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Danville City Public Schools

General school information

Division: Danville City Public Schools
Address: 341 Main Street, Suite 100 Danville, VA 24541
Superintendent: Dr. Stanley B. Jones
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 68 59 32 7 60 53 40 5 60 56 40
Female 8 68 60 32 6 60 53 40 3 60 56 40
Male 10 69 59 31 8 60 52 40 6 61 55 39
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 16 80 64 20 25 91 66 9 29 79 50 21
Black 6 58 51 42 4 50 46 50 2 52 50 48
Hispanic 10 80 70 20 10 69 58 31 4 77 73 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 15 90 75 10 16 83 68 17 12 82 69 18
Two or more races 7 80 73 20 7 80 73 20 5 71 67 29
Students with Disabilities 12 39 27 61 7 30 23 70 5 28 22 72
Students without Disabilities 8 73 65 27 7 65 58 35 4 65 61 35
Economically Disadvantaged 5 58 52 42 5 51 46 49 3 52 49 48
Not Economically Disadvantaged 12 77 65 23 10 68 59 32 7 70 63 30
English Learners 11 67 56 33 7 62 55 38 5 64 60 36
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 16 68 52 33 11 54 43 46 7 60 52 40
Female 17 68 51 32 13 54 41 46 4 57 52 43
Male 15 67 52 33 8 54 45 46 11 63 53 37
Asian < 100 < 0 < < < < < < < <
Black 12 59 47 41 6 44 38 56 3 53 49 47
Hispanic 17 92 75 8 17 60 43 40 11 71 61 29
White 32 87 55 13 25 83 58 17 21 79 58 21
Two or more races 8 69 62 31 18 55 36 45 8 69 62 31
Students with Disabilities 16 42 26 58 16 37 21 63 5 29 23 71
Students without Disabilities 16 73 57 27 9 57 48 43 8 64 57 36
Economically Disadvantaged 9 58 50 42 8 50 41 50 6 53 47 47
Not Economically Disadvantaged 26 80 54 20 14 59 45 41 12 76 65 24
English Learners 25 96 71 4 19 70 52 30 14 71 57 29
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 6 59 53 41 4 51 47 49 4 44 40 56
Female 4 56 52 44 3 51 49 49 3 42 40 58
Male 8 63 55 37 5 51 45 49 5 46 41 54
Asian < < < < < 100 < 0 < < < <
Black 4 48 45 52 2 43 41 57 3 39 35 61
Hispanic 9 76 68 24 7 63 56 37 - 74 74 26
White 12 88 77 12 11 73 62 27 9 62 53 38
Two or more races < < < < 10 80 70 20 < < < <
Students with Disabilities 8 28 20 72 7 25 19 75 10 21 11 79
Students without Disabilities 6 66 60 34 3 56 52 44 3 49 46 51
Economically Disadvantaged 5 51 47 49 3 39 37 61 3 41 38 59
Not Economically Disadvantaged 8 68 60 32 5 62 57 38 5 49 43 51
English Learners - 46 46 54 - 57 57 43 - 57 57 43
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 68 63 32 7 64 58 36 4 63 58 37
Female 4 66 62 34 4 66 63 34 4 66 61 34
Male 7 70 64 30 10 62 52 38 4 60 55 40
American Indian < 100 < 0
Asian 7 93 86 7 < 100 < 0 < < < <
Black 2 58 55 42 3 50 47 50 1 52 51 48
Hispanic 6 74 68 26 7 50 43 50 2 83 81 17
Native Hawaiian < 100 < 0
White 13 91 78 9 15 93 78 7 15 88 73 12
Two or more races 8 92 83 8 < 100 < 0 < < < <
Students with Disabilities 4 30 26 70 - 28 28 72 1 22 21 78
Students without Disabilities 5 73 67 27 7 68 61 32 5 69 64 31
Economically Disadvantaged 2 56 54 44 4 54 50 46 - 55 55 45
Not Economically Disadvantaged 7 76 69 24 9 72 63 28 8 70 62 30
English Learners - 47 47 53 < < < < - 63 63 38
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 81 74 19 21 86 65 14 5 84 80 16
Female 4 83 80 17 16 85 69 15 5 83 79 17
Male 10 78 69 22 26 87 61 13 5 86 81 14
Asian < 100 < 0 42 100 58 0 < 100 < 0
Black 6 74 68 26 15 80 65 20 - 82 82 18
Hispanic 13 78 65 22 25 94 69 6 < < < <
White 6 89 83 11 25 91 66 9 6 87 81 13
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities 7 82 75 18 21 86 65 14 5 85 80 15
Economically Disadvantaged 2 83 80 17 11 73 62 27 - 74 74 26
Not Economically Disadvantaged 8 80 73 20 24 91 67 9 7 89 82 11
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 5 72 66 28 2 58 56 42 1 62 61 38
Female 5 72 67 28 2 58 56 42 1 61 60 39
Male 5 71 66 29 2 59 57 41 2 63 62 37
Asian < < < < < < < < < < < <
Black 1 58 57 42 - 50 50 50 1 54 53 46
Hispanic - 75 75 25 4 74 70 26 - 74 74 26
White 11 97 86 3 5 79 74 21 5 88 83 12
Two or more races < < < < - 82 82 18 - 100 100 0
Students with Disabilities - 24 24 76 - 20 20 80 - 32 32 68
Students without Disabilities 6 80 74 20 2 66 64 34 1 67 65 33
Economically Disadvantaged 3 58 56 42 1 52 51 48 - 53 52 47
Not Economically Disadvantaged 7 81 74 19 2 64 62 36 2 73 71 27
English Learners < < < < - 47 47 53 - 59 59 41
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 16 73 57 27 16 69 54 31 12 64 52 36
Female 13 72 59 28 13 69 56 31 10 65 54 35
Male 18 73 56 27 19 70 51 30 13 62 49 38
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 39 79 39 21 32 90 58 10 32 87 55 13
Black 10 66 56 34 10 62 52 38 7 57 50 43
Hispanic 21 83 62 17 17 82 65 18 18 75 57 25
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 28 86 58 14 30 86 56 14 23 80 57 20
Two or more races 14 88 74 12 28 88 60 13 20 73 53 27
Students with Disabilities 11 46 35 54 12 39 27 61 7 34 27 66
Students without Disabilities 16 77 61 23 16 74 57 26 12 68 56 32
Economically Disadvantaged 10 67 58 33 11 60 49 40 8 56 47 44
Not Economically Disadvantaged 20 77 57 23 20 78 58 22 15 72 57 28
English Learners 16 70 55 30 14 71 58 29 15 72 57 28
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 9 80 71 20 12 70 58 30 11 71 61 29
Female 5 77 72 23 8 69 61 31 11 70 60 30
Male 13 83 70 17 16 71 55 29 10 72 62 28
Asian < < < < 9 91 82 9 < 100 < 0
Black 4 73 70 27 7 62 55 38 5 65 60 35
Hispanic 15 96 81 4 29 79 50 21 20 68 48 32
White 19 90 71 10 25 88 63 12 22 86 64 14
Two or more races < 100 < 0 10 90 80 10 < < < <
Students with Disabilities 5 59 54 41 9 47 37 53 2 37 35 63
Students without Disabilities 9 82 73 18 12 73 60 27 12 76 64 24
Economically Disadvantaged 4 79 74 21 5 59 54 41 6 58 51 42
Not Economically Disadvantaged 11 80 69 20 17 78 61 22 13 79 66 21
English Learners < < < < 8 75 67 25 10 50 40 50
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 9 63 54 37 10 56 47 44 7 59 52 41
Female 8 63 55 37 8 57 48 43 8 60 53 40
Male 11 64 53 36 11 56 45 44 7 58 51 42
Asian < < < < < < < < < 100 < 0
Black 4 56 51 44 5 44 39 56 3 49 46 51
Hispanic 9 66 56 34 9 77 67 23 15 76 62 24
White 24 82 58 18 23 83 60 17 18 83 65 18
Two or more races 10 100 90 0 < < < < < 100 < 0
Students with Disabilities 3 26 23 74 2 20 18 80 1 27 26 73
Students without Disabilities 11 70 59 30 11 63 52 37 8 65 56 35
Economically Disadvantaged 5 59 54 41 4 47 44 53 3 49 46 51
Not Economically Disadvantaged 13 67 54 33 16 66 50 34 11 68 57 32
English Learners 8 54 46 46 - 44 44 56 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 23 86 63 14 16 85 68 15 11 70 59 30
Female 13 81 68 19 11 82 71 18 12 69 57 31
Male 34 92 58 8 23 88 65 12 10 71 60 29
Asian < < < < < 100 < 0 < 100 < 0
Black 14 83 68 17 8 80 72 20 7 60 53 40
Hispanic 40 80 40 20 13 87 73 13 19 71 52 29
Native Hawaiian < 100 < 0
White 26 91 64 9 30 90 60 10 14 82 68 18
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < 7 33 27 67
Students without Disabilities 23 86 63 14 16 85 69 15 11 72 61 28
Economically Disadvantaged 13 77 63 23 14 76 61 24 4 63 59 37
Not Economically Disadvantaged 26 89 63 11 17 89 71 11 16 74 58 26
English Learners < < < < < 100 < 0 20 80 60 20
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 18 73 56 27 15 66 52 34 12 60 48 40
Female 18 73 55 27 13 66 53 34 8 62 53 38
Male 18 74 56 26 16 67 51 33 16 57 42 43
Asian < < < < < 100 < 0 < < < <
Black 11 67 56 33 9 59 50 41 9 55 45 45
Hispanic 19 84 66 16 23 77 54 23 5 77 73 23
White 38 90 52 10 28 88 59 13 27 79 52 21
Two or more races < < < < 60 90 30 10 < < < <
Students with Disabilities 3 30 26 70 4 31 27 69 4 24 20 76
Students without Disabilities 20 81 61 19 16 72 55 28 13 66 53 34
Economically Disadvantaged 10 70 60 30 9 56 46 44 11 58 46 42
Not Economically Disadvantaged 25 77 52 23 20 76 57 24 13 62 49 38
English Learners - 58 58 42 17 75 58 25 - 63 63 37
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 20 69 48 31 24 76 53 24 16 61 46 39
Female 20 72 52 28 20 76 57 24 12 63 52 37
Male 21 66 45 34 28 76 48 24 20 59 39 41
Asian < 100 < 0 < < < < < < < <
Black 15 63 48 37 18 73 55 27 8 56 48 44
Hispanic 31 90 59 10 15 96 81 4 33 81 48 19
White 34 79 44 21 46 82 37 18 32 73 41 27
Two or more races 17 83 67 17 40 90 50 10 24 67 43 33
Students with Disabilities 9 44 35 56 12 42 30 58 8 31 22 69
Students without Disabilities 22 73 51 27 25 80 55 20 17 66 49 34
Economically Disadvantaged 13 63 50 37 19 70 51 30 10 55 45 45
Not Economically Disadvantaged 31 78 47 22 30 85 55 15 29 76 48 24
English Learners 38 100 63 0 28 89 61 11 38 92 54 8
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: 79.43 State: 89.72 Division: 80.74 State: 88.34 Division: 82.17 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division542
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten239250232
Kindergarten423468425
Grade 1450457455
Grade 2506403445
Grade 3480489402
Grade 4472450491
Grade 5452439457
Grade 6432444412
Grade 7382415423
Grade 8401365389
Grade 9489456450
Grade 10530518480
Grade 11413409341
Grade 12287265284
Total Students5,9565,8285,686
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students595658285686
Female291828672814
Male303829612872
American Indian111011
Asian778279
Black407140053847
Hispanic422425488
Native Hawaiian223
White120811261077
Two or more races165178181
Students with Disabilities850808763
Students without Disabilities510650204923
Economically Disadvantaged281124473161
Not Economically Disadvantaged314533812525
English Learners296326327
Not English Learners566055025359
Homeless353432
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 125 214 23 9 40 38
State 50983 36022 2734 1046 5399 1777
Female Division 54 120 10 3 13 12
State 27838 15824 920 366 1921 654
Male Division 71 94 13 6 27 26
State 23145 20198 1814 680 3478 1123
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division 53 160 16 6 33 33
State 7955 11092 1113 243 1359 742
Hispanic Division 11 14 1 0 1 2
State 5086 5584 317 105 2171 325
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 47 35 6 3 5 3
State 30222 16424 1138 618 1586 589
Two or more races Division 5 4 0 0 1 0
State 2468 1543 86 58 162 72
Students with Disabilities Division 4 29 23 3 9 4
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 32 120 13 6 25 26
State 10704 17348 1682 460 2637 1090
English Learners Division 6 9 1 0 1 1
State 1418 3759 272 31 1845 117
Homeless Division < < < < < <
State 232 695 90 42 302 61
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 Students44936280.637583.5408.9
Female21218486.818788.2136.1
Male23717875.118879.32711.4
Asian0<100<10000
Black30122976.123879.13311
Hispanic292689.72793.113.4
Native Hawaiian0<100<10000
White998888.99191.955.1
Two or more races10990990110
Students with Disabilities725677.86083.3912.5
Economically Disadvantaged22216574.317277.52511.3
English Learners181688.91794.415.6
Homeless0<<<<<<
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 Taken37 / 2.04%26 / 1.51%25 / 1.52%
Advanced Placement Course Enrollment79 / 4.35%41 / 2.39%38 / 2.31%
Dual Enrollment418 / 22.99%397 / 23.09%348 / 21.12%
Governor's School Enrollment27 / 1.49%26 / 1.51%29 / 1.76%
IB Course Enrollment5 / .28%13 / .76% -
Senior Enrolled in IB Program5 / .28% - 2 / .12%
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 360 214 41
State 82483 57560 30
Female Division 198 118 40
State 41546 31230 25
Male Division 162 96 41
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 227 126 44
State 18272 11640 36
Hispanic Division 29 18 38
State 8548 5341 38
White Division 89 58 35
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 21 10 52
State 5986 3008 50
Economically Disadvantaged Division 115 57 50
State 23516 13119 44
English Learners Division 12 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
State LicensuresDivision268
 State244022791881
Industry CertificationDivision585633540
 State99894109275104601
Workplace ReadinessDivision44112141
 State307754231350241
Total Credentials EarnedDivision631751689
 State137248157490160248
Students Earning One or More CredentialsDivision520578490
 State109089126113128672
CTE CompletersDivision161145136
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 96 163 68 41.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 135 218 100 45.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 121 182 80 44%
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
64.9 63 61.6

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20152,761.006,486.001,454.00
2015-20162,732.006,535.001,536.00
2016-20173,002.006,921.001,684.00

Statewide Per-Pupil Spending

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

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

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

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

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

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

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

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

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4918930450010424462986
Female249141722444892232458
Male242751322565532230528
American Indian<<<<<<
Asian705693737
Black331068130297703042713
Hispanic354503366334754
Native Hawaiian<<<<<<
White1052171935178848179
Two or more races122221222614232
Students with Disabilities623194581187588205
Economically Disadvantaged239361425107822846805
English Learners245212663228841
Homeless422924223020
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 47
Offenses Against Staff 48
Weapons Offenses 25
Property Offenses 38
All Other Offenses 69
Other Offenses Against Persons 756
Disorderly or Disruptive Behavior Offenses 1,397
Alcohol, Tobacco, and Other Drug Offenses 47
Technology Offenses 26
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1850.340.1720.26
Asian1.2930.151.4070.21
Black68.35188.5368.7287.72
Hispanic7.0852.57.2922.88
Native Hawaiian0.0340.10.034
White20.2826.9619.3216.93
Two or more races2.771.423.0542
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1850.172
Asian1.2931.407
Black68.35110068.72100
Hispanic7.0857.292
Native Hawaiian0.0340.034
White20.28219.321
Two or more races2.773.054
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.1850.172
Asian1.2931.407
Black68.35110068.72
Hispanic7.0857.292
Native Hawaiian0.0340.034
White20.28219.321
Two or more races2.773.054
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 77.0394.8194.77
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 54.6756.4858.31
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 83.3380.4681.89
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.67 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.83 : 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
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 4.5% 8% 10.9% 14.5% 5.9% 6.5%
High Poverty 4.5% 8.2% 10.9% 14.9% 5.9% 6.7%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%1%
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
2015-201642%54%1%3%
2016-201743%51%1%5%
2017-201847%47%1%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students58%61%73%75%
Asian74%75%87%75%
Black52%55%60%75%
Hispanic64%71%63%75%
White76%78%81%75%
Economically Disadvantaged51%54%62%75%
English Learners62%65%53%75%
Students with Disabilities31%33%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students51%57%74%70%
Asian80%75%89%70%
Black44%51%60%70%
Hispanic57%68%64%70%
White68%73%81%70%
Economically Disadvantaged43%49%63%70%
English Learners62%65%57%70%
Students with Disabilities32%34%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students60%
Asian80%
Black51%
Hispanic75%
White82%
Economically Disadvantaged52%
English Learners67%
Students with Disabilities32%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students61%53%
Asian75%79%
Black55%47%
Hispanic67%59%
White77%69%
Economically Disadvantaged56%48%
English Learners68%65%
Students with Disabilities40%39%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student GroupCurrent RateAnnual TargetLong Term Goal
All Students73%84%84%
Asian<90%84%
Black68%82%84%
Hispanic85%81%84%
White82%86%84%
Economically Disadvantaged67%78%84%
English Learners<65%84%
Students with Disabilities40%56%84%
Homeless<--
Foster Care---

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students18%18%9%10%
Asian9%7%5%10%
Black19%19%9%10%
Hispanic13%14%9%10%
White17%16%9%10%
Economically Disadvantaged22%22%13%10%
English Learners12%10%8%10%
Students with Disabilities26%25%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress65%46%58%
English Learner Proficiency18%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress10115665%
English Learner Proficiency3620118%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%97%
Asian100%98%95%
Black99%99%97%
Hispanic99%99%98%
White99%99%97%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged99%98%97%
English Learners100%100%99%
Students with Disabilities97%98%93%
Students without Disabilities99%99%98%
Female99%99%99%
Male99%99%96%
Migrant---

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

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