Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Culpeper County Public Schools

General school information

Division: Culpeper County Public Schools
Address: 450 Radio Lane Culpeper, VA 22701
Superintendent: Dr. Anthony S. Brads
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

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

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

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

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 84 71 16 14 80 66 20 15 80 65 20
Female 13 85 72 15 13 80 67 20 14 81 67 19
Male 14 83 69 17 14 79 65 21 16 80 64 20
American Indian 8 83 75 17 < < < < < < < <
Asian 21 98 77 2 26 88 62 12 15 96 80 4
Black 6 73 68 27 7 66 59 34 7 66 60 34
Hispanic 8 77 69 23 9 71 63 29 9 72 63 28
White 16 88 72 12 16 85 69 15 19 87 68 13
Two or more races 14 80 66 20 15 78 63 22 17 77 60 23
Students with Disabilities 3 39 35 61 4 39 35 61 4 40 37 60
Economically Disadvantaged 7 75 68 25 6 68 61 32 7 69 62 31
English Learners 5 54 49 46 3 49 46 51 5 54 49 46
Migrant < 100 < 0 < 100 < 0 < 100 < 0
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 85 59 15 18 76 58 24 20 77 56 23
Female 24 86 62 14 17 76 59 24 20 75 54 25
Male 27 84 56 16 19 76 57 24 21 79 58 21
American Indian < < < < < < < < < < < <
Asian 45 100 55 0 < 100 < 0 < 100 < 0
Black 13 77 65 23 7 57 50 43 8 59 50 41
Hispanic 21 79 58 21 14 70 56 30 11 72 61 28
White 30 88 58 12 21 83 62 17 28 84 56 16
Two or more races 23 84 61 16 27 76 49 24 14 73 59 27
Students with Disabilities 13 42 29 58 7 30 23 70 6 30 25 70
Economically Disadvantaged 18 79 60 21 10 64 54 36 11 66 56 34
English Learners 12 71 59 29 7 66 59 34 8 65 57 35
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 81 70 19 10 78 68 22 11 76 65 24
Female 10 78 68 22 11 79 69 21 8 77 69 23
Male 10 83 72 17 10 77 67 23 14 75 62 25
Asian < < < < < < < < 8 83 75 17
Black 4 65 61 35 6 66 59 34 6 63 57 37
Hispanic 4 76 73 24 6 68 62 32 5 59 54 41
White 14 88 74 12 13 85 72 15 14 85 71 15
Two or more races 11 59 48 41 6 78 72 22 15 74 59 26
Students with Disabilities - 36 36 64 4 33 29 67 3 38 35 62
Economically Disadvantaged 4 68 64 32 4 67 63 33 4 63 59 37
English Learners - 43 43 57 3 35 32 65 4 40 36 60
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 85 75 15 17 83 67 17 20 83 64 17
Female 11 87 77 13 17 86 68 14 21 88 67 12
Male 11 83 72 17 16 81 65 19 19 79 60 21
American Indian < 100 < 0 < 100 < 0
Asian 17 100 83 0 60 100 40 0 < 100 < 0
Black 5 74 69 26 6 73 67 27 9 75 66 25
Hispanic 5 79 75 21 11 81 71 19 16 82 66 18
White 13 88 75 12 19 86 66 14 24 88 64 12
Two or more races 8 92 83 8 15 81 67 19 25 61 36 39
Students with Disabilities 2 36 34 64 - 38 38 62 2 45 43 55
Economically Disadvantaged 4 76 72 24 7 74 67 26 9 75 66 25
English Learners 4 54 50 46 - 54 54 46 2 60 58 40
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 91 79 9 12 84 72 16 8 87 79 13
Female 14 94 80 6 11 81 71 19 8 86 79 14
Male 11 88 77 12 14 87 74 13 8 87 79 13
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 18 91 73 9 < 100 < 0
Black 4 85 81 15 10 74 64 26 5 70 65 30
Hispanic 5 93 88 7 7 72 65 28 10 84 75 16
White 16 93 77 7 13 87 74 13 8 89 81 11
Two or more races 6 88 81 13 13 79 67 21 - 92 92 8
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 5 89 84 11 8 73 66 27 5 79 75 21
English Learners < 100 < 0 < < < < < < < <
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 81 72 19 10 79 69 21 13 82 70 18
Female 8 83 75 17 10 80 70 20 12 83 71 17
Male 11 80 70 20 10 78 68 22 13 82 69 18
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black 4 73 69 27 6 66 60 34 3 68 65 32
Hispanic 4 68 64 32 5 67 63 33 3 66 63 34
White 12 87 75 13 14 88 74 12 18 91 74 9
Two or more races 11 79 68 21 7 79 72 21 21 94 73 6
Students with Disabilities 2 40 38 60 - 49 49 51 2 51 49 49
Economically Disadvantaged 4 72 69 28 3 67 63 33 5 66 62 34
English Learners - 37 37 63 - 33 33 67 - 32 32 68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 86 64 14 25 84 59 16 22 82 60 18
Female 21 85 64 15 20 83 62 17 20 84 64 16
Male 23 86 63 14 29 86 56 14 24 81 57 19
American Indian < < < < < < < < < < < <
Asian 49 98 49 2 45 98 53 2 32 98 66 2
Black 13 75 62 25 15 73 58 27 12 71 58 29
Hispanic 16 80 65 20 22 80 58 20 20 80 61 20
White 25 89 64 11 28 88 60 12 25 85 60 15
Two or more races 22 81 60 19 25 78 54 22 21 82 60 18
Students with Disabilities 5 51 46 49 9 51 42 49 10 47 37 53
Economically Disadvantaged 13 78 64 22 16 75 60 25 14 75 60 25
English Learners 10 64 54 36 18 62 44 38 18 68 51 32
Migrant < 100 < 0 < 100 < 0 < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 84 73 16 11 81 69 19 10 76 66 24
Female 10 83 73 17 8 78 70 22 7 77 69 23
Male 12 85 73 15 15 83 69 17 12 75 63 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 18 94 76 6 < 100 < 0
Black 2 72 70 28 4 61 57 39 4 63 58 37
Hispanic 5 78 72 22 14 74 60 26 8 69 61 31
White 15 89 74 11 11 86 74 14 12 81 69 19
Two or more races 3 77 74 23 23 85 62 15 12 73 61 27
Students with Disabilities - 46 46 54 4 40 35 60 2 39 37 61
Economically Disadvantaged 5 74 69 26 8 71 64 29 7 66 60 34
English Learners 5 52 48 48 - 35 35 65 - 34 34 66
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 83 65 17 23 82 60 18 23 84 60 16
Female 15 84 68 16 21 82 61 18 23 87 63 13
Male 21 83 62 17 24 82 58 18 23 81 58 19
American Indian < 100 < 0 < 100 < 0
Asian 55 100 45 0 < 100 < 0 < 100 < 0
Black 15 77 62 23 13 72 59 28 13 72 59 28
Hispanic 10 75 64 25 17 76 59 24 16 82 66 18
White 20 86 66 14 27 88 60 13 29 87 58 13
Two or more races 25 89 64 11 18 79 61 21 25 84 59 16
Students with Disabilities 7 52 46 48 2 56 54 44 2 52 50 48
Economically Disadvantaged 9 75 66 25 12 73 61 27 14 76 63 24
English Learners - 58 58 42 7 54 47 46 5 68 64 32
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 87 72 13 24 90 67 10 21 88 66 12
Female 13 87 74 13 16 88 72 12 16 86 70 14
Male 19 88 70 12 32 94 61 6 27 90 63 10
American Indian < < < < < < < < < < < <
Asian 40 100 60 0 < 100 < 0 < < < <
Black 10 82 72 18 20 93 73 7 11 84 73 16
Hispanic 15 89 75 11 21 90 69 10 22 91 69 9
White 16 88 72 12 24 90 66 10 24 89 64 11
Two or more races 10 80 70 20 17 88 71 13 17 78 61 22
Students with Disabilities < < < < 20 90 70 10 11 63 53 37
Economically Disadvantaged 8 84 76 16 15 84 70 16 16 85 69 15
English Learners < < < < < < < < 19 94 75 6
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 86 59 14 25 87 63 13 24 83 60 17
Female 27 87 60 13 22 89 68 11 21 86 65 14
Male 26 85 59 15 28 85 58 15 26 81 55 19
American Indian < 100 < 0 < < < <
Asian < < < < < 100 < 0 45 100 55 0
Black 14 73 59 27 10 74 65 26 14 71 57 29
Hispanic 19 78 59 22 13 82 69 18 16 76 60 24
White 32 92 60 8 30 93 63 7 27 88 61 12
Two or more races 19 74 56 26 26 77 52 23 28 86 58 14
Students with Disabilities - 39 39 61 3 36 33 64 7 39 32 61
Economically Disadvantaged 13 75 62 25 10 79 68 21 13 73 60 27
English Learners 4 44 40 56 3 59 55 41 13 66 53 34
Migrant < 100 < 0
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 88 51 12 41 82 41 18 30 81 51 19
Female 39 86 48 14 34 78 44 22 30 84 54 16
Male 36 89 53 11 48 86 38 14 31 79 48 21
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 50 100 50 0
Black 22 74 52 26 26 75 49 25 15 66 51 34
Hispanic 27 87 59 13 40 81 41 19 36 86 50 14
White 43 92 49 8 46 86 40 14 33 83 50 17
Two or more races 40 84 44 16 34 68 34 32 18 83 65 18
Students with Disabilities 10 51 41 49 12 48 36 52 8 35 27 65
Economically Disadvantaged 25 81 56 19 27 73 46 27 21 76 56 24
English Learners 23 83 60 17 37 76 39 24 35 84 49 16
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 92.69 State: 89.72 Division: 90.35 State: 88.34 Division: 85.76 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division182023
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten149153155
Kindergarten581554591
Grade 1604596563
Grade 2665598609
Grade 3672654610
Grade 4639686650
Grade 5567669667
Grade 6647568666
Grade 7542638570
Grade 8622555634
Grade 9696693636
Grade 10656645642
Grade 11554616589
Grade 12541579628
Total Students8,1358,2048,210
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students813582048210
Female399540714051
Male414041334159
American Indian302524
Asian114126116
Black124812261205
Hispanic146116121741
Native Hawaiian411
White478946844575
Two or more races489530548
Students with Disabilities774792832
Not Students with Disabilities736174127378
Economically Disadvantaged363836213944
Not Economically Disadvantaged449745834266
English Learners723863888
Not English Learners741273417322
Migrant444
Homeless424140
Military Connected708495
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 338 253 13 3 31 18
State 50979 36013 2733 1046 5404 1786
Female Division 198 108 3 1 12 7
State 27837 15823 920 366 1922 656
Male Division 140 145 10 2 19 11
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 12 1 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 39 46 6 0 3 5
State 7955 11090 1111 244 1359 744
Hispanic Division 36 46 2 0 19 3
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 231 151 5 2 6 9
State 30218 16420 1139 617 1589 596
Two or more races Division 16 9 0 1 3 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 5 35 13 0 1 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 85 115 8 1 22 12
State 10704 17342 1680 460 2640 1096
English Learners Division 1 18 1 0 19 2
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students65660492.161293.3314.7
Female32930993.931395.1123.6
Male32729590.229991.4195.8
American Indian0<100<10000
Asian13131001310000
Black999191.99393.933
Hispanic1068479.28580.21917.9
Native Hawaiian0<100<10000
White40438795.839196.861.5
Two or more races302583.32686.7310
Students with Disabilities555396.45396.411.8
Economically Disadvantaged24320885.621287.2229.1
English Learners412048.82151.21946.3
Homeless0<100<10000
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken208 / 8.51% - -
Advanced Placement Course Enrollment411 / 16.82%462 / 18.25%403 / 16.16%
Dual Enrollment122 / 4.99%186 / 7.35%258 / 10.34%
Governor’s School Enrollment17 / .7%26 / 1.03%26 / 1.04%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 513 291 43
State 82482 57560 30
Female Division 270 170 37
State 41546 31230 25
Male Division 243 121 50
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 81 49 40
State 18272 11640 36
Hispanic Division 58 23 60
State 8547 5341 38
White Division 345 199 42
State 46319 33154 28
Two or more races Division 17 12 29
State 3521 2499 29
Students with Disabilities Division 22 < 100
State 5986 3008 50
Economically Disadvantaged Division 146 58 60
State 23515 13119 44
English Learners Division 15 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision576241
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision760966857
 State100544109590103892
Workplace ReadinessDivision427410449
 State307754231350242
Total Credentials EarnedDivision124414381347
 State137248157490159017
Students Earning One or More CredentialsDivision102811431095
 State109089126113127744
CTE CompletersDivision329357376
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 308 538 253 47%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 227 411 207 50.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 215 369 200 54.2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.2 68.1 67.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,661.005,353.00654.00
2015-20163,681.005,370.00690.00
2016-20173,866.005,506.00701.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students7477532181267757549117728874565982252727446617209281
Female3682263791183744241871183728295881323710293100139
Male379526910214938312509017037283031371403736324109142
American Indian23210281012510023210
Asian108619113812121213117510
Black1156882850117161314711059643351085923858
Hispanic126492405014239735641500117457016091454663
Native Hawaiian0000000000000000
White4487319102152437929710215742223301251494128323108141
Two or more races435258545827816482521115483501519
Students with Disabilities64383335064666365266910242466801013760
Economically Disadvantaged3379334128167342029211618333163731521623505402154194
English Learners717341829775451438867572447902742845
Homeless35107175915918711261473161619
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 596
Offenses Against Staff 39
Weapons Offenses 27
Property Offenses 30
All Other Offenses 87
Other Offenses Against Persons 226
Disorderly or Disruptive Behavior Offenses 639
Alcohol, Tobacco, and Other Drug Offenses 66
Technology Offenses 21
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3470.120.3690.270.3050.11
Asian1.4860.241.4020.271.5360.34
Black15.56828.5415.34928.8414.94833.68
Hispanic16.57214.5117.96817.2819.65412.21
Native Hawaiian0.0620.240.0490.012
White60.42948.6858.89847.7657.10844.98
Two or more races5.5987.676.0145.586.4628.68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3470.3690.305
Asian1.4861.4021.536
Black15.56815.3498.3314.94835.71
Hispanic16.57217.9688.3319.65414.29
Native Hawaiian0.0620.0490.012
White60.42910058.89866.6757.10842.86
Two or more races5.5986.01416.676.4627.14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3470.3690.305
Asian1.4861.4021.536
Black15.56815.34914.94850
Hispanic16.57217.96819.654
Native Hawaiian0.0620.0490.012
White60.42958.89857.10850
Two or more races5.5986.0146.462
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 45.9245.444.71
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 32.833.4233.74
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 79.6177.2476.35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.93 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 14.18 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional7%9%
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201648%49%0%3%
2016-201751%46%0%3%
2017-201852%46%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Culpeper County Public Schools to top