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Danville City Public Schools

General school information

Division: Danville City Public Schools
Division Number: 108
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.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Edwin A. Gibson ElementaryAccredited with Conditions
Forest Hills ElementaryAccredited
G.L.H. Johnson ElementaryAccredited with Conditions
Park Avenue ElementaryAccredited with Conditions
Schoolfield ElementaryAccredited with Conditions
Woodberry Hills ElementaryAccredited with Conditions
Woodrow Wilson IntermediateAccredited with Conditions
Middle Schools
O. Trent Bonner MiddleAccredited with Conditions
Westwood MiddleAccredited with Conditions
High Schools
Galileo Magnet HighAccredited
George Washington HighAccredited with Conditions

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

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

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

2016-20172017-20182018-2019
Division4213
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten250232236
Kindergarten468425460
Grade 1457455449
Grade 2403445444
Grade 3489402431
Grade 4450491403
Grade 5439457478
Grade 6444412442
Grade 7415423407
Grade 8365389416
Grade 9456450411
Grade 10518480375
Grade 11409341379
Grade 12265284371
Total Students5,8285,6865,702

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students582856865702
Female286728142816
Male296128722886
American Indian101113
Asian827969
Black400538473892
Hispanic425488491
Native Hawaiian234
White112610771054
Two or more races178181179
Students with Disabilities808763863
Students without Disabilities502049234839
Economically Disadvantaged244731612856
Not Economically Disadvantaged338125252846
English Learners326327344
Not English Learners550253595358
Homeless343231
Military Connected1-1
Foster Care2621
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

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

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

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

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

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 138 177 28 8 41 32
State 50715 36614 2715 1064 5504 1801
Female Division 88 82 10 3 16 11
State 27679 16161 917 351 2003 680
Male Division 50 95 18 5 25 21
State 23036 20453 1798 713 3501 1121
Asian Division 7 2 0 1 0 0
State 5184 1290 96 10 113 46
Black Division 63 130 23 3 33 27
State 7794 10864 1035 246 1353 673
Hispanic Division 10 10 1 1 2 0
State 5184 6274 354 116 2441 386
White Division 56 32 4 3 5 4
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < < <
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 17 28 1 9 1
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 41 91 16 5 15 23
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < 0 <
State 1263 4111 306 32 2060 159
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Foster Care Division < < < < 0 <
State 23 134 26 19 67 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students42434381351834110
Female2101808618387168
Male21416376168792512
Asian109901010000
Black27921677219793312
Hispanic242188229228
White1049289959155
Two or more races<<<<<<<
Students with Disabilities5645804682916
Economically Disadvantaged1911487815380158
English Learners<<<<<00
Homeless<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken26 / 1.51%25 / 1.52%45 / 2.89%
Advanced Placement Course Enrollment41 / 2.39%38 / 2.31%64 / 4.12%
Dual Enrollment397 / 23.09%348 / 21.12%277 / 17.81%
Governor's School Enrollment26 / 1.51%29 / 1.76%26 / 1.67%
IB Course Enrollment13 / .76% - 22 / 1.41%
Senior Enrolled in IB Program - 2 / .12%16 / 1.03%

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision33718745
State85,89957,72533
FemaleDivision1739446
State43,22531,59927
MaleDivision1649343
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision21210750
State18,86811,29840
HispanicDivision251444
State10,1025,82642
Native HawaiianDivision<<100
State1428739
WhiteDivision815236
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision311455
State7,2163,25655
Economically DisadvantagedDivision1526657
State27,32914,19048
English LearnersDivision15<100
State5,1822,82046
American IndianDivision--100
State26516737
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
State LicensuresDivision6812
 State2,2791,8812,231
Industry CertificationDivision633540543
 State109,275104,601107,234
Workplace ReadinessDivision112141355
 State42,31350,24144,892
Total Credentials EarnedDivision751689910
 State157,490160,248158,452
Students Earning One or More CredentialsDivision578490625
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationDivision1--
 State1,4311,5371,317
CTE CompletersDivision145136139
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division2,732.006,535.001,536.00
State6,084.004,849.00812.00
2016-2017Division3,002.006,921.001,684.00
State6,248.005,052.00871.00
2017-2018Division3,532.007,014.001,831.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,5021,0434,4639904,3481,027
Female2,2454892,2334612,191465
Male2,2575542,2305292,157562
American Indian82<<74
Asian693737675
Black3,0297703,0437162,946711
Hispanic336633475437570
Native Hawaiian<<<<<<
White936179848180824195
Two or more races122261423212542
Students with Disabilities581187588207577184
Economically Disadvantaged2,5107822,8478082,765848
English Learners266322884128048
Homeless242230203426
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 18
Disorderly or Disruptive Behavior Offenses 1,091
Other Offenses Against Persons 728
All Other Offenses 32
Property Offenses 29
Weapons Offenses 23
Offenses Against Staff 43
Offenses Against Student 77
Technology Offenses 25

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.30.20.30.20.8
Asian1.30.11.40.21.40.1
Black68.488.568.787.767.785.7
Hispanic7.12.57.32.98.63
Native Hawaiian00.100.1
White20.3719.36.918.98.3
Two or more races2.81.43.123.22.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.2
Asian1.31.41.4
Black68.410068.710067.7100
Hispanic7.17.38.6
Native Hawaiian000.1
White20.319.318.9
Two or more races2.83.13.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.2
Asian1.31.41.4
Black68.410068.767.7
Hispanic7.17.38.6
Native Hawaiian000.1
White20.319.318.9
Two or more races2.83.13.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 94.8100100
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 58.360.658.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 81.981.279.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 14.21 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 12.38 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers