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Dickenson County Public Schools

General school information

Division: Dickenson County Public Schools
Address: 309 Volunteer St Clintwood, VA 24228
Superintendent: Mrs. Haydee Robinson
Region: 7
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 13 78 65 22 15 80 65 20 15 81 67 19
Female 15 82 67 18 19 84 66 16 16 84 68 16
Male 11 74 64 26 12 77 65 23 14 79 65 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < 9 64 55 36 30 80 50 20
Hispanic < 100 < 0 < 100 < 0 < < < <
White 12 78 66 22 15 80 65 20 15 81 67 19
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 8 43 35 57 8 49 41 51 12 58 46 42
Students without Disabilities 14 86 72 14 17 87 70 13 15 86 71 14
Economically Disadvantaged 11 71 61 29 12 77 64 23 10 77 67 23
Not Economically Disadvantaged 15 88 73 12 20 87 67 13 21 87 66 13
English Learners < < < < < < < < < < < <
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 22 72 50 28 20 83 63 17 18 78 60 22
Female 27 78 51 22 26 87 61 13 18 74 56 26
Male 18 67 49 33 13 79 66 21 19 82 64 18
Black < < < < < 100 < 0 < 100 < 0
White 22 73 51 27 19 83 63 17 18 78 60 22
Students with Disabilities 9 36 27 64 7 55 48 45 24 65 41 35
Students without Disabilities 25 82 56 18 22 89 67 11 17 82 65 18
Economically Disadvantaged 18 69 51 31 16 82 66 18 18 72 54 28
Not Economically Disadvantaged 31 79 48 21 25 85 60 15 18 84 66 16
English Learners < < < < < 100 < 0
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 15 74 58 26 16 73 58 27 24 83 59 17
Female 19 77 58 23 22 78 56 22 30 86 55 14
Male 12 71 59 29 10 69 59 31 18 81 63 19
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 15 74 59 26 16 75 59 25 24 83 59 17
Students with Disabilities 6 50 44 50 10 42 32 58 12 59 47 41
Students without Disabilities 17 79 62 21 17 81 64 19 27 90 63 10
Economically Disadvantaged 13 70 57 30 16 70 53 30 17 76 60 24
Not Economically Disadvantaged 18 79 61 21 15 81 66 19 30 89 59 11
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 16 78 63 22 17 81 63 19 26 86 60 14
Female 15 76 61 24 21 85 65 15 27 88 60 12
Male 16 81 65 19 14 77 62 23 25 85 60 15
Black < 100 < 0 < 100 < 0 < < < <
White 15 78 62 22 18 80 63 20 26 87 61 13
Students with Disabilities 16 40 24 60 14 68 55 32 10 65 55 35
Students without Disabilities 16 86 70 14 18 83 65 17 30 92 61 8
Economically Disadvantaged 11 72 61 28 14 76 62 24 19 85 67 15
Not Economically Disadvantaged 24 91 67 9 23 88 65 12 33 87 54 13
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 14 70 56 30 20 80 60 20 15 82 67 18
Female 16 76 59 24 16 81 65 19 14 86 73 14
Male 12 66 54 34 23 78 55 22 16 78 62 22
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 70 56 30 20 79 59 21 14 82 67 18
Two or more races < < < < < 100 < 0
Students with Disabilities 9 35 26 65 12 40 28 60 5 62 57 38
Students without Disabilities 16 81 66 19 21 88 67 12 16 85 69 15
Economically Disadvantaged 9 61 52 39 13 80 66 20 10 78 68 22
Not Economically Disadvantaged 23 88 65 12 30 79 49 21 24 90 66 10
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 12 86 74 14 14 78 64 22 9 77 69 23
Female 15 91 76 9 21 86 64 14 7 82 75 18
Male 10 82 72 18 9 72 63 28 10 73 63 27
Black < 100 < 0 < 100 < 0
White 12 86 74 14 14 77 64 23 8 77 68 23
Students with Disabilities 10 57 48 43 5 41 36 59 12 35 23 65
Students without Disabilities 13 91 78 9 17 89 72 11 8 86 78 14
Economically Disadvantaged 16 77 61 23 11 72 60 28 8 74 65 26
Not Economically Disadvantaged 7 97 90 3 21 92 71 8 9 86 77 14
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 7 84 78 16 14 88 75 12 4 75 70 25
Female 11 89 78 11 13 90 78 10 5 82 76 18
Male 3 79 77 21 15 87 72 13 4 69 65 31
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 7 84 77 16 14 89 75 11 4 74 70 26
Students with Disabilities 4 50 46 50 - 62 62 38 9 57 49 43
Students without Disabilities 7 91 83 9 16 93 77 7 3 80 77 20
Economically Disadvantaged 2 80 78 20 11 85 73 15 4 74 69 26
Not Economically Disadvantaged 13 90 77 10 17 93 76 7 5 78 73 22
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 2 83 81 17 5 80 75 20 6 87 82 13
Female 2 87 84 13 8 84 75 16 8 94 85 6
Male 1 78 76 22 2 77 75 23 4 83 79 18
Black < 100 < 0 < 100 < 0 < 100 < 0
White 2 83 81 17 5 80 75 20 6 87 82 13
Students with Disabilities - 44 44 56 7 43 36 57 10 62 52 38
Students without Disabilities 2 90 88 10 5 88 84 12 5 92 87 8
Economically Disadvantaged 3 74 71 26 4 76 72 24 3 83 80 17
Not Economically Disadvantaged 1 91 90 9 7 87 80 13 12 98 86 2
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 15 74 59 26 21 84 63 16 18 81 63 19
Female 17 83 66 17 28 88 60 12 21 90 69 10
Male 13 65 52 35 15 80 65 20 16 74 58 26
Black < 100 < 0 < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 15 74 59 26 21 84 63 16 18 82 64 18
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 13 13 88 7 51 44 49 6 50 44 50
Students without Disabilities 17 85 68 15 24 90 66 10 21 88 67 12
Economically Disadvantaged 12 65 53 35 21 81 60 19 14 76 62 24
Not Economically Disadvantaged 18 85 66 15 22 88 67 12 26 92 66 8
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 14 72 58 28 33 88 55 12 20 74 53 26
Female 19 83 64 17 44 92 48 8 26 84 58 16
Male 9 60 51 40 24 84 61 16 15 63 49 37
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 14 72 57 28 33 88 55 12 20 74 55 26
Students with Disabilities - 4 4 96 - 57 57 43 3 47 44 53
Students without Disabilities 17 84 67 16 39 94 55 6 25 81 56 19
Economically Disadvantaged 11 64 53 36 30 84 53 16 15 67 52 33
Not Economically Disadvantaged 18 82 64 18 36 93 58 7 32 88 56 12
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 15 76 61 24 11 81 70 19 16 90 74 10
Female 14 82 68 18 15 85 70 15 15 97 82 3
Male 17 69 53 31 7 77 70 23 16 85 68 15
Black < 100 < 0 < 100 < 0 < 100 < 0
White 15 77 62 23 11 80 69 20 16 90 74 10
Students with Disabilities - 21 21 79 14 45 32 55 10 55 45 45
Students without Disabilities 18 86 68 14 11 86 76 14 17 96 79 4
Economically Disadvantaged 12 66 54 34 13 79 66 21 14 87 72 13
Not Economically Disadvantaged 19 88 69 12 8 84 75 16 19 98 79 2
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 14 77 63 23 14 82 68 18 14 83 70 17
Female 15 82 67 18 15 86 71 14 14 86 72 14
Male 13 73 59 27 14 79 65 21 13 81 68 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 60 50 40 9 64 55 36 27 82 55 18
Hispanic < < < < < < < < < 100 < 0
White 14 77 63 23 14 82 68 18 13 83 70 17
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 9 42 33 58 6 55 49 45 10 58 48 42
Students without Disabilities 15 84 69 16 16 88 72 12 14 89 74 11
Economically Disadvantaged 11 73 62 27 13 80 66 20 10 78 68 22
Not Economically Disadvantaged 18 83 65 17 16 87 71 13 19 91 72 9
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 77 58 23 17 71 54 29 13 75 63 25
Female 23 81 58 19 21 75 54 25 9 75 67 25
Male 15 74 59 26 13 67 54 33 16 75 59 25
Black < < < < < 100 < 0 < 100 < 0
White 19 77 59 23 16 70 54 30 12 75 62 25
Students with Disabilities 9 36 27 64 7 34 28 66 18 62 44 38
Students without Disabilities 21 88 67 12 19 79 60 21 11 79 67 21
Economically Disadvantaged 16 77 61 23 14 67 53 33 13 70 57 30
Not Economically Disadvantaged 25 79 54 21 22 77 55 23 13 80 68 20
English Learners < 100 < 0 < 100 < 0
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 30 89 59 11 24 80 56 20 25 85 60 15
Female 33 90 57 10 27 83 56 17 26 84 59 16
Male 27 87 60 13 21 78 57 22 25 86 61 14
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 30 89 59 11 24 80 57 20 25 85 59 15
Students with Disabilities 16 69 53 31 10 55 45 45 12 53 41 47
Students without Disabilities 33 93 60 7 27 86 59 14 29 94 65 6
Economically Disadvantaged 21 84 63 16 23 77 54 23 23 75 52 25
Not Economically Disadvantaged 44 95 52 5 25 87 62 13 28 93 66 7
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 32 92 60 8 36 93 57 7 37 94 57 6
Female 34 97 64 3 40 96 57 4 41 97 56 3
Male 30 87 57 13 33 90 57 10 33 91 58 9
Black < 100 < 0 < < < < < 100 < 0
White 31 92 61 8 36 93 58 7 37 94 57 6
Students with Disabilities 16 76 60 24 9 82 73 18 13 71 58 29
Students without Disabilities 35 95 60 5 40 95 54 5 43 100 57 0
Economically Disadvantaged 22 91 69 9 36 94 59 6 32 92 60 8
Not Economically Disadvantaged 51 94 43 6 38 91 53 9 42 96 55 4
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 10 58 48 42 13 84 72 16 11 87 75 13
Female 10 67 57 33 9 87 78 13 15 94 79 6
Male 10 51 42 49 16 81 65 19 8 80 72 20
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 10 58 47 42 12 83 71 17 10 86 76 14
Two or more races < < < < < 100 < 0
Students with Disabilities 9 26 16 74 8 56 48 44 5 62 57 38
Students without Disabilities 10 69 58 31 13 90 76 10 12 90 78 10
Economically Disadvantaged 8 51 43 49 12 84 71 16 6 85 79 15
Not Economically Disadvantaged 15 73 58 27 13 85 72 15 20 90 69 10
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 5 62 57 38 2 67 65 33 5 74 69 26
Female 4 67 63 33 5 81 76 19 - 75 75 25
Male 5 58 53 42 - 56 56 44 9 72 63 28
White 5 62 57 38 2 66 63 34 5 74 69 26
Students with Disabilities 10 29 19 71 5 45 40 55 12 46 35 54
Students without Disabilities 3 70 67 30 1 77 76 23 3 82 78 18
Economically Disadvantaged 6 61 55 39 2 61 59 39 6 69 64 31
Not Economically Disadvantaged 2 63 61 37 3 87 84 13 3 87 83 13
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 4 77 72 23 7 89 81 11 6 78 72 23
Female 1 85 84 15 3 90 87 10 9 87 78 13
Male 7 68 61 32 10 87 77 13 2 69 66 31
Black < 100 < 0 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 4 76 72 24 7 89 81 11 5 77 72 23
Students with Disabilities - 33 33 67 - 52 52 48 9 43 34 57
Students without Disabilities 5 85 80 15 8 95 87 5 5 87 82 13
Economically Disadvantaged 4 71 67 29 6 83 77 17 6 72 66 28
Not Economically Disadvantaged 5 84 79 16 8 97 88 3 5 95 90 5
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 4 74 70 26 4 85 80 15 6 87 81 13
Female 3 77 74 23 4 91 87 9 7 92 85 8
Male 6 72 66 28 4 80 75 20 4 84 79 16
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 4 74 70 26 4 86 81 14 6 88 82 13
Students with Disabilities - 20 20 80 - 63 63 38 - 66 66 34
Students without Disabilities 5 82 77 18 5 90 85 10 7 92 85 8
Economically Disadvantaged 5 67 63 33 4 84 80 16 4 83 79 17
Not Economically Disadvantaged 4 82 78 18 5 86 81 14 9 95 86 5
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 78 73 22 7 83 76 17 1 83 83 17
Female 6 73 67 27 4 82 78 18 - 80 80 20
Male 4 83 80 17 10 84 73 16 2 88 85 13
Hispanic < < < < < 100 < 0
White 5 79 74 21 7 83 76 17 1 83 82 17
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities 5 80 75 20 7 82 75 18 1 84 83 16
Economically Disadvantaged 2 73 71 27 7 83 76 17 - 79 79 21
Not Economically Disadvantaged 8 82 74 18 6 82 76 18 3 90 88 10
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 7 89 82 11 8 92 84 8 14 88 74 12
Female 9 93 84 7 7 88 80 13 11 87 76 13
Male 3 82 79 18 10 98 88 2 17 90 73 10
Black < 100 < 0
White 7 89 82 11 8 92 84 8 14 88 74 12
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities 7 90 83 10 8 92 84 8 14 89 75 11
Economically Disadvantaged 9 91 83 9 4 91 87 9 11 85 74 15
Not Economically Disadvantaged 5 85 80 15 11 92 81 8 18 92 74 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

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 16 89 73 11 13 90 77 10 14 87 73 13
Female 15 90 75 10 13 90 78 10 13 90 77 10
Male 17 88 71 12 13 89 75 11 14 84 70 16
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < 100 < 0
White 16 89 73 11 13 90 77 10 14 87 73 13
Students with Disabilities 2 62 60 38 2 64 62 36 4 58 54 42
Students without Disabilities 18 93 75 7 15 94 79 6 16 93 77 7
Economically Disadvantaged 13 85 72 15 11 87 76 13 9 82 73 18
Not Economically Disadvantaged 19 93 74 7 16 94 77 6 21 95 74 5
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 35 92 58 8 23 86 62 14 28 93 64 7
Female 31 93 63 7 27 86 59 14 32 93 62 7
Male 38 91 53 9 20 86 66 14 25 92 67 8
Black < 100 < 0 < 100 < 0 < 100 < 0
White 35 92 57 8 23 85 62 15 29 93 64 7
Students with Disabilities 8 75 67 25 5 64 59 36 10 71 61 29
Students without Disabilities 40 95 56 5 26 89 63 11 33 98 65 2
Economically Disadvantaged 28 91 63 9 21 83 62 17 23 91 68 9
Not Economically Disadvantaged 46 94 48 6 26 89 64 11 34 95 61 5
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 8 88 80 12 9 89 80 11 5 78 73 22
Female 5 87 82 13 6 89 83 11 5 84 79 16
Male 12 88 77 12 11 89 79 11 5 72 67 28
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 8 87 79 13 9 90 81 10 5 78 72 22
Students with Disabilities - 67 67 33 5 48 43 52 - 47 47 53
Students without Disabilities 9 91 82 9 9 97 87 3 6 86 80 14
Economically Disadvantaged 6 87 81 13 6 84 77 16 2 74 72 26
Not Economically Disadvantaged 11 89 77 11 12 97 85 3 15 90 76 10
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 84 73 16 14 92 78 8 14 85 71 15
Female 16 88 73 12 14 94 80 6 12 88 76 12
Male 7 80 74 20 14 91 76 9 17 82 65 18
Black < 100 < 0 < 100 < 0
Hispanic < < < < < 100 < 0
White 11 85 74 15 14 92 78 8 14 85 71 15
Students with Disabilities - 52 52 48 - 64 64 36 - 64 64 36
Students without Disabilities 13 91 78 9 16 97 80 3 17 89 72 11
Economically Disadvantaged 13 78 66 22 11 89 78 11 10 79 69 21
Not Economically Disadvantaged 9 91 82 9 19 98 79 2 22 95 73 5
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 95 72 5 8 95 88 5 7 90 82 10
Female 21 93 72 7 7 95 88 5 9 95 86 5
Male 28 100 72 0 9 96 87 4 4 78 74 22
Black < 100 < 0 < 100 < 0
White 23 95 72 5 8 95 88 5 7 90 82 10
Students without Disabilities 23 95 72 5 8 97 89 3 8 91 83 9
Economically Disadvantaged 21 91 70 9 10 93 83 7 5 88 83 12
Not Economically Disadvantaged 24 98 74 2 6 97 91 3 12 92 81 8
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 6 88 82 12 7 90 83 10 9 91 82 9
Female 4 88 84 12 5 91 86 9 6 91 85 9
Male 8 88 80 12 9 88 79 12 12 91 79 9
Black < 100 < 0 < < < <
Hispanic < 100 < 0 < < < <
White 6 88 81 12 7 90 83 10 9 91 82 9
Students with Disabilities - 57 57 43 - 72 72 28 - 52 52 48
Students without Disabilities 8 95 88 5 9 94 85 6 11 98 88 2
Economically Disadvantaged 3 83 80 17 2 89 87 11 9 86 77 14
Not Economically Disadvantaged 11 95 85 5 14 90 76 10 10 100 90 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

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 24 88 63 12 25 89 64 11 28 88 61 12
Female 22 87 66 13 23 91 68 9 25 89 64 11
Male 27 88 61 12 28 87 59 13 30 88 58 12
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 24 88 63 12 25 89 63 11 27 88 61 12
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 3 63 60 37 12 66 54 34 11 59 48 41
Students without Disabilities 28 92 64 8 28 94 66 6 31 94 63 6
Economically Disadvantaged 19 83 64 17 22 85 63 15 21 84 63 16
Not Economically Disadvantaged 30 93 63 7 31 95 65 5 39 95 57 5
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 15 80 65 20 17 87 70 13 23 86 63 14
Female 13 77 63 23 19 85 66 15 17 79 62 21
Male 18 85 67 15 16 89 73 11 28 91 63 9
Black < 100 < 0 < < < < < 100 < 0
Hispanic < < < <
White 16 81 65 19 17 88 70 12 23 86 62 14
Students with Disabilities - 50 50 50 - 56 56 44 - 63 63 37
Students without Disabilities 19 87 68 13 21 94 73 6 27 89 63 11
Economically Disadvantaged 10 79 69 21 13 82 69 18 18 81 64 19
Not Economically Disadvantaged 21 82 61 18 24 97 72 3 35 95 60 5
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 10 87 77 13 19 95 76 5 11 87 76 13
Female 7 88 81 12 12 98 87 2 8 88 80 12
Male 13 86 73 14 26 91 64 9 13 85 72 15
White 10 87 77 13 19 95 76 5 11 87 76 13
Students with Disabilities - 68 68 32 - 80 80 20 - 57 57 43
Students without Disabilities 12 90 78 10 21 97 76 3 12 90 78 10
Economically Disadvantaged 7 80 74 20 17 95 78 5 8 83 75 17
Not Economically Disadvantaged 15 96 81 4 20 94 74 6 16 92 76 8
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 28 93 65 7 30 99 69 1 36 97 61 3
Female 28 89 61 11 23 100 77 0 20 94 74 6
Male 27 97 70 3 36 98 62 2 51 100 49 0
Black < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 27 92 65 8 30 99 69 1 35 97 62 3
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Students without Disabilities 31 95 65 5 30 99 68 1 38 97 58 3
Economically Disadvantaged 29 86 57 14 32 98 66 2 31 97 67 3
Not Economically Disadvantaged 26 100 74 0 27 100 73 0 42 97 55 3
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 92 73 8 16 95 79 5 15 86 72 14
Female 13 91 78 9 11 93 82 7 15 91 76 9
Male 26 93 67 7 20 97 77 3 15 83 68 17
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 20 92 72 8 16 95 79 5 14 86 72 14
Students with Disabilities - 45 45 55 - 87 87 13 - 36 36 64
Students without Disabilities 22 99 77 1 18 96 78 4 18 97 79 3
Economically Disadvantaged 11 89 77 11 7 93 86 7 11 81 70 19
Not Economically Disadvantaged 27 95 68 5 28 98 70 2 22 96 74 4
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 34 92 57 8 23 78 55 22 19 86 67 14
Female 27 94 67 6 22 82 61 18 17 89 72 11
Male 41 90 49 10 24 75 51 25 21 83 63 17
Black < 100 < 0 < 100 < 0
White 34 92 58 8 22 77 55 23 18 86 68 14
Students with Disabilities - 68 68 32 6 46 40 54 - 36 36 64
Students without Disabilities 40 95 56 5 28 87 59 13 22 95 73 5
Economically Disadvantaged 27 85 58 15 18 72 54 28 16 81 65 19
Not Economically Disadvantaged 43 100 57 0 35 92 58 8 26 98 71 2
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 39 88 48 13 42 88 46 12 52 92 40 8
Female 41 90 49 10 41 93 52 7 53 94 41 6
Male 38 85 48 15 43 83 40 18 51 90 38 10
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 39 87 48 13 42 87 45 13 51 92 40 8
Students with Disabilities 7 69 62 31 17 66 48 34 10 67 57 33
Students without Disabilities 46 91 45 9 48 93 45 7 62 98 36 2
Economically Disadvantaged 33 84 51 16 38 85 47 15 41 87 46 13
Not Economically Disadvantaged 50 94 44 6 49 92 43 8 60 95 35 5
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: 91.16 State: 89.72 Division: 84.88 State: 88.34 Division: 86.13 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten8611588
Kindergarten173135161
Grade 1144176152
Grade 2177136160
Grade 3161170123
Grade 4162166163
Grade 5178158158
Grade 6147173148
Grade 7176158163
Grade 8149159157
Grade 9171149161
Grade 10146149144
Grade 11162136142
Grade 12157148134
Total Students2,1892,1282,054
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 Students218921282054
Female1024987967
Male116511411087
Asian544
Black191915
Hispanic131013
White214020782011
Two or more races12159
Students with Disabilities359347332
Students without Disabilities183017811722
Economically Disadvantaged140512721215
Not Economically Disadvantaged784856839
English Learners224
Not English Learners218721262050
Homeless3
Foster Care351920
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 35 110 3 2 11 1
State 50983 36022 2734 1046 5399 1777
Female Division 26 41 1 1 4 0
State 27838 15824 920 366 1921 654
Male Division 9 69 2 1 7 1
State 23145 20198 1814 680 3478 1123
Black Division < < < < 0 <
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < < <
State 5086 5584 317 105 2171 325
White Division 34 110 3 2 10 1
State 30222 16424 1138 618 1586 589
Students with Disabilities Division 1 24 3 0 4 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 16 76 3 2 7 1
State 10704 17348 1682 460 2637 1090
Foster Care Division < < < < < <
State 35 175 31 10 56 15
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 Students16214891.415092.6116.8
Female736893.26994.545.5
Male898089.9819177.9
Black0<100<10000
Hispanic0<<<<<<
White16014791.914993.1106.3
Students with Disabilities322887.52887.5412.5
Economically Disadvantaged1059590.59792.476.7
Foster Care0<<<<<<
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 Taken - 1 / .16% -
Advanced Placement Course Enrollment - 20 / 3.14% -
Dual Enrollment76 / 11.01%86 / 13.52%85 / 14.6%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 171 92 46
State 82483 57560 30
Female Division 100 57 43
State 41546 31230 25
Male Division 71 35 51
State 40937 26330 36
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 168 90 46
State 46319 33154 28
Students with Disabilities Division 17 < 100
State 5986 3008 50
Economically Disadvantaged Division 86 35 59
State 23516 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision272614
 State413936233479
State LicensuresDivision221629
 State244022791843
Industry CertificationDivision276291238
 State99894109275103743
Workplace ReadinessDivision3888112
 State307754231349889
Total Credentials EarnedDivision363421393
 State137248157490158954
Students Earning One or More CredentialsDivision291346325
 State109089126113127648
CTE CompletersDivision154147131
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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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 16 16 8 50%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
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
56 56.9 60.3

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
2014-20153,101.006,416.001,166.00
2015-20163,398.006,414.001,122.00
2016-20172,695.007,173.00979.00

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 Students158157814466431442545
Female769268693288699225
Male812310753355743320
American Indian<<<<
Asian<<<<<<
Black109136154
Hispanic748593
White155456214126281408531
Two or more races<<9366
Students with Disabilities269124250146262109
Economically Disadvantaged897431914515811429
English Learners<<<<<<
Homeless<<<<
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 12
Weapons Offenses <
Property Offenses <
All Other Offenses 13
Other Offenses Against Persons 65
Disorderly or Disruptive Behavior Offenses 74
Alcohol, Tobacco, and Other Drug Offenses 71
Technology Offenses <
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 Indian0.0941.05
Asian0.2280.188
Black0.8681.460.8931.05
Hispanic0.5940.47
Native Hawaiian
White97.76298.5497.6596.86
Two or more races0.5480.7051.05
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 Indian0.094
Asian0.2280.188
Black0.8680.893
Hispanic0.5940.47
Native Hawaiian
White97.76297.65
Two or more races0.5480.705
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 Indian0.094
Asian0.2280.188
Black0.8680.893
Hispanic0.5940.47
Native Hawaiian
White97.76297.65
Two or more races0.5480.705
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 57.9756.4463.01
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 46.7547.7445.34
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 74.2673.1272.06
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: 12.9 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.76 : 1

student 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 - 1.1% 2.9% 5.4% 5.8% 3.3%
High Poverty - 2.6% 2.9% 2.6% 5.8% 2.6%
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 Education2%0%
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
2015-201668%25%0%7%
2016-201770%24%0%6%
2017-201868%25%0%7%
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 Students81%80%73%75%
Asian<100%87%75%
Black80%65%60%75%
Hispanic<85%63%75%
White81%80%81%75%
Economically Disadvantaged77%75%62%75%
English Learners<<53%75%
Students with Disabilities57%50%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 Students84%82%74%70%
Asian<100%89%70%
Black90%72%60%70%
Hispanic<90%64%70%
White84%82%81%70%
Economically Disadvantaged80%78%63%70%
English Learners<<57%70%
Students with Disabilities58%52%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 Students86%
Asian<
Black<
Hispanic<
White86%
Economically Disadvantaged82%
English Learners<
Students with Disabilities62%

< = 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 Students83%86%
Asian<<
Black<<
Hispanic<<
White83%85%
Economically Disadvantaged79%81%
English Learners<<
Students with Disabilities64%64%

< = 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 Students85%84%84%
Asian-90%84%
Black<82%84%
Hispanic<81%84%
White86%86%84%
Economically Disadvantaged83%78%84%
English Learners-65%84%
Students with Disabilities71%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 Students27%28%9%10%
Asian<23%5%10%
Black21%33%9%10%
Hispanic25%33%9%10%
White27%28%9%10%
Economically Disadvantaged35%34%13%10%
English Learners<<8%10%
Students with Disabilities29%33%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 Progress<46%58%
English Learner Proficiency<--
< = 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 Progress<<<
English Learner Proficiency<<<
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian<<<
Black100%100%<
Hispanic<<<
White99%99%98%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%100%99%
English Learners<<<
Students with Disabilities100%100%99%
Students without Disabilities99%99%98%
Female99%99%98%
Male100%100%99%
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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