57
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 11 70 59 30 9 65 56 35 24 73 49 27
Female 12 70 58 30 8 60 52 40 21 65 44 35
Male 10 71 61 29 9 68 59 32 27 80 53 20
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic - 82 82 18 - 55 55 45 27 36 9 64
White 13 70 57 30 10 68 58 32 24 78 54 22
Two or more races - 58 58 42 < < < < 10 70 60 30
Students with Disabilities - 6 6 94 - 44 44 56 13 47 33 53
Students without Disabilities 12 79 67 21 10 67 58 33 26 76 50 24
Economically Disadvantaged - 40 40 60 7 46 39 54 16 45 29 55
Not Economically Disadvantaged 16 83 68 17 9 69 60 31 27 81 54 19
English Learners < < < < < < < < < < < <
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 20 85 65 15 23 76 53 24 20 69 49 31
Female 21 82 61 18 17 73 56 27 11 64 53 36
Male 19 87 68 13 31 80 49 20 28 74 46 26
Asian < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic 8 77 69 23 17 83 67 17 8 46 38 54
White 20 87 67 13 25 77 52 23 24 76 52 24
Two or more races 33 75 42 25 15 62 46 38 < < < <
Students with Disabilities 13 69 56 31 5 21 16 79 12 53 41 47
Students without Disabilities 21 87 66 13 26 85 59 15 21 72 50 28
Economically Disadvantaged 3 78 75 22 5 58 53 43 8 43 35 57
Not Economically Disadvantaged 25 87 62 13 30 83 53 17 24 79 54 21
English Learners < < < < < < < < < < < <
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 15 75 60 25 28 84 57 16 20 74 54 26
Female 13 76 63 24 29 88 59 12 20 67 47 33
Male 17 74 57 26 27 82 55 18 20 83 63 17
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic 7 67 60 33 23 69 46 31 - 57 57 43
White 17 79 62 21 27 87 61 13 24 78 54 22
Two or more races < < < < 40 80 40 20 6 59 53 41
Students with Disabilities 10 43 33 57 18 59 41 41 5 32 27 68
Students without Disabilities 16 81 65 19 29 87 58 13 23 81 58 19
Economically Disadvantaged 9 50 41 50 20 71 51 29 4 51 47 49
Not Economically Disadvantaged 17 83 66 17 30 88 58 12 27 83 57 17
English Learners < < < < < < < < 9 55 45 45
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 6 95 89 5 4 79 74 21 9 88 79 12
Female 7 96 89 4 2 89 87 11 7 88 81 12
Male 5 93 89 7 7 67 60 33 10 88 78 12
Asian < < < < < < < < < 100 < 0
Black < 100 < 0 < < < < < 100 < 0
Hispanic - 100 100 0 < < < < - 83 83 17
White 6 96 90 4 4 79 75 21 10 89 80 11
Two or more races < < < < < < < < < < < <
Students with Disabilities - 83 83 17 6 50 44 50 11 47 37 53
Students without Disabilities 8 98 90 3 4 86 82 14 9 97 88 3
Economically Disadvantaged 6 91 84 9 9 65 57 35 3 83 80 17
Not Economically Disadvantaged 6 97 91 3 3 83 80 17 11 90 79 10
English Learners < < < < < 100 < 0 < < < <
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 82 63 18 18 79 60 21 5 60 55 40
Female 23 91 68 9 17 81 64 19 4 72 68 28
Male 16 75 60 25 20 77 57 23 7 46 39 54
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic 14 73 59 27 6 81 75 19 10 50 40 50
White 21 84 63 16 22 81 58 19 4 58 54 42
Two or more races 14 79 64 21 9 64 55 36 < < < <
Students with Disabilities 6 38 31 63 - 22 22 78 12 29 18 71
Students without Disabilities 20 87 67 13 21 87 66 13 4 66 62 34
Economically Disadvantaged 3 60 58 40 7 77 70 23 3 35 32 65
Not Economically Disadvantaged 25 90 65 10 22 79 58 21 6 71 65 29
English Learners < < < < < < < < < < < <
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 < 100 < 0 10 93 83 7
Male < 100 < 0 7 91 84 9
White < 100 < 0 10 92 81 8
Students with Disabilities < 100 < 0 - 58 58 42
Not Economically Disadvantaged < 100 < 0 11 93 83 7
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 4 87 83 13 2 78 76 22 6 87 82 13
Female 6 92 85 8 - 82 82 18 4 91 88 9
Male 1 83 82 17 3 75 71 25 7 84 77 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic 5 89 84 11 - 69 69 31 - 88 88 13
White 4 87 83 13 3 81 78 19 6 87 81 13
Two or more races - 82 82 18 - 70 70 30 < < < <
Students with Disabilities - 58 58 42 - 46 46 54 - 73 73 27
Students without Disabilities 4 91 87 9 2 82 80 18 6 89 83 11
Economically Disadvantaged - 88 88 12 - 58 58 42 - 76 76 24
Not Economically Disadvantaged 5 87 82 13 2 84 81 16 8 91 84 9
English Learners < < < < < < < < < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 86 79 14 4 81 77 19 9 76 66 24
Female 7 95 89 5 4 84 80 16 6 76 70 24
Male 6 74 68 26 5 78 74 22 12 75 63 25
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic - 58 58 42 - 71 71 29 8 68 60 32
White 7 90 83 10 5 84 79 16 9 77 68 23
Two or more races < < < < - 73 73 27 13 81 69 19
Students with Disabilities < < < < < < < < - 9 9 91
Students without Disabilities 7 88 81 12 4 83 79 17 10 80 70 20
Economically Disadvantaged - 65 65 35 - 56 56 44 7 58 51 42
Not Economically Disadvantaged 7 89 82 11 5 87 82 13 10 81 70 19
English Learners < < < < < < < < < < < <
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 16 89 73 11 20 84 64 16 8 74 66 26
Female 19 89 70 11 22 87 65 13 5 76 71 24
Male 14 90 76 10 15 78 63 22 11 72 61 28
American Indian < < < < < 100 < 0
Asian < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 100 100 0 15 77 62 23 - 64 64 36
White 16 89 73 11 21 87 66 13 9 79 70 21
Two or more races < 100 < 0 < < < < 8 46 38 54
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 89 73 11 20 85 64 15 9 76 68 24
Economically Disadvantaged 18 94 76 6 13 71 58 29 4 48 44 52
Not Economically Disadvantaged 16 89 73 11 21 86 65 14 9 80 71 20
English Learners < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 16 87 71 13 14 84 69 16 8 81 73 19
Female 16 87 71 13 13 83 70 17 6 78 72 22
Male 16 88 72 13 16 84 69 16 10 84 74 16
American Indian < < < < < < < < < 100 < 0
Asian 50 100 50 0 - 90 90 10 < < < <
Black 11 68 58 32 - 67 67 33 4 68 64 32
Hispanic 11 79 68 21 7 74 67 26 4 70 66 30
White 16 90 73 10 16 87 71 13 9 83 74 17
Two or more races 12 73 61 27 16 70 54 30 7 77 70 23
Students with Disabilities 11 66 55 34 1 43 42 57 4 40 36 60
Students without Disabilities 17 90 73 10 16 88 72 12 9 85 77 15
Economically Disadvantaged 8 74 66 26 8 67 60 33 4 67 63 33
Not Economically Disadvantaged 18 90 72 10 16 88 72 12 9 85 76 15
English Learners < < < < 8 54 46 46 4 39 35 61
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 43 92 49 8 33 88 55 12 11 73 62 27
Female 44 94 50 6 33 84 51 16 10 67 57 33
Male 42 89 48 11 33 91 59 9 12 82 69 18
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < 100 < 0 < < < <
Hispanic 36 86 50 14 23 77 54 23 7 50 43 50
White 43 94 51 6 35 89 54 11 10 76 65 24
Two or more races < < < < 40 87 47 13 18 82 65 18
Students with Disabilities 25 75 50 25 6 65 59 35 5 27 23 73
Students without Disabilities 46 95 49 5 36 91 55 9 12 81 69 19
Economically Disadvantaged 25 81 56 19 23 77 54 23 7 56 49 44
Not Economically Disadvantaged 49 95 47 5 36 91 55 9 13 81 68 19
English Learners < 100 < 0 < < < < 9 36 27 64
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 12 88 76 12 6 83 76 17 9 85 76 15
Female 9 88 79 12 6 81 75 19 8 84 76 16
Male 14 88 74 13 6 84 78 16 11 86 76 14
Asian < 100 < 0 < 100 < 0 < < < <
Black < 100 < 0 < < < < < < < <
Hispanic 8 75 67 25 5 64 59 36 9 73 64 27
White 13 90 77 10 8 89 81 11 10 88 78 12
Two or more races - 70 70 30 - 77 77 23 9 64 55 36
Students with Disabilities 21 57 36 43 - 25 25 75 - 44 44 56
Students without Disabilities 11 91 80 9 7 90 83 10 10 90 80 10
Economically Disadvantaged 4 83 79 17 3 59 56 41 - 79 79 21
Not Economically Disadvantaged 13 89 76 11 8 91 84 9 11 86 75 14
English Learners < < < < < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 93 80 7 17 77 60 23 10 87 77 13
Female 15 95 79 5 14 82 68 18 6 86 80 14
Male 11 91 80 9 21 71 49 29 12 88 75 12
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < 100 < 0
Hispanic < < < < 6 71 65 29 - 84 84 16
White 14 95 81 5 20 80 61 20 13 88 75 12
Two or more races < < < < < < < < - 81 81 19
Students with Disabilities - 64 64 36 - 17 17 83 - 36 36 64
Students without Disabilities 15 96 81 4 19 84 65 16 10 92 81 8
Economically Disadvantaged - 67 67 33 6 46 40 54 - 76 76 24
Not Economically Disadvantaged 15 96 81 4 20 85 65 15 12 90 78 10
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 85 75 15 9 85 77 15 7 75 68 25
Female 10 81 71 19 7 82 75 18 5 73 68 27
Male 10 88 78 12 11 89 78 11 10 79 69 21
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 9 73 64 27
White 10 87 77 13 10 88 78 12 7 76 69 24
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities 11 85 75 15 9 85 76 15 7 77 70 23
Economically Disadvantaged - 80 80 20 - 80 80 20 14 64 50 36
Not Economically Disadvantaged 11 85 74 15 10 86 76 14 6 77 71 23
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 80 76 20 2 88 85 13 1 82 81 18
Female 3 79 76 21 2 89 87 11 - 84 84 16
Male 4 81 76 19 3 86 84 14 1 79 78 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < < < <
Hispanic - 77 77 23 - 81 81 19 - 67 67 33
White 5 80 75 20 2 91 89 9 1 87 86 13
Two or more races < < < < 8 62 54 38 < < < <
Students with Disabilities - 62 62 38 - 53 53 47 - 50 50 50
Students without Disabilities 4 83 79 17 3 92 90 8 1 86 85 14
Economically Disadvantaged - 61 61 39 - 92 92 8 - 61 61 39
Not Economically Disadvantaged 5 85 80 15 3 87 84 13 1 91 90 9
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 86 66 14 21 86 65 14 21 90 68 10
Female 18 87 69 13 21 83 62 17 17 89 73 11
Male 22 85 63 15 21 89 68 11 26 90 64 10
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 30 90 60 10
Black 9 70 61 30 20 80 60 20 23 85 62 15
Hispanic 19 84 65 16 9 84 75 16 11 89 77 11
White 19 87 67 13 23 87 65 13 24 91 67 9
Two or more races 22 83 61 17 18 73 55 27 8 81 73 19
Students with Disabilities 15 67 51 33 4 44 40 56 5 67 62 33
Students without Disabilities 20 88 68 12 23 91 68 9 24 92 69 8
Economically Disadvantaged 15 73 58 27 8 73 65 27 7 80 72 20
Not Economically Disadvantaged 21 89 68 11 24 89 65 11 26 92 67 8
English Learners < < < < 7 80 73 20 - 71 71 29
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 90 79 10 13 95 82 5 16 95 78 5
Female 9 93 84 7 17 91 73 9 12 95 83 5
Male 12 87 74 13 10 99 89 1 21 94 73 6
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < 100 < 0
Hispanic 23 85 62 15 < < < < - 100 100 0
White 9 92 83 8 14 97 83 3 19 93 74 7
Two or more races 25 92 67 8 < < < < < 100 < 0
Students with Disabilities - 73 73 27 < < < < - 74 74 26
Students without Disabilities 12 91 80 9 13 97 83 3 18 97 79 3
Economically Disadvantaged 7 70 63 30 - 91 91 9 6 88 81 13
Not Economically Disadvantaged 11 93 82 7 14 96 82 4 19 96 77 4
English Learners < < < < < < < < < 100 < 0
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 17 84 67 16 < < < < < 100 < 0
Female 13 88 75 12 < < < < < 100 < 0
Male 21 79 58 21 < < < < < 100 < 0
American Indian < 100 < 0
Asian < 100 < 0
Black < < < <
Hispanic - 93 93 7 < < < <
White 18 84 66 16 < < < <
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 5 47 42 53 < < < <
Students without Disabilities 18 88 70 12 < < < < < 100 < 0
Economically Disadvantaged 3 71 68 29 < 100 < 0
Not Economically Disadvantaged 20 87 67 13 < < < < < 100 < 0
English Learners < 100 < 0
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 82 75 18 20 88 69 12 21 90 68 10
Female 4 76 73 24 17 90 72 10 13 87 74 13
Male 8 86 78 14 23 87 64 13 28 92 64 8
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < 6 83 78 17 16 92 76 8
White 6 81 75 19 22 89 67 11 22 91 69 9
Two or more races < 100 < 0 < < < < 11 72 61 28
Students with Disabilities < < < < - 39 39 61 - 58 58 42
Students without Disabilities 5 81 76 19 22 93 71 7 23 92 69 8
Economically Disadvantaged - 67 67 33 2 73 71 27 5 88 83 13
Not Economically Disadvantaged 7 83 76 17 24 92 68 8 26 90 64 10
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 90 65 10 26 82 56 18 24 93 69 7
Female 29 89 60 11 29 84 56 16 26 95 69 5
Male 20 90 70 10 25 80 56 20 21 91 70 9
Asian < 100 < 0 < 100 < 0 < < < <
Black < 100 < 0 < < < < < < < <
Hispanic 25 92 67 8 9 77 68 23 18 91 73 9
White 26 90 64 10 31 86 55 14 26 95 69 5
Two or more races - 80 80 20 15 69 54 31 18 91 73 9
Students with Disabilities - 58 58 42 - 25 25 75 - 63 63 38
Students without Disabilities 27 92 66 8 30 89 59 11 27 97 70 3
Economically Disadvantaged 25 92 67 8 13 67 54 33 10 79 69 21
Not Economically Disadvantaged 24 89 65 11 31 88 56 12 27 97 69 3
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 36 83 47 17 36 78 42 22 36 82 47 18
Female 32 83 51 17 32 71 39 29 22 78 56 22
Male 39 83 44 17 41 87 46 13 47 86 39 14
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic 38 69 31 31 27 91 64 9 25 83 58 17
White 36 85 50 15 36 76 40 24 38 83 45 17
Two or more races 42 83 42 17 38 77 38 23 < < < <
Students with Disabilities 29 71 43 29 6 29 24 71 24 65 41 35
Students without Disabilities 37 84 48 16 40 85 45 15 38 85 48 15
Economically Disadvantaged 28 67 39 33 13 64 51 36 14 71 57 29
Not Economically Disadvantaged 39 88 50 12 45 83 39 17 43 86 43 14
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 88.89 State: 89.72 Division: 92.56 State: 88.34 Division: 91.67 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division123
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten244440
Kindergarten130111117
Grade 1124134110
Grade 2126119139
Grade 3145133117
Grade 4150144138
Grade 5165147146
Grade 6139170153
Grade 7151144174
Grade 8146158147
Grade 9171165174
Grade 10183170163
Grade 11159183172
Grade 12184156181
Total Students1,9971,9781,971
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 Students199719781971
Female976966981
Male10211012990
American Indian242
Asian272722
Black655953
Hispanic172176188
White158115631554
Two or more races150147152
Students with Disabilities233233225
Students without Disabilities176417451746
Economically Disadvantaged379484477
Not Economically Disadvantaged161814941494
English Learners546979
Not English Learners194319091892
Homeless943
Foster Care1277
Military Connected272732
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 118 34 6 0 1 0
State 50983 36022 2734 1046 5399 1777
Female Division 48 16 1 0 0 0
State 27838 15824 920 366 1921 654
Male Division 70 18 5 0 1 0
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division < < < < 0 <
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 102 27 5 0 1 0
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 2 6 6 0 1 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 8 9 2 0 0 0
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < 0 <
State 1418 3759 272 31 1845 117
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students15915899.415899.41.6
Female65651006510000
Male949398.99398.911.1
American Indian0<100<10000
Asian0<100<10000
Black0<100<10000
Hispanic0<100<10000
White13513499.313499.31.7
Two or more races0<100<10000
Students with Disabilities151493.31493.316.7
Economically Disadvantaged19191001910000
English Learners0<100<10000
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken71 / 9.85%60 / 8.61%64 / 9.51%
Advanced Placement Course Enrollment165 / 22.88%153 / 21.95%191 / 28.38%
Dual Enrollment136 / 18.86%145 / 20.8%154 / 22.88%
Governor's School Enrollment5 / .69%8 / 1.15%8 / 1.19%
IB Course Enrollment320 / 44.38%322 / 46.2%319 / 47.4%
Senior Enrolled in IB Program14 / 1.94%9 / 1.29%9 / 1.34%
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 187 125 33
State 82483 57560 30
Female Division 79 59 25
State 41546 31230 25
Male Division 108 66 39
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 10 < 100
State 8548 5341 38
White Division 157 105 33
State 46319 33154 28
Two or more races Division 10 < 100
State 3521 2499 29
Students with Disabilities Division 11 < 100
State 5986 3008 50
Economically Disadvantaged Division 21 11 48
State 23516 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
State LicensuresDivision132313
 State244022791881
Industry CertificationDivision179213224
 State99894109275104601
Workplace ReadinessDivision6085109
 State307754231350241
Total Credentials EarnedDivision252321346
 State137248157490160248
Students Earning One or More CredentialsDivision247279269
 State109089126113128672
Armed Services Vocational Aptitude Battery ExaminationDivision--11
 State151414311537
CTE CompletersDivision796058
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 51 61 34 55.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 73 101 46 45.5%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 70 90 34 37.8%
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
65.6 65.1 64.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20156,057.004,458.00581.00
2015-20166,339.004,424.00489.00
2016-20176,682.004,377.00573.00

Statewide Per-Pupil Spending

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

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

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

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

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

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students170324516972651716204
Female818119821141846103
Male885126876124870101
American Indian<<<<<<
Asian271262252
Black6075510574
Hispanic147211481816312
White136118713492081347166
Two or more races105281182612218
Students with Disabilities176491744317942
Economically Disadvantaged342803669836674
English Learners329526696
Homeless<<103<<
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
Alcohol, Tobacco, and Other Drug Offenses 10
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Property Offenses <
Weapons Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.10.203
Asian1.3531.368
Black3.258102.989
Hispanic8.6228.916
Native Hawaiian0.101
White79.2488079.17977.78
Two or more races7.519107.44722.22
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

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.10.203
Asian1.3531.368
Black3.2582.989
Hispanic8.6228.91620
Native Hawaiian0.101
White79.24810079.17980
Two or more races7.5197.447
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.203
Asian1.3531.368
Black3.2582.989
Hispanic8.6228.916
Native Hawaiian0.101
White79.24879.179
Two or more races7.5197.447
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 20.8821.319.74
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 25.5433.7233.75
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 69.6974.8871.28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.18 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.99 : 1

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

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 1.4% 4.8% 11.3% 8.7% 8.5% 1.9%
High Poverty - - - - - -
Low Poverty 2.3% 4.8% 4.5% 8.7% 4.5% 1.9%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%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%65%1%1%
2016-201736%63%0%1%
2017-201838%60%1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students79%80%73%75%
Asian83%81%87%75%
Black62%70%60%75%
Hispanic67%66%63%75%
White81%82%81%75%
Economically Disadvantaged61%62%62%75%
English Learners36%38%53%75%
Students with Disabilities41%42%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students80%79%74%70%
Asian84%82%89%70%
Black77%78%60%70%
Hispanic71%74%64%70%
White81%81%81%70%
Economically Disadvantaged61%64%63%70%
English Learners42%52%57%70%
Students with Disabilities47%45%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students83%
Asian<
Black80%
Hispanic65%
White86%
Economically Disadvantaged68%
English Learners33%
Students with Disabilities43%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students80%82%
Asian79%93%
Black64%79%
Hispanic75%78%
White81%83%
Economically Disadvantaged65%64%
English Learners52%56%
Students with Disabilities52%58%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student GroupCurrent RateAnnual TargetLong Term Goal
All Students97%84%84%
Asian<90%84%
Black<82%84%
Hispanic87%81%84%
White98%86%84%
Economically Disadvantaged90%78%84%
English Learners<65%84%
Students with Disabilities92%56%84%
Homeless<--
Foster Care---

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students11%12%9%10%
Asian7%6%5%10%
Black7%11%9%10%
Hispanic7%10%9%10%
White11%12%9%10%
Economically Disadvantaged17%19%13%10%
English Learners8%12%8%10%
Students with Disabilities19%20%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress50%46%58%
English Learner Proficiency12%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress234650%
English Learner Proficiency86512%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%98%99%
Asian100%100%100%
Black100%100%100%
Hispanic100%99%94%
White100%98%99%
Economically Disadvantaged100%100%99%
Not Economically Disadvantaged100%98%99%
English Learners100%100%94%
Students with Disabilities99%100%98%
Students without Disabilities100%98%99%
Female100%99%100%
Male99%97%98%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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