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Colonial Heights City Public Schools

General school information

Division: Colonial Heights City Public Schools
Address: 512 Boulevard Colonial Heights, VA 23834-3798
Superintendent: Dr. Joseph O. Cox Jr.
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 89.55 State: 89.72 Division: 90.43 State: 88.34 Division: 94.91 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division124
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten453651
Kindergarten195231204
Grade 1212211203
Grade 2216219220
Grade 3185216226
Grade 4171188219
Grade 5214181198
Grade 6188218194
Grade 7241203220
Grade 8229228210
Grade 9249249257
Grade 10222235219
Grade 11210199213
Grade 12218223199
Total Students2,7952,8372,833
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 Students279528372833
Female141314411422
Male138213961411
American Indian11
Asian10010690
Black463518603
Hispanic191183195
Native Hawaiian225
White185818201728
Two or more races180208211
Students with Disabilities433440467
Not Students with Disabilities236223972366
Economically Disadvantaged135814061524
Not Economically Disadvantaged143714311309
English Learners108127126
Not English Learners268727102707
Homeless161623
Military Connected9310188
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 123 66 4 3 9 6
State 50979 36013 2733 1046 5404 1786
Female Division 71 29 2 1 6 2
State 27837 15823 920 366 1922 656
Male Division 52 37 2 2 3 4
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 13 10 2 0 0 2
State 7955 11090 1111 244 1359 744
Hispanic Division 13 3 0 0 2 1
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 85 49 1 3 5 3
State 30218 16420 1139 617 1589 596
Two or more races Division 5 2 1 0 2 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 6 21 4 1 4 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 43 34 4 2 6 4
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
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 Students21119391.519692.994.3
Female11110291.910392.865.4
Male1009191939333
Asian0<100<10000
Black272592.62592.600
Hispanic191684.21684.2210.5
Native Hawaiian0<100<10000
White14613592.513894.553.4
Two or more races10880880220
Students with Disabilities373183.83286.5410.8
Economically Disadvantaged938187.18389.266.5
English Learners0<100<10000
Homeless0<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 Taken63 / 7.01%82 / 9.05%65 / 7.32%
Advanced Placement Course Enrollment80 / 8.9%122 / 13.47%106 / 11.94%
Dual Enrollment54 / 6.01%67 / 7.4%78 / 8.78%
Governor’s School Enrollment11 / 1.22%12 / 1.32%11 / 1.24%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 203 147 28
State 82482 57560 30
Female Division 102 84 18
State 41546 31230 25
Male Division 101 63 38
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 26 19 27
State 18272 11640 36
Hispanic Division 13 < 100
State 8547 5341 38
White Division 146 107 27
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 25 17 32
State 5986 3008 50
Economically Disadvantaged Division 57 38 33
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision423546
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision301283287
 State100544109590103892
Workplace ReadinessDivision122937
 State307754231350242
Total Credentials EarnedDivision355347370
 State137248157490159017
Students Earning One or More CredentialsDivision272243282
 State109089126113127744
CTE CompletersDivision151133104
 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 89 138 88 63.8%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 105 187 99 52.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 70 114 69 60.5%
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
68.8 68.4 68

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
2014-20157,083.004,853.00632.00
2015-20166,927.004,756.00654.00
2016-20176,643.005,209.00786.00

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 Students2648189758026211877890257821997141257721397105
Female1347993937134110034401315110557012951124946
Male130190364312808744501263109427112821014859
American Indian000000000000
Asian92412955219652291000
Black47142219465361410512402530545692221
Hispanic1811159177187217615981981544
Native Hawaiian0000000000000000
White17321224657169911450681609142548015541166066
Two or more races1631023181145918417720183131114
Students with Disabilities387421721386481428388461743439443034
Economically Disadvantaged11621264954119911651611288145679812781246368
English Learners122712114520127532142542
Homeless15113195532141836735
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

2016-2017 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 58
Disorderly or Disruptive Behavior Offenses 168
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1770.036
Asian3.6091.023.5783.736
Black18.04735.216.5653018.25938.07
Hispanic6.6533.576.8346.526.452.54
Native Hawaiian0.0710.0720.07
White66.20754.0866.47651.7464.15245.18
Two or more races5.2376.126.4411.747.33214.21
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
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1770.036
Asian3.6093.5783.736
Black18.0472516.5655018.25928.57
Hispanic6.6536.8346.4514.29
Native Hawaiian0.0710.0720.07
White66.2077566.4765064.15257.14
Two or more races5.2376.447.332
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
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1770.036
Asian3.6093.5783.736
Black18.04710016.5652518.25966.67
Hispanic6.6536.834256.45
Native Hawaiian0.0710.0720.07
White66.20766.4765064.15233.33
Two or more races5.2376.447.332
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 47.0346.7346.46
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 29.9830.6331.65
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 73.9774.0676.64
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: 13.47 : 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: 8.24 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%2%
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
2015-201650%49%0%1%
2016-201750%49%0%1%
2017-201852%47%0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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