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Colonial Heights City Public Schools

General school information

Division: Colonial Heights City Public Schools
Division Number: 106
Address: 512 Boulevard Colonial Heights, VA 23834-3798
Superintendent: Dr. William D. Sroufe
Region: 1
Division Website (opens new window)
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Map results may not reflect school division or attendance zone boundaries.

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

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 79 21 11 68 79 21 12 64 76 24
Female 15 66 81 19 13 70 83 17 14 63 77 23
Male 12 64 76 24 10 65 75 25 11 64 75 25
American Indian < < < < < < 100 0
Asian 12 66 78 22 15 74 89 11 20 73 93 8
Black 8 60 68 32 7 62 69 31 8 59 67 33
Hispanic 13 66 78 22 6 69 75 25 9 60 69 31
Native Hawaiian < < 100 0 < < < < < < < <
White 15 67 81 19 13 70 83 17 13 66 79 21
Two or more races 14 67 81 19 14 61 75 25 20 60 80 20
Students with Disabilities 9 41 51 49 10 41 51 49 14 38 52 48
Students without Disabilities 14 70 84 16 11 73 85 15 12 69 81 19
Economically Disadvantaged 9 63 72 28 8 65 73 27 11 63 74 26
Not Economically Disadvantaged 17 68 84 16 14 71 85 15 14 64 78 22
English Learners 2 59 61 39 - 52 52 48 - 39 39 61
Military Connected 13 71 84 16 23 66 89 11
Foster Care < < 100 0
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 57 71 29 12 59 72 28 15 59 74 26
Female 15 60 75 25 16 61 77 23 15 59 74 26
Male 12 54 66 34 9 58 67 33 16 58 74 26
American Indian < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black 12 45 57 43 12 57 69 31 6 60 66 34
Hispanic 7 64 71 29 7 67 73 27 13 47 60 40
Native Hawaiian < < 100 0 < < 100 0
White 16 61 76 24 13 59 71 29 18 57 75 25
Two or more races < < < < 19 57 76 24 25 64 89 11
Students with Disabilities 13 42 55 45 14 49 63 37 18 49 67 33
Students without Disabilities 14 61 75 25 12 61 73 27 15 61 76 24
Economically Disadvantaged 11 53 64 36 12 56 68 32 13 62 74 26
Not Economically Disadvantaged 17 63 80 20 12 64 77 23 20 55 74 26
English Learners 8 50 58 42 - 63 63 38 - 62 62 38
Military Connected < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 78 22 14 61 75 25 14 62 77 23
Female 14 65 79 21 16 65 81 19 23 58 80 20
Male 13 64 77 23 13 56 69 31 8 65 74 26
Asian < < 100 0 < < < < < < < <
Black 6 65 71 29 15 54 69 31 8 62 70 30
Hispanic - 50 50 50 14 79 93 7 7 67 73 27
White 16 66 82 18 14 63 77 23 18 62 80 20
Two or more races 21 57 79 21 8 54 62 38 21 47 68 32
Students with Disabilities 22 39 61 39 17 37 54 46 17 49 66 34
Students without Disabilities 12 69 81 19 14 66 80 20 14 65 79 21
Economically Disadvantaged 8 68 76 24 11 56 67 33 13 60 73 27
Not Economically Disadvantaged 20 62 81 19 18 66 84 16 16 64 80 20
English Learners - 50 50 50 < < < < - 46 46 54
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 59 82 18 12 69 81 19 19 58 77 23
Female 31 54 85 15 11 72 83 17 21 61 81 19
Male 16 64 80 20 13 66 79 21 17 54 71 29
Asian < < < < < < 100 0 < < 100 0
Black 3 69 72 28 7 74 80 20 16 47 64 36
Hispanic 45 36 82 18 - 38 38 62 13 75 88 13
Native Hawaiian < < 100 0 < < 100 0
White 28 57 85 15 15 71 86 14 18 61 80 20
Two or more races 17 72 89 11 20 60 80 20 27 47 73 27
Students with Disabilities 12 35 46 54 11 60 71 29 21 38 59 41
Students without Disabilities 25 64 89 11 12 71 84 16 19 62 80 20
Economically Disadvantaged 17 61 78 22 9 68 77 23 16 61 77 23
Not Economically Disadvantaged 30 57 87 13 16 70 86 14 22 54 76 24
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 61 77 23 15 63 79 21 9 66 75 25
Female 16 59 75 25 18 63 82 18 8 70 78 22
Male 16 63 79 21 12 63 76 24 10 62 72 28
Asian < < < < < < < < < < 100 0
Black 7 60 67 33 6 63 69 31 10 63 73 27
Hispanic 13 63 75 25 20 60 80 20 - 46 46 54
Native Hawaiian < < 100 0 < < 100 0
White 18 61 80 20 19 64 83 17 8 69 77 23
Two or more races 14 71 86 14 10 57 67 33 12 71 82 18
Students with Disabilities 6 32 39 61 13 27 40 60 14 24 38 62
Students without Disabilities 17 66 83 17 16 70 86 14 8 76 84 16
Economically Disadvantaged 12 55 67 33 12 62 73 27 9 63 72 28
Not Economically Disadvantaged 19 66 85 15 21 65 86 14 9 69 79 21
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 69 80 20 13 71 83 17 17 59 76 24
Female 15 68 84 16 14 69 83 17 18 56 74 26
Male 6 70 76 24 12 72 84 16 15 62 77 23
Asian < < < < < < < < < < < <
Black 6 66 72 28 4 66 70 30 9 56 65 35
Hispanic 10 80 90 10 6 89 94 6 17 50 67 33
White 12 71 83 17 15 72 87 13 20 61 81 19
Two or more races 16 53 68 32 25 63 88 13 16 53 68 32
Students with Disabilities 3 44 47 53 6 41 47 53 14 24 38 62
Students without Disabilities 12 74 86 14 14 76 90 10 18 67 85 15
Economically Disadvantaged 5 69 75 25 7 71 79 21 18 56 74 26
Not Economically Disadvantaged 15 69 85 15 18 70 88 12 16 62 78 22
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 72 28 6 69 75 25 6 65 71 29
Female 11 65 76 24 8 74 81 19 7 57 64 36
Male 9 58 67 33 4 63 67 33 5 73 78 22
Asian < < < < < < 100 0 < < 100 0
Black 13 50 63 37 - 51 51 49 4 58 62 38
Hispanic 8 69 77 23 - 67 67 33 5 68 74 26
Native Hawaiian < < 100 0 < < 100 0
White 8 65 73 27 8 74 82 18 5 67 72 28
Two or more races 18 55 73 27 6 59 65 35 18 65 82 18
Students with Disabilities 2 41 44 56 5 32 37 63 7 31 38 62
Students without Disabilities 11 66 78 22 6 77 84 16 6 70 76 24
Economically Disadvantaged 8 59 67 33 2 71 73 27 3 64 67 33
Not Economically Disadvantaged 12 64 76 24 10 68 77 23 9 66 75 25
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 84 91 9 6 81 87 13 6 77 83 17
Female 6 88 94 6 6 87 93 7 7 78 86 14
Male 8 79 88 13 5 76 82 18 5 75 80 20
Asian < < 100 0 < < 100 0 < < < <
Black 4 80 84 16 - 67 67 33 5 69 74 26
Hispanic 11 84 95 5 - 71 71 29 7 60 67 33
Native Hawaiian < < < < < < < <
White 8 83 91 9 7 87 93 7 6 81 87 13
Two or more races < < < < 9 91 100 0 < < 100 0
Students with Disabilities 13 53 66 34 3 41 43 57 8 46 54 46
Students without Disabilities 6 90 95 5 6 89 96 4 6 83 89 11
Economically Disadvantaged 4 81 85 15 1 78 79 21 3 77 80 20
Not Economically Disadvantaged 8 86 94 6 8 84 92 8 9 77 86 14
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 56 76 24 18 56 74 26 12 43 55 45
Female 25 57 83 17 25 56 80 20 15 43 57 43
Male 14 54 67 33 11 56 67 33 9 43 52 48
Asian 18 55 73 27 62 38 100 0 < < 100 0
Black 9 52 62 38 4 49 53 47 4 32 36 64
Hispanic 13 56 69 31 4 70 74 26 11 47 58 42
Native Hawaiian < < < < < < < <
White 23 56 79 21 22 57 79 21 13 47 59 41
Two or more races 16 63 79 21 11 59 70 30 26 37 63 37
Students with Disabilities 8 33 41 59 4 24 28 72 12 9 21 79
Students without Disabilities 22 60 83 17 21 62 83 17 12 49 61 40
Economically Disadvantaged 12 57 69 31 11 54 65 35 10 42 53 47
Not Economically Disadvantaged 25 55 80 20 23 57 81 19 13 43 56 44
English Learners 12 35 47 53 < < < < < < < <
Military Connected 14 79 93 7 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 49 68 32 13 54 67 33 10 44 54 46
Female 25 50 76 24 16 57 74 26 12 44 55 45
Male 12 48 59 41 10 49 59 41 8 44 52 48
Asian < < < < < < 100 0 < < 100 0
Black 8 53 60 40 6 40 46 54 2 34 36 64
Hispanic - 46 46 54 8 54 62 38 6 50 56 44
Native Hawaiian < < 100 0 < < < <
White 24 48 72 28 14 58 72 28 11 48 58 42
Two or more races 20 60 80 20 13 50 63 38 22 39 61 39
Students with Disabilities 5 27 32 68 3 22 24 76 3 10 14 86
Students without Disabilities 22 54 77 23 16 61 77 23 11 49 60 40
Economically Disadvantaged 10 54 64 36 12 50 61 39 10 43 52 48
Not Economically Disadvantaged 26 46 72 28 15 58 73 27 10 45 55 45
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 63 83 17 22 58 80 20 < < < <
Female 25 65 91 9 34 54 88 12 < < 100 0
Male 15 60 76 24 11 62 73 27 < < < <
Asian < < < < < < 100 0 < < 100 0
Black 12 52 64 36 2 56 59 41 < < < <
Hispanic 21 63 84 16 - 86 86 14 < < 100 0
White 22 65 87 13 30 56 85 15 < < 100 0
Two or more races < < < < 9 73 82 18 < < 100 0
Students with Disabilities 13 41 53 47 6 26 32 68 < < < <
Students without Disabilities 22 67 89 11 25 63 89 11 < < 100 0
Economically Disadvantaged 14 62 76 24 10 59 69 31 < < 100 0
Not Economically Disadvantaged 25 63 88 12 30 57 87 13 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 66 79 21 10 65 75 25 12 71 83 17
Female 13 68 81 19 9 68 77 23 10 73 83 17
Male 13 63 77 23 11 61 73 27 13 70 82 18
American Indian < < < < < < 100 0
Asian 38 58 96 4 32 62 94 6 27 69 96 4
Black 6 64 70 30 4 57 61 39 5 68 73 27
Hispanic 8 71 79 21 10 68 77 23 7 74 80 20
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 15 66 81 19 11 68 79 21 13 72 86 14
Two or more races 7 69 77 23 10 57 67 33 14 71 85 15
Students with Disabilities 7 42 50 50 7 40 47 53 13 50 63 37
Students without Disabilities 14 70 84 16 11 70 80 20 11 75 87 13
Economically Disadvantaged 9 65 74 26 7 63 70 30 11 71 82 18
Not Economically Disadvantaged 16 67 83 17 14 67 80 20 12 71 83 17
English Learners 12 64 76 24 6 64 70 30 2 79 80 20
Military Connected 13 70 83 17 20 70 90 10
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 53 67 33 8 59 67 33 17 64 81 19
Female 15 54 70 30 10 63 72 28 13 63 76 24
Male 13 52 65 35 7 56 63 37 20 65 85 15
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 8 42 50 50 2 51 53 47 4 64 68 32
Hispanic 21 50 71 29 - 73 73 27 13 60 73 27
White 14 58 73 27 11 61 73 27 22 64 86 14
Two or more races < < < < 14 43 57 43 18 64 82 18
Students with Disabilities 16 26 42 58 14 29 43 57 18 46 64 36
Students without Disabilities 14 59 73 27 7 64 72 28 17 68 84 16
Economically Disadvantaged 10 47 57 43 7 55 62 38 13 66 80 20
Not Economically Disadvantaged 20 62 81 19 10 64 74 26 22 60 83 17
English Learners 17 67 83 17 - 69 69 31 - 77 77 23
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17 25 54 79 21 13 72 85 15
Female 15 67 82 18 22 57 79 21 14 73 86 14
Male 23 62 85 15 29 50 80 20 12 71 83 17
Asian < < 100 0 < < 100 0 < < < <
Black 9 86 94 6 10 64 74 26 8 72 79 21
Hispanic - 50 50 50 21 71 93 7 - 73 73 27
White 22 61 83 17 32 49 81 19 16 74 90 10
Two or more races 15 62 77 23 15 46 62 38 17 56 72 28
Students with Disabilities 13 43 57 43 18 38 55 45 17 53 70 30
Students without Disabilities 19 68 87 13 27 58 85 15 12 76 88 12
Economically Disadvantaged 18 63 81 19 13 58 71 29 9 75 84 16
Not Economically Disadvantaged 19 67 86 14 39 50 88 12 16 69 85 15
English Learners 17 58 75 25 < < < < - 85 85 15
Military Connected < < < < < < < <
Foster Care < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 61 83 17 15 60 75 25 17 66 83 17
Female 21 67 88 12 13 62 75 25 18 68 86 14
Male 22 56 79 21 16 58 75 25 16 64 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 67 70 30 6 51 57 43 7 71 78 22
Hispanic 36 64 100 0 - 36 36 64 21 64 86 14
Native Hawaiian < < 100 0 < < 100 0
White 27 57 84 16 18 66 84 16 17 67 84 16
Two or more races 6 78 83 17 29 57 86 14 20 60 80 20
Students with Disabilities 12 38 50 50 14 37 51 49 18 49 67 33
Students without Disabilities 24 65 89 11 15 65 80 20 17 70 87 13
Economically Disadvantaged 13 67 80 20 13 61 74 26 17 67 84 16
Not Economically Disadvantaged 31 56 86 14 17 59 76 24 17 66 82 18
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 82 18 13 70 82 18 15 69 84 16
Female 10 70 80 20 11 73 84 16 12 74 85 15
Male 18 65 83 17 14 67 81 19 19 65 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 67 72 28 6 65 71 29 9 59 67 33
Hispanic 13 81 94 6 < < 100 0 7 67 73 27
Native Hawaiian < < 100 0 < < 100 0
White 18 65 82 18 13 72 86 14 18 73 91 9
Two or more races 13 67 80 20 5 65 70 30 19 75 94 6
Students with Disabilities 6 45 52 48 7 50 57 43 14 51 66 34
Students without Disabilities 16 71 87 13 14 73 87 13 15 73 88 12
Economically Disadvantaged 9 67 76 24 8 74 82 18 17 63 81 19
Not Economically Disadvantaged 19 68 87 13 19 64 83 17 13 76 89 11
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 80 20 7 60 66 34 12 75 87 13
Female 16 68 84 16 5 63 69 31 11 75 86 14
Male 15 60 75 25 8 56 64 36 12 75 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 61 71 29 2 47 49 51 9 71 79 21
Hispanic - 70 70 30 5 79 84 16 18 82 100 0
White 17 66 83 17 7 63 71 29 13 75 87 13
Two or more races 5 68 74 26 13 38 50 50 11 74 84 16
Students with Disabilities 6 41 47 53 6 19 25 75 8 42 50 50
Students without Disabilities 17 69 86 14 7 66 73 27 13 83 96 4
Economically Disadvantaged 11 67 79 21 6 52 59 41 13 75 89 11
Not Economically Disadvantaged 19 62 81 19 7 67 74 26 10 74 84 16
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 63 64 36 1 66 67 33 1 69 70 30
Female 1 70 71 29 - 68 68 32 - 68 68 32
Male - 56 56 44 2 63 65 35 3 70 72 28
Asian < < < < < < 100 0
Black 4 61 64 36 - 48 48 52 - 61 61 39
Hispanic - 50 50 50 < < < < - 80 80 20
Native Hawaiian < < 100 0
White - 65 65 35 1 73 74 26 1 68 70 30
Two or more races < < < < - 46 46 54 8 75 83 17
Students with Disabilities 2 39 41 59 3 33 36 64 6 45 52 48
Students without Disabilities - 72 72 28 - 78 78 22 - 75 75 25
Economically Disadvantaged 1 64 65 35 - 63 63 37 - 67 67 33
Not Economically Disadvantaged - 62 62 38 1 69 71 29 3 70 73 27
English Learners < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 74 84 16 6 71 77 23 5 83 87 13
Female 15 72 86 14 4 78 82 18 3 88 91 9
Male 5 76 81 19 8 64 73 28 6 77 83 17
Asian < < < < < < 100 0 < < 100 0
Black 2 72 74 26 - 58 58 42 - 77 77 23
Hispanic - 88 88 13 8 83 92 8 - 81 81 19
Native Hawaiian < < 100 0
White 13 73 86 14 6 73 79 21 6 85 91 9
Two or more races < < < < - 93 93 7 11 84 95 5
Students with Disabilities - 49 49 51 - 56 56 44 - 69 69 31
Students without Disabilities 11 78 90 10 8 76 84 16 5 85 90 10
Economically Disadvantaged 5 72 77 23 3 70 73 27 4 82 87 13
Not Economically Disadvantaged 13 75 88 12 10 73 82 18 5 83 88 12
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 74 78 22 4 70 74 26 6 74 80 20
Female 7 74 80 20 3 72 74 26 5 77 82 18
Male 2 75 76 24 5 69 74 26 7 70 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 58 60 40 2 58 60 40 - 68 68 32
Hispanic - 88 88 13 8 54 62 38 - 82 82 18
Native Hawaiian < < 100 0
White 6 77 83 17 3 76 80 20 7 74 81 19
Two or more races - 71 71 29 < < < < < < < <
Students with Disabilities - 59 59 41 - 38 38 63 6 63 69 31
Students without Disabilities 5 77 81 19 4 76 80 20 6 75 81 19
Economically Disadvantaged - 76 76 24 2 63 65 35 6 77 83 17
Not Economically Disadvantaged 6 73 79 21 5 77 82 18 6 72 78 22
English Learners < < < < < < < < < < < <
Military Connected - 90 90 10 < < 100 0
Foster Care < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 71 89 11 11 77 88 12 20 64 84 16
Female 14 78 91 9 10 81 90 10 23 55 78 23
Male 24 63 87 13 12 72 85 15 17 76 93 7
Asian < < 100 0 < < < <
Black 16 68 84 16 10 75 85 15 21 57 79 21
Hispanic - 82 82 18 < < < < < < < <
White 19 71 91 9 9 80 90 10 23 62 85 15
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < - 73 73 27 < < < <
Students without Disabilities 19 71 90 10 12 77 89 11 21 65 85 15
Economically Disadvantaged 10 81 90 10 6 79 85 15 15 65 80 20
Not Economically Disadvantaged 20 69 89 11 14 75 89 11 28 62 90 10
English Learners < < 100 0
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 73 84 16 10 72 82 18 12 65 77 23
Female 9 76 85 15 8 74 83 17 9 66 76 24
Male 14 69 83 17 12 69 81 19 15 63 78 22
Asian 26 63 89 11 38 54 92 8 41 50 91 9
Black 5 68 73 27 6 60 65 35 6 60 66 34
Hispanic 17 63 81 19 6 68 74 26 8 73 81 19
Native Hawaiian < < 100 0 < < < <
White 12 75 87 13 11 77 87 13 14 66 80 20
Two or more races 9 72 81 19 9 71 80 20 13 63 76 24
Students with Disabilities 6 48 54 46 5 47 52 48 9 45 54 46
Students without Disabilities 12 77 90 10 11 77 87 13 13 69 81 19
Economically Disadvantaged 9 68 77 23 6 70 76 24 13 65 77 23
Not Economically Disadvantaged 13 75 89 11 13 74 87 13 12 65 76 24
English Learners 9 50 59 41 - 50 50 50 - 29 29 71
Military Connected 6 94 100 0 6 76 82 18
Foster Care < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 61 80 20 14 63 77 23 17 56 73 27
Female 14 65 79 21 8 66 74 26 13 61 74 26
Male 23 58 81 19 21 60 81 19 22 51 73 27
Asian < < < < < < 100 0 < < < <
Black 7 63 70 30 9 50 59 41 13 51 64 36
Hispanic 30 60 90 10 - 57 57 43 19 63 81 19
Native Hawaiian < < 100 0 < < 100 0
White 24 60 83 17 15 71 85 15 20 56 76 24
Two or more races - 67 67 33 27 53 80 20 7 67 73 27
Students with Disabilities 8 38 46 54 14 37 51 49 15 38 54 46
Students without Disabilities 20 65 86 14 14 69 83 17 17 60 78 22
Economically Disadvantaged 14 59 73 27 12 63 75 25 18 58 75 25
Not Economically Disadvantaged 23 64 86 14 16 64 80 20 16 55 72 28
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 6 71 77 23 11 63 74 26
Female 5 72 77 23 4 74 78 22 7 62 69 31
Male 10 69 78 22 8 67 75 25 15 65 79 21
Asian < < < < < < 100 0 < < 100 0
Black 5 65 70 30 3 54 57 43 - 65 65 35
Hispanic 7 71 79 21 - 75 75 25 - 79 79 21
Native Hawaiian < < 100 0 < < 100 0
White 7 73 80 20 6 76 82 18 15 62 76 24
Two or more races 8 62 69 31 - 65 65 35 16 58 74 26
Students with Disabilities 5 45 50 50 3 35 38 62 6 38 44 56
Students without Disabilities 7 76 84 16 6 79 85 15 12 68 79 21
Economically Disadvantaged 5 67 72 28 4 69 73 27 10 65 76 24
Not Economically Disadvantaged 9 74 82 18 7 73 81 19 12 62 73 27
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 77 89 11 14 72 87 13 9 70 79 21
Female 13 82 94 6 15 75 90 10 9 69 79 21
Male 13 72 85 15 14 69 83 17 9 72 80 20
Asian < < 100 0 < < < < < < < <
Black 3 69 72 28 6 58 64 36 8 60 67 33
Hispanic 21 71 93 7 20 60 80 20 7 73 80 20
Native Hawaiian < < 100 0
White 14 78 92 8 15 79 94 6 8 76 83 17
Two or more races 8 92 100 0 < < 100 0 13 67 80 20
Students with Disabilities 3 48 52 48 6 53 59 41 - 56 56 44
Students without Disabilities 14 82 96 4 16 76 91 9 11 74 85 15
Economically Disadvantaged 6 76 83 17 9 72 81 19 11 67 78 22
Not Economically Disadvantaged 15 77 92 8 19 73 91 9 6 74 81 19
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 81 95 5 10 83 93 7 8 87 95 5
Female 9 84 93 7 11 85 96 4 6 88 94 6
Male 21 76 97 3 10 81 90 10 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 94 94 6 9 87 96 4 < < < <
Hispanic 10 80 90 10 14 79 93 7
White 14 81 95 5 10 82 92 8 7 90 97 3
Two or more races < < < < < < 100 0
Students with Disabilities - 80 80 20 - 100 100 0 < < 100 0
Students without Disabilities 15 81 96 4 11 82 93 7 8 86 95 5
Economically Disadvantaged 11 83 94 6 5 86 91 9 6 82 88 12
Not Economically Disadvantaged 15 80 95 5 13 81 94 6 9 91 100 0
English Learners < < 100 0
Military Connected < < 100 0 < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 76 82 18 6 72 78 22 3 72 75 25
Female 4 81 84 16 5 73 78 22 - 76 76 24
Male 9 72 81 19 7 70 77 23 7 67 73 27
Asian < < < < < < < <
Black 4 64 69 31 4 61 65 35 - 70 70 30
Hispanic 20 40 60 40 - 67 67 33 < < 100 0
Native Hawaiian < < < <
White 4 83 88 12 8 75 83 17 7 73 80 20
Two or more races < < 100 0 - 83 83 17 < < < <
Students with Disabilities - 56 56 44 2 47 49 51 < < < <
Students without Disabilities 7 80 88 13 7 78 85 15 4 76 80 20
Economically Disadvantaged 6 71 77 23 1 69 70 30 10 80 90 10
Not Economically Disadvantaged 7 80 86 14 12 74 86 14 - 68 68 32
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 65 88 12 22 63 85 15 21 61 83 17
Female 18 71 88 12 19 65 85 15 17 65 81 19
Male 28 60 88 12 24 61 85 15 26 58 84 16
Asian 29 61 90 10 54 36 89 11 59 41 100 0
Black 16 69 85 15 12 63 74 26 14 59 73 27
Hispanic 18 70 88 12 11 74 84 16 20 69 90 10
Native Hawaiian < < 100 0 < < < <
White 24 65 89 11 24 64 88 12 23 62 85 15
Two or more races 36 53 89 11 22 62 84 16 22 59 81 19
Students with Disabilities 9 53 62 38 8 52 60 40 12 52 64 36
Students without Disabilities 25 67 93 7 24 65 89 11 23 63 86 14
Economically Disadvantaged 20 66 86 14 17 64 81 19 20 61 81 19
Not Economically Disadvantaged 25 65 90 10 25 63 88 12 22 62 84 16
English Learners 13 74 87 13 < < < < - 80 80 20
Military Connected 24 65 89 11 30 70 100 0
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 69 89 11 15 71 86 14 5 61 66 34
Female 11 77 89 11 14 75 89 11 - 67 67 33
Male 30 60 89 11 16 67 82 18 14 50 64 36
Asian < < 100 0 40 40 80 20
Black 8 75 83 17 5 65 70 30 - 52 52 48
Hispanic 11 74 84 16 - 79 79 21 < < < <
Native Hawaiian < < < <
White 21 69 90 10 18 73 90 10 10 67 76 24
Two or more races < < < < 9 82 91 9 < < < <
Students with Disabilities 11 54 64 36 - 50 50 50 - 38 38 63
Students without Disabilities 22 72 93 7 18 74 92 8 7 67 73 27
Economically Disadvantaged 11 74 85 15 5 72 77 23 5 60 64 36
Not Economically Disadvantaged 24 67 91 9 21 70 90 10 6 62 68 32
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 86 14 11 67 78 22 11 68 79 21
Female 13 72 85 15 8 70 79 21 9 68 77 23
Male 19 69 88 12 15 62 77 23 13 69 81 19
Asian < < < < < < < < < < 100 0
Black 20 62 82 18 4 67 71 29 11 50 61 39
Hispanic 18 65 82 18 13 67 80 20 7 80 87 13
Native Hawaiian < < 100 0
White 13 76 89 11 12 68 81 19 11 71 83 17
Two or more races < < < < 27 45 73 27 5 73 77 23
Students with Disabilities 5 63 68 33 7 48 55 45 - 58 58 42
Students without Disabilities 18 72 90 10 12 71 83 17 13 70 83 17
Economically Disadvantaged 11 75 86 14 7 66 73 27 6 72 77 23
Not Economically Disadvantaged 19 68 86 14 15 68 83 17 15 65 80 20
English Learners < < < < < < < < < < 100 0
Military Connected 10 70 80 20 < < 100 0
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 74 88 13 10 69 79 21 9 74 82 18
Female 10 78 88 12 8 68 76 24 3 78 81 19
Male 17 70 87 13 13 70 84 16 17 68 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 89 95 5 4 69 73 27 4 73 77 23
Hispanic - 83 83 17 < < < < < < < <
White 16 70 86 14 11 69 80 20 9 74 84 16
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 58 58 42 < < < <
Students without Disabilities 14 74 88 12 11 70 81 19 8 75 83 17
Economically Disadvantaged 5 79 84 16 5 69 74 26 10 73 84 16
Not Economically Disadvantaged 15 73 88 12 14 69 83 17 7 74 81 19
English Learners < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 66 87 13 35 54 89 11 24 64 88 12
Female 18 71 89 11 34 58 91 9 20 67 86 14
Male 26 60 86 14 38 49 87 13 28 61 89 11
Asian < < < < < < 100 0 < < 100 0
Black 15 70 85 15 16 57 73 27 14 67 80 20
Hispanic 7 86 93 7 17 75 92 8 17 78 94 6
Native Hawaiian < < 100 0 < < 100 0
White 24 64 88 12 40 53 93 7 27 61 88 12
Two or more races 27 64 91 9 29 59 88 12 27 73 100 0
Students with Disabilities 3 49 51 49 6 49 54 46 - 71 71 29
Students without Disabilities 25 69 95 5 42 55 96 4 27 63 90 10
Economically Disadvantaged 16 70 87 13 32 58 90 10 26 61 87 13
Not Economically Disadvantaged 26 62 88 12 39 50 89 11 22 67 89 11
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 46 91 9 37 55 92 8 40 45 86 14
Female 41 51 91 9 35 55 89 11 38 50 88 12
Male 49 41 90 10 41 55 96 4 43 40 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 63 83 17 28 58 86 14 22 57 80 20
Hispanic 64 36 100 0 < < 100 0 57 43 100 0
Native Hawaiian < < 100 0 < < 100 0
White 48 44 92 8 43 51 94 6 44 43 87 13
Two or more races 59 29 88 12 23 62 85 15 45 27 73 27
Students with Disabilities 4 46 50 50 9 73 82 18 16 45 61 39
Students without Disabilities 52 46 97 3 41 52 94 6 45 46 90 10
Economically Disadvantaged 41 45 86 14 33 57 90 10 40 45 85 15
Not Economically Disadvantaged 49 47 95 5 42 53 95 5 41 46 87 13
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0
Female < < 100 0
Male < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division242
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten365151
Kindergarten231204230
Grade 1211203226
Grade 2219220197
Grade 3216226213
Grade 4188219231
Grade 5181198220
Grade 6218194203
Grade 7203220191
Grade 8228210230
Grade 9249257222
Grade 10235219230
Grade 11199213197
Grade 12223199225
Total Students2,8372,8332,866

< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students283728332866
Female144114221409
Male139614111457
Asian1069082
Black518603640
Hispanic183195217
Native Hawaiian256
White182017281679
Two or more races208211239
Students with Disabilities440467491
Students without Disabilities239723662375
Economically Disadvantaged140615241566
Not Economically Disadvantaged143113091300
English Learners127126137
Not English Learners271027072729
Homeless162321
Military Connected1018875
Foster Care222
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 50983 36029 2739 1053 5386 1766
Female Division 71 29 2 1 6 2
State 27838 15825 923 368 1911 652
Male Division 52 37 2 2 3 4
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 13 10 2 0 0 2
State 7955 11098 1113 244 1362 735
Hispanic Division 13 3 0 0 2 1
State 5087 5586 317 107 2168 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 3 2 4
White Division 85 49 1 3 5 3
State 30221 16421 1144 621 1576 587
Two or more races Division 5 2 1 0 2 0
State 2468 1543 85 58 160 72
Students with Disabilities Division 6 21 4 1 4 1
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 43 34 4 2 6 4
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students211193921969394
Female111102921039365
Male1009191939333
Asian<<100<10000
Black272593259300
Hispanic1916841684211
Native Hawaiian<<100<10000
White146135931389553
Two or more races10880880220
Students with Disabilities3731843287411
Economically Disadvantaged938187838967
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken82 / 9.05%65 / 7.32%
Advanced Placement Course Enrollment122 / 13.47%106 / 11.94%
Dual Enrollment67 / 7.4%78 / 8.78%
Governor's School Enrollment12 / 1.32%11 / 1.24%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision21014332
State83,31058,98329
FemaleDivision1148724
State42,04632,13924
MaleDivision965642
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision321941
State18,36711,78836
HispanicDivision10<100
State9,2355,82337
WhiteDivision14610329
State45,92633,47627
Two or more racesDivision13<100
State3,8212,77427
Students with DisabilitiesDivision23<100
State6,7843,33551
Economically DisadvantagedDivision704240
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
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
2015-20162016-20172017-2018
NOCTI AssessmentsDivision423546
 State4,1393,6233,525
Industry CertificationDivision301283287
 State99,894109,275104,601
Workplace ReadinessDivision122937
 State30,77542,31350,241
Total Credentials EarnedDivision355347370
 State137,248157,490160,248
Students Earning One or More CredentialsDivision272243282
 State109,089126,113128,672
CTE CompletersDivision151133104
 State42,40440,51641,438
State LicensuresDivision---
 State2,4402,2791,881
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide 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
  Type Local Funding State Federal
2012-2013Division6,859.004,549.00616.00
State5,761.004,621.00875.00
2013-2014Division7,394.004,626.00625.00
State5,807.004,651.00784.00
2014-2015Division7,083.004,853.00632.00
State5,933.004,819.00771.00
2015-2016Division6,927.004,756.00654.00
State6,084.004,849.00812.00
2016-2017Division6,643.005,209.00786.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

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
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,4043872,4073712,409367
Female1,2301901,2241911,198173
Male1,1741971,1831801,211194
American Indian--<<<<
Asian956880800
Black456804888950382
Hispanic166221772019530
Native Hawaiian<<<<<<
White1,5222471,4712341,424222
Two or more races164311772819933
Students with Disabilities35995403101384100
Economically Disadvantaged1,1772591,1992431,234220
English Learners1257129613610
Homeless19112213129
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 63
Disorderly or Disruptive Behavior Offenses 138
Alcohol, Tobacco, and Other Drug Offenses 15
Technology Offenses <

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 Indian--0
Asian3.73.2
Black18.338.121.342
Hispanic6.52.56.96.1
Native Hawaiian0.10.2
White64.245.26143.1
Two or more races7.314.27.48.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
Asian3.73.2
Black18.328.621.325
Hispanic6.514.36.9
Native Hawaiian0.10.2
White64.257.16150
Two or more races7.37.425
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 Indian--0
Asian3.73.2
Black18.366.721.375
Hispanic6.56.9
Native Hawaiian0.10.2
White64.233.36125
Two or more races7.37.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 46.553.253.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 31.728.929.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.672.269.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.47 : 1

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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

Teacher Quality

Teachers Not Fully 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 2.3% 1.2% 4.5% 2.3% 2.3% 1.2%
High Poverty - - 1.5% - - -
Low Poverty - - - - - -
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%

< = A group below state definition for personally identifiable results
- = Not applicable or 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

  2016-20172017-2018
Provisional Special Education1%2%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201750%49%0%1%
2017-201852%47%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or 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%79%73%75%
Asian83%80%87%75%
Black71%68%60%75%
Hispanic80%76%63%75%
White83%82%81%75%
Economically Disadvantaged74%72%62%75%
English Learners73%60%53%75%
Students with Disabilities53%53%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 Students77%80%74%70%
Asian89%92%89%70%
Black63%68%60%70%
Hispanic81%78%64%70%
White81%83%81%70%
Economically Disadvantaged72%74%63%70%
English Learners79%75%57%70%
Students with Disabilities49%53%42%70%

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

The Every Stud