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Craig County Public Schools

General school information

Division: Craig County Public Schools
Division Number: 23
Address: 6 Alleghany Circle New Castle, VA 24127-0245
Superintendent: Ms. Jeanette Day Warwick
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

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

Accreditation

Accreditation Status
Elementary Schools
McCleary ElementaryAccredited
Combined Schools
Craig County HighAccredited

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 64 77 23 10 63 73 27 7 68 75 25
Female 18 60 79 21 6 70 76 24 7 73 80 20
Male 9 67 76 24 14 57 71 29 8 63 71 29
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 14 64 77 23 10 63 73 27 7 68 75 25
Students with Disabilities 12 29 41 59 9 36 44 56 6 36 42 58
Students without Disabilities 14 75 89 11 11 72 83 17 8 79 87 13
Economically Disadvantaged 8 63 71 29 8 55 62 38 5 65 70 30
Not Economically Disadvantaged 19 65 83 17 13 72 85 15 10 71 81 19
Military Connected < < 100 0
Foster Care < < < <
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 23 50 73 27 8 57 65 35 6 62 68 32
Female 36 44 80 20 - 54 54 46 6 72 78 22
Male 5 58 63 37 13 58 71 29 7 55 62 38
White 23 50 73 27 8 56 64 36 6 62 68 32
Students with Disabilities 9 27 36 64 17 42 58 42 - 29 29 71
Students without Disabilities 27 58 85 15 4 64 68 32 9 76 85 15
Economically Disadvantaged 13 58 71 29 8 56 64 36 6 61 67 33
Not Economically Disadvantaged 35 40 75 25 8 58 67 33 9 64 73 27
Military Connected < < 100 0
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 15 62 76 24 11 63 74 26 5 68 74 26
Female 9 61 70 30 12 77 88 12 - 77 77 23
Male 19 63 81 19 10 45 55 45 8 64 72 28
Asian < < 100 0
White 15 63 78 22 11 63 74 26 5 68 73 27
Students with Disabilities 17 42 58 42 - 29 29 71 8 50 58 42
Students without Disabilities 14 67 81 19 16 78 94 6 4 77 81 19
Economically Disadvantaged 10 74 84 16 4 60 64 36 7 70 78 22
Not Economically Disadvantaged 21 46 67 33 19 67 86 14 - 64 64 36
Military Connected < < 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 19 64 83 17 19 51 70 30 15 56 71 29
Female 19 69 88 13 4 70 74 26 19 68 87 13
Male 20 60 80 20 30 37 67 33 10 38 48 52
White 20 66 86 14 19 50 69 31 15 56 71 29
Students with Disabilities < < < < 9 36 45 55 6 19 25 75
Students without Disabilities 17 76 93 7 21 55 76 24 19 72 92 8
Economically Disadvantaged 17 56 72 28 15 53 68 32 12 56 68 32
Not Economically Disadvantaged 22 72 94 6 26 47 74 26 19 56 74 26
Foster Care < < < <
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 18 59 77 23 5 63 68 32 6 70 76 24
Female 21 53 74 26 - 65 65 35 - 82 82 18
Male 15 65 80 20 10 62 71 29 9 63 72 28
Hispanic < < < <
White 18 59 77 23 5 65 70 30 6 72 77 23
Students with Disabilities 17 42 58 42 10 20 30 70 8 42 50 50
Students without Disabilities 19 67 85 15 4 79 82 18 5 79 83 17
Economically Disadvantaged 9 68 77 23 12 29 41 59 6 72 78 22
Not Economically Disadvantaged 29 47 76 24 - 90 90 10 5 68 73 27
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 7 60 67 33 10 71 80 20 7 65 72 28
Female 6 65 71 29 11 74 84 16 6 65 71 29
Male 7 57 64 36 9 68 77 23 8 65 73 27
Black < < 100 0 < < < <
White 7 59 66 34 10 71 80 20 7 67 74 26
Students with Disabilities - 21 21 79 - 64 64 36 9 27 36 64
Students without Disabilities 10 77 87 13 15 74 89 11 6 78 84 16
Economically Disadvantaged 4 52 56 44 - 70 70 30 - 61 61 39
Not Economically Disadvantaged 10 70 80 20 19 71 90 10 15 70 85 15
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 68 78 22 14 58 72 28 10 65 75 25
Female 18 64 82 18 17 56 72 28 6 67 72 28
Male - 74 74 26 12 60 72 28 14 64 77 23
White 11 68 79 21 14 60 74 26 10 65 75 25
Students with Disabilities 10 30 40 60 27 18 45 55 7 53 60 40
Students without Disabilities 10 81 90 10 9 72 81 19 12 72 84 16
Economically Disadvantaged 5 63 68 32 12 48 60 40 5 55 60 40
Not Economically Disadvantaged 14 73 86 14 17 72 89 11 15 75 90 10
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 6 78 84 16 5 75 79 21 2 85 87 13
Female 15 70 85 15 - 79 79 21 4 82 86 14
Male - 83 83 17 10 70 80 20 - 89 89 11
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 7 77 83 17 5 74 79 21 2 85 87 13
Students with Disabilities 8 25 33 67 < < < < < < < <
Students without Disabilities 6 90 96 4 6 81 87 13 2 90 92 8
Economically Disadvantaged 4 64 68 32 - 63 63 37 - 78 78 22
Not Economically Disadvantaged 9 89 97 3 7 80 86 14 3 91 94 6
< = 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 8 71 79 21 7 63 70 30 8 61 70 30
Female 7 75 82 18 7 65 73 27 9 70 80 20
Male 9 65 74 26 7 61 68 32 8 51 59 41
Asian < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 8 70 78 22 7 63 70 30 9 61 70 30
Two or more races < < 100 0 < < 100 0
Students with Disabilities 11 37 47 53 13 30 43 57 8 38 46 54
Students without Disabilities 7 79 86 14 6 70 76 24 8 71 80 20
Economically Disadvantaged 8 63 71 29 5 57 62 38 7 56 63 37
Not Economically Disadvantaged 8 76 84 16 9 68 77 23 10 67 76 24
Homeless < < 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 10 75 85 15 19 40 58 42 7 41 49 51
Female 14 76 90 10 17 39 56 44 5 63 68 32
Male 5 74 79 21 20 40 60 40 9 23 32 68
White 11 73 84 16 19 40 60 40 7 41 49 51
Students with Disabilities 10 60 70 30 27 9 36 64 7 20 27 73
Students without Disabilities 10 80 90 10 16 50 66 34 8 54 62 38
Economically Disadvantaged 11 67 78 22 13 46 58 42 4 35 39 61
Not Economically Disadvantaged 9 82 91 9 26 32 58 42 11 50 61 39
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 7 68 75 25 1 75 76 24 10 81 90 10
Female 3 75 78 22 3 78 81 19 12 76 88 12
Male 13 58 71 29 - 72 72 28 6 88 94 6
Asian < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 7 68 75 25 1 74 75 25 10 82 92 8
Two or more races < < 100 0
Students with Disabilities < < < < - 50 50 50 < < < <
Students without Disabilities 6 78 84 16 1 79 80 20 9 85 94 6
Economically Disadvantaged 5 60 65 35 - 64 64 36 11 83 94 6
Not Economically Disadvantaged 8 73 80 20 2 83 85 15 8 79 88 13
Homeless < < 100 0
< = 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 7 69 77 23 7 68 76 24 4 68 73 27
Female 6 77 82 18 6 72 77 23 4 73 77 23
Male 9 62 71 29 9 65 74 26 4 65 69 31
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 69 76 24 8 68 76 24 4 68 73 27
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 6 39 45 55 12 49 61 39 5 48 54 46
Students without Disabilities 8 79 87 13 6 75 81 19 4 76 80 20
Economically Disadvantaged 4 68 73 27 4 65 68 32 2 67 69 31
Not Economically Disadvantaged 11 70 81 19 12 73 84 16 7 70 77 23
Homeless < < 100 0
Military Connected < < 100 0
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 11 68 80 20 - 70 70 30 - 79 79 21
Female 16 72 88 12 - 69 69 31 - 78 78 22
Male 5 63 68 32 - 71 71 29 - 79 79 21
White 11 68 80 20 - 69 69 31 - 79 79 21
Students with Disabilities 9 27 36 64 - 67 67 33 - 57 57 43
Students without Disabilities 12 82 94 6 - 72 72 28 - 88 88 12
Economically Disadvantaged - 79 79 21 - 64 64 36 - 81 81 19
Not Economically Disadvantaged 25 55 80 20 - 83 83 17 - 73 73 27
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 23 64 88 13 11 62 73 27 8 79 87 13
Female 4 87 91 9 12 65 77 23 8 77 85 15
Male 36 48 85 15 11 58 68 32 8 80 88 12
Asian < < 100 0
White 24 64 87 13 11 62 73 27 8 78 86 14
Students with Disabilities 25 42 67 33 8 23 31 69 - 92 92 8
Students without Disabilities 23 70 93 7 13 78 91 9 12 73 85 15
Economically Disadvantaged 20 73 93 7 - 63 63 38 7 81 89 11
Not Economically Disadvantaged 27 54 81 19 24 62 86 14 9 73 82 18
Military Connected < < 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 16 59 76 24 13 51 64 36 8 58 65 35
Female 19 63 81 19 - 43 43 57 10 71 81 19
Male 14 57 71 29 23 57 80 20 5 38 43 57
White 17 61 78 22 13 51 64 36 8 58 65 35
Students with Disabilities < < < < 27 36 64 36 6 13 19 81
Students without Disabilities 14 69 83 17 10 55 64 36 8 78 86 14
Economically Disadvantaged 11 58 68 32 9 53 62 38 - 56 56 44
Not Economically Disadvantaged 22 61 83 17 21 47 68 32 15 59 74 26
Foster Care < < < <
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 - 79 79 21 5 71 76 24 2 67 69 31
Female - 80 80 20 6 71 76 24 - 68 68 32
Male - 79 79 21 5 71 76 24 3 67 70 30
Hispanic < < 100 0
White - 79 79 21 5 73 78 22 2 67 69 31
Students with Disabilities - 64 64 36 20 20 40 60 9 55 64 36
Students without Disabilities - 89 89 11 - 89 89 11 - 71 71 29
Economically Disadvantaged - 77 77 23 6 53 59 41 3 66 69 31
Not Economically Disadvantaged < < < < 5 86 90 10 - 70 70 30
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 < < < < < < < < < < 100 0
Female < < < < < < 100 0
Male < < < < < < < < < < 100 0
White < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Not Economically Disadvantaged < < < < < < 100 0
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 2 68 71 29 9 70 80 20 2 54 57 43
Female - 83 83 17 8 75 83 17 - 47 47 53
Male 4 57 61 39 10 65 75 25 3 59 62 38
Black < < 100 0 < < < <
White 3 68 70 30 9 70 80 20 2 56 58 42
Students with Disabilities - 46 46 54 20 55 75 25 8 15 23 77
Students without Disabilities 4 79 82 18 - 83 83 17 - 70 70 30
Economically Disadvantaged - 72 72 28 7 71 79 21 4 44 48 52
Not Economically Disadvantaged 6 63 69 31 13 69 81 19 - 67 67 33
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 2 72 74 26 5 70 75 25 - 63 63 37
Female 4 78 81 19 5 84 89 11 - 82 82 18
Male - 68 68 32 5 57 62 38 - 48 48 52
Asian < < 100 0
Black < < 100 0
White 2 71 73 27 5 69 74 26 - 63 63 37
Two or more races < < 100 0
Students with Disabilities - 37 37 63 < < < < - 58 58 42
Students without Disabilities 2 87 89 11 6 69 75 25 - 67 67 33
Economically Disadvantaged 4 57 61 39 - 77 77 23 - 59 59 41
Not Economically Disadvantaged - 84 84 16 11 61 72 28 - 70 70 30
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 67 68 32 6 74 79 21 6 81 88 13
Female 3 71 74 26 - 79 79 21 6 94 100 0
Male - 64 64 36 10 69 79 21 6 69 75 25
Asian < < 100 0
Black < < 100 0
White 1 67 68 32 6 72 78 22 6 81 87 13
Two or more races < < 100 0
Students with Disabilities - 36 36 64 < < < < < < 100 0
Students without Disabilities 2 74 76 24 7 73 80 20 7 79 86 14
Economically Disadvantaged - 58 58 42 - 67 67 33 - 81 81 19
Not Economically Disadvantaged 3 75 78 23 9 78 88 13 13 81 94 6
Homeless < < 100 0
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 6 85 91 9 8 85 93 8 6 89 94 6
Female 4 92 96 4 12 85 96 4 < < < <
Male 10 76 86 14 - 86 86 14 8 92 100 0
Asian < < 100 0
White 7 84 91 9 8 85 92 8 6 94 100 0
Two or more races < < < <
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 7 84 91 9 8 85 92 8 6 88 94 6
Economically Disadvantaged - 94 94 6 7 80 87 13 < < < <
Not Economically Disadvantaged 10 80 90 10 8 88 96 4 8 92 100 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 71 82 18 10 63 73 27 12 71 83 17
Female 9 73 82 18 5 57 62 38 10 77 86 14
Male 15 68 83 17 14 69 83 17 14 65 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 12 70 82 18 10 63 72 28 12 70 82 18
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 44 49 51 20 34 54 46 8 50 58 42
Students without Disabilities 13 77 89 11 8 68 76 24 13 79 92 8
Economically Disadvantaged 5 68 73 27 6 62 69 31 4 76 81 19
Not Economically Disadvantaged 16 73 89 11 13 63 76 24 19 66 84 16
Homeless < < 100 0
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 14 61 75 25 11 47 58 42 12 52 63 37
Female 13 63 75 25 - 43 43 57 13 65 77 23
Male 15 60 75 25 20 50 70 30 10 33 43 57
White 14 63 77 23 11 47 58 42 12 52 63 37
Students with Disabilities < < < < 27 9 36 64 6 25 31 69
Students without Disabilities 14 72 86 14 7 57 64 36 14 64 78 22
Economically Disadvantaged 6 56 61 39 9 41 50 50 - 60 60 40
Not Economically Disadvantaged 22 67 89 11 16 58 74 26 22 44 67 33
Foster Care < < < <
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 78 85 15 19 65 84 16 8 80 88 13
Female 9 82 91 9 11 67 78 22 6 78 83 17
Male 5 74 79 21 24 64 88 12 9 82 91 9
White 8 76 84 16 19 64 83 17 8 80 88 13
Students with Disabilities 10 60 70 30 27 36 64 36 - 73 73 27
Students without Disabilities 6 84 90 10 16 75 91 9 12 84 96 4
Economically Disadvantaged 11 63 74 26 8 68 76 24 - 90 90 10
Not Economically Disadvantaged 5 91 95 5 33 61 94 6 15 70 85 15
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 78 87 13 10 77 87 13 16 77 93 7
Female 8 78 86 14 10 72 83 17 12 81 92 8
Male 8 79 88 13 10 81 90 10 24 71 94 6
Asian < < 100 0
Hispanic < < 100 0 < < 100 0
White 8 78 87 13 9 77 86 14 18 75 93 8
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 10 81 90 10 11 80 91 9 11 83 94 6
Economically Disadvantaged - 92 92 8 4 76 80 20 14 71 86 14
Not Economically Disadvantaged 15 68 82 18 14 77 91 9 18 82 100 0
Homeless < < 100 0
Foster Care < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 70 100 0 - 26 26 74 < < 100 0
Female 27 73 100 0 - 15 15 85 < < 100 0
Male < < 100 0 < < < <
Hispanic < < < <
White 30 70 100 0 - 28 28 72 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 33 67 100 0 - 26 26 74 < < 100 0
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged 33 67 100 0 - 23 23 77 < < 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 10 64 75 25 5 84 88 12 12 79 91 9
Female - 68 68 32 4 79 83 17 6 89 94 6
Male 19 61 81 19 5 89 95 5 16 72 88 12
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White 11 63 74 26 5 83 88 13 12 79 90 10
Two or more races < < 100 0
Students with Disabilities - 20 20 80 < < < < < < < <
Students without Disabilities 12 73 86 14 3 88 91 9 15 85 100 0
Economically Disadvantaged 4 54 58 42 5 80 85 15 4 87 91 9
Not Economically Disadvantaged 15 73 88 12 4 87 91 9 20 70 90 10
< = 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 14 63 77 23 13 64 78 22 13 60 73 27
Female 11 62 73 27 14 61 74 26 11 56 67 33
Male 17 64 81 19 13 69 82 18 15 63 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < <
White 15 63 77 23 14 64 78 22 13 61 74 26
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 14 48 61 39 14 39 53 47 11 46 57 43
Students without Disabilities 15 66 81 19 13 70 84 16 14 65 79 21
Economically Disadvantaged 15 56 71 29 10 62 72 28 12 57 70 30
Not Economically Disadvantaged 14 69 83 17 16 66 83 17 14 64 78 22
Military Connected < < 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 6 75 81 19 4 70 73 27 < < < <
Female 10 67 76 24 6 59 66 34 < < < <
Male 3 81 84 16 - 83 83 17 < < 100 0
White 6 75 80 20 4 70 73 27 < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 7 80 87 13 4 75 78 22 < < < <
Economically Disadvantaged 4 70 74 26 11 61 72 28 < < < <
Not Economically Disadvantaged 7 80 87 13 - 74 74 26 < < < <
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 - 66 66 34 14 75 89 11 9 62 71 29
Female - 65 65 35 13 80 93 7 3 59 62 38
Male - 68 68 32 15 69 85 15 13 64 78 22
Black < < < <
White - 65 65 35 15 74 89 11 9 63 72 28
Two or more races < < 100 0
Students with Disabilities - 50 50 50 < < 100 0 - 58 58 42
Students without Disabilities - 69 69 31 4 84 88 12 11 63 75 25
Economically Disadvantaged - 50 50 50 17 75 92 8 5 60 64 36
Not Economically Disadvantaged - 81 81 19 13 75 88 13 13 65 78 23
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 9 53 63 38 9 68 76 24 22 61 83 17
Female 5 50 55 45 5 70 75 25 17 58 75 25
Male 17 58 75 25 14 64 79 21 < < 100 0
Asian < < 100 0
White 9 53 63 38 9 66 75 25 25 56 81 19
Two or more races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 10 53 63 37 9 68 76 24 19 63 81 19
Economically Disadvantaged - 60 60 40 - 73 73 27 < < < <
Not Economically Disadvantaged 14 50 64 36 13 65 78 22 < < < <
Foster Care < < < <
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 - 60 60 40
Female - 60 60 40
Male < < 100 0 - 60 60 40
Asian < < 100 0
White < < 100 0 - 56 56 44
Students with Disabilities < < < <
Students without Disabilities < < 100 0 - 73 73 27
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 100 0 - 67 67 33
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 10 78 88 12 10 67 77 23 2 63 65 35
Female 14 73 86 14 6 66 71 29 6 59 65 35
Male 5 84 89 11 14 68 82 18 - 65 65 35
Asian < < 100 0
Black < < < < < < < <
White 11 79 89 11 10 68 78 22 2 64 67 33
Students with Disabilities < < < < - 55 55 45 - 18 18 82
Students without Disabilities 9 78 88 13 14 71 85 15 3 78 81 19
Economically Disadvantaged 11 68 79 21 5 64 69 31 - 54 54 46
Not Economically Disadvantaged 9 86 95 5 16 70 86 14 5 74 79 21
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 48 41 89 11 37 52 89 11 32 55 87 13
Female 33 54 88 13 46 42 88 12 38 46 85 15
Male 59 31 91 9 25 65 90 10 28 60 88 12
Asian < < 100 0
White 47 42 89 11 37 52 89 11 30 57 86 14
Students with Disabilities 45 18 64 36 14 50 64 36 25 50 75 25
Students without Disabilities 49 47 96 4 47 53 100 0 35 58 92 8
Economically Disadvantaged 50 43 93 7 24 56 80 20 30 63 93 7
Not Economically Disadvantaged 46 38 85 15 52 48 100 0 36 36 73 27
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
Division---
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 2017-20182018-20192019-2020
Pre-kindergarten121725
Kindergarten384527
Grade 1323946
Grade 2403142
Grade 3394630
Grade 4453547
Grade 5554740
Grade 6375150
Grade 7394154
Grade 8453844
Grade 9525439
Grade 10604550
Grade 11555743
Grade 12655651
Total Students614602588

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students614602588
Female285287274
Male329315314
Asian222
Black223
Hispanic754
White601591577
Two or more races222
Students with Disabilities123121140
Students without Disabilities491481448
Economically Disadvantaged330324316
Not Economically Disadvantaged284278272
Not English Learners614602586
Homeless1213
< = 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 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 18 32 5 1 2 6
State 50715 36614 2715 1064 5504 1801
Female Division 13 14 3 1 1 2
State 27679 16161 917 351 2003 680
Male Division 5 18 2 0 1 4
State 23036 20453 1798 713 3501 1121
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 17 32 5 1 2 6
State 29845 16400 1112 631 1440 605
Students with Disabilities Division 0 4 5 0 1 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 3 12 3 1 1 4
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
< = 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 Students645586568823
Female343088319113
Male302583258313
Hispanic<<100<10000
White635486558723
Students with Disabilities10990990110
Economically Disadvantaged241875197914
Homeless<<<<<00
< = 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 2016-20172017-20182018-2019
Advanced Placement Test Taken11 / 4.7% - -
Advanced Placement Course Enrollment11 / 4.7% - -
Dual Enrollment37 / 15.81%56 / 24.14%44 / 20.75%
Governor's School Enrollment4 / 1.71%1 / .43% -
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

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision572949
State85,89957,72533
FemaleDivision242017
State43,22531,59927
MaleDivision33<100
State42,67426,12639
HispanicDivision<<100
State10,1025,82642
WhiteDivision552849
State46,44832,34030
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision261254
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
BlackDivision--100
State18,86811,29840
Native HawaiianDivision--100
State1428739
Two or more racesDivision--100
State3,9902,71532
English LearnersDivision--100
State5,1822,82046
< = 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
2016-20172017-20182018-2019
State LicensuresDivision2-3
 State2,2791,8812,231
Industry CertificationDivision71-41
 State109,275104,601107,234
Total Credentials EarnedDivision73-44
 State157,490160,248158,452
Students Earning One or More CredentialsDivision66-44
 State126,113128,672126,041
CTE CompletersDivision242128
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Workplace ReadinessDivision---
 State42,31350,24144,892
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

< = 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
2015-2016Division3,065.006,931.001,272.00
State6,084.004,849.00812.00
2016-2017Division3,006.007,304.001,136.00
State6,248.005,052.00871.00
2017-2018Division3,314.007,333.001,071.00
State6,462.005,219.00867.00

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 Students546655495053658
Female254342592526024
Male292312902527634
Asian<<<<<<
Black<<<<<<
Hispanic<<<<<<
White534655365052558
Two or more races<<<<<<
Students with Disabilities113191261212919
Economically Disadvantaged270432883928843
Homeless--<<<<
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
Offenses Against Staff <
Offenses Against Student <

< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian0.30.30.3
Black0.30.31.50.3
Hispanic1.11.11.50.8
Native Hawaiian------
White9810097.99798.2100
Two or more races0.20.30.3
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian0.30.30.3
Black0.30.30.3
Hispanic1.11.10.8
Native Hawaiian
White9897.998.2
Two or more races0.20.30.3
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian0.30.30.3
Black0.30.30.3
Hispanic1.11.10.8
Native Hawaiian------
White9897.998.2100
Two or more races0.20.30.3
< = 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 5255.754.1
< = 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 36.136.948.9
< = 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 75.37777.3
< = 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

2017-2018 Grades K-7 Student Teacher Ratio: 10.37 : 1

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

2017-2018 Grades 8-12 Student Teacher Ratio: 12.66 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = 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 who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division11.3%1.9%
State7.3%1.8%

< = 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 all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201755%43%0%2%
2017-201855%44%0%1%
2018-201959%39%0%2%
< = 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 Students74%75%73%75%
Asian<<87%75%
Black<<60%75%
Hispanic<<63%75%
White75%76%81%75%
Economically Disadvantaged68%69%62%75%
English Learners--53%75%
Students with Disabilities43%46%39%75%

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

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 Students75%78%74%70%
Asian<<89%70%
Black<<60%70%
Hispanic<<64%70%
White75%78%81%70%
Economically Disadvantaged70%73%63%70%
English Learners--57%70%
Students with Disabilities53%58%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students74%
Asian-
Black-
Hispanic<
White74%
Economically Disadvantaged74%
English Learners-
Students with Disabilities46%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students75%78%
Asian<<
Black--
Hispanic--
White75%78%
Economically Disadvantaged73%78%
English Learners--
Students with Disabilities51%58%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students84%84%84%
Asian-90%84%
Black-82%84%
Hispanic<81%84%
White83%86%84%
Economically Disadvantaged79%78%84%
English Learners-65%84%
Students with Disabilities44%56%84%
Homeless<--
Foster Care---

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%10%9%10%
Asian<<5%10%
Black<<9%10%
Hispanic<-9%10%
White10%10%9%10%
Economically Disadvantaged13%13%13%10%
English Learners--8%10%
Students with Disabilities13%12%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress-46%58%
English Learner Proficiency---

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress-
English Learner Proficiency---

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%100%96%
Asian<<-
Black<<-
Hispanic<<<
White99%100%96%
Economically Disadvantaged99%100%98%
Not Economically Disadvantaged99%100%94%
English Learners---
Students with Disabilities99%100%100%
Students without Disabilities99%100%95%
Female98%100%98%
Male100%100%94%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 11%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 80%
State 81%
Craig County Public Schools to top