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Fairfax County Public Schools

General school information

Division: Fairfax County Public Schools
Address: Gatehouse Adm Ctr 8115 Gatehouse Rd Falls Church, VA 22042
Superintendent: Dr. Scott S. Brabrand
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division1,0321,256850
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten3,8183,9733,989
Kindergarten13,16812,79513,012
Grade 113,37813,65213,231
Grade 213,83013,47213,648
Grade 314,56213,95213,607
Grade 414,42414,66213,906
Grade 514,21314,31214,657
Grade 614,08214,28414,250
Grade 713,93114,14714,242
Grade 813,81014,12314,141
Grade 914,63314,80314,941
Grade 1014,74614,74114,565
Grade 1115,14515,41114,958
Grade 1213,75814,25814,683
Post Graduate1260
Total Students187,510188,591187,830
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 Students187510188591187830
Female900459053289999
Male974659805997831
American Indian523513458
Asian365203699336908
Black189901901718875
Hispanic475834873248716
Native Hawaiian262263270
White736627292972268
Two or more races99701014410335
Students with Disabilities258312660227257
Not Students with Disabilities161679161989160573
Economically Disadvantaged370885496559050
Not Economically Disadvantaged150422133626128780
English Learners545715445155662
Not English Learners132939134140132168
Homeless127513571025
Foster Care142156161
Military Connected81071054811418
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 8906 4062 291 53 1031 147
State 50979 36013 2733 1046 5404 1786
Female Division 4605 1780 123 14 381 64
State 27837 15823 920 366 1922 656
Male Division 4301 2282 168 39 650 83
State 23142 20190 1813 680 3482 1130
American Indian Division 49 17 0 0 3 0
State 144 124 8 2 27 9
Asian Division 2245 509 29 10 40 13
State 5026 1194 70 18 91 37
Black Division 679 660 56 4 58 32
State 7955 11090 1111 244 1359 744
Hispanic Division 1161 1368 95 11 838 73
State 5086 5583 317 105 2172 323
Native Hawaiian Division 20 7 0 0 0 0
State 82 60 1 2 3 4
White Division 4306 1322 98 24 79 23
State 30218 16420 1139 617 1589 596
Two or more races Division 446 179 13 4 13 6
State 2468 1542 87 58 163 73
Students with Disabilities Division 305 1146 291 20 134 5
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 1467 1641 120 16 411 76
State 10704 17342 1680 460 2640 1096
English Learners Division 500 1232 124 11 846 5
State 1418 3757 272 31 1847 115
Homeless Division 25 82 8 1 96 13
State 232 695 90 42 303 61
Foster Care Division 6 9 3 1 3 0
State 35 175 31 10 56 15
Military Connected Division 259 144 3 0 2 2
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students144901325991.51331891.910317.1
Female6967650893.4652793.73815.5
Male7523675189.7679190.36508.6
American Indian696695.76695.734.3
Asian2846278397.8279498.2401.4
Black1489139593.7139994583.9
Hispanic3546262474264074.583823.6
Native Hawaiian27271002710000
White5852572697.8575098.3791.3
Two or more races66163896.564297.1132
Students with Disabilities1903174291.5176392.61347
Economically Disadvantaged3731322886.532478741111
English Learners2763185667.2187167.784630.6
Homeless22511551.111651.69642.7
Foster Care221881.81986.4313.6
Military Connected41040699406992.5
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 Taken15,919 / 27.68%16,351 / 28.07%16,586 / 28.02%
Advanced Placement Course Enrollment15,896 / 27.64%16,343 / 28.06%16,837 / 28.45%
Dual Enrollment1,130 / 1.96%1,398 / 2.4%2,073 / 3.5%
Governor’s School Enrollment1,844 / 3.21%1,801 / 3.09%1,803 / 3.05%
IB Course Enrollment5,767 / 10.03%6,251 / 10.73%6,241 / 10.54%
Senior Enrolled in IB Program531 / .92%582 / 1%567 / .96%
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 12217 10080 17
State 82482 57560 30
Female Division 6000 5130 14
State 41546 31230 25
Male Division 6217 4950 20
State 40936 26330 36
American Indian Division 19 16 16
State 220 132 40
Asian Division 2602 2277 12
State 5492 4724 14
Black Division 1317 1086 18
State 18272 11640 36
Hispanic Division 2063 1357 34
State 8547 5341 38
Native Hawaiian Division 13 < 100
State 111 70 37
White Division 5621 4833 14
State 46319 33154 28
Two or more races Division 582 502 14
State 3521 2499 29
Students with Disabilities Division 1193 800 33
State 5986 3008 50
Economically Disadvantaged Division 2524 1808 28
State 23515 13119 44
English Learners Division 1943 1315 32
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision16014173
 State179019641412
Industry CertificationDivision117231387113987
 State100544109590103892
Workplace ReadinessDivision664675558602
 State307754231350242
Total Credentials EarnedDivision185292156722662
 State137248157490159017
Students Earning One or More CredentialsDivision159751878419601
 State109089126113127744
CTE CompletersDivision486048214658
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 16169 36963 26400 71.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 15791 37228 26242 70.5%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 15928 37217 27185 73%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.8 68 68.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-201510,428.003,212.00579.00
2015-201610,542.003,252.00606.00
2016-201710,901.003,346.00649.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students17479498152918424117388810243332647821759081028432544818177569837432834553
Female83964487214651939837035022164921378453951271604220785360407115912137
Male90830494314532302901855221167726459136951571650261192209430316922416
American Indian431319224543017946640122346129921
Asian348121523411456349951592471488355211482433454360961325432422
Black18521882323540182149883415661821197834255118216845402549
Hispanic4144130129991889418843313125223144341836431327246344117298613172309
Native Hawaiian2521333253104125212542637414
White704163888103511746886638481094124868577365998311436866527749671081
Two or more races8921466138157922246214715694634701521809751408152157
Students with Disabilities2221418546761219225271971724132522402195375412642337416598321225
Economically Disadvantaged51554400913482084508184165156925175171545151697260853201388716772620
English Learners4605331039961712447073323120521225259940131431245952023325013632236
Homeless1788319143304170731318339123673972185262209322187465
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 1,110
Offenses Against Staff 140
Weapons Offenses 212
Property Offenses 246
All Other Offenses 110
Other Offenses Against Persons 2,034
Disorderly or Disruptive Behavior Offenses 3,936
Alcohol, Tobacco, and Other Drug Offenses 1,446
Technology Offenses 113
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2670.290.2790.230.2720.33
Asian19.525.819.485.7919.6186.49
Black10.23829.3110.12930.3610.08528.11
Hispanic24.73638.5425.3835.725.84438.22
Native Hawaiian0.1330.060.140.10.1390.05
White39.92321.0839.29122.1638.67621.76
Two or more races5.1974.925.3185.675.385.04
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2671.630.2790.850.272
Asian19.528.1319.485.9319.6187.98
Black10.23816.2610.12926.2710.08527.61
Hispanic24.73660.1625.3839.8325.84444.79
Native Hawaiian0.1330.140.1390.61
White39.92312.239.29122.8838.67614.72
Two or more races5.1971.635.3184.245.384.29
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2670.2790.272
Asian19.5219.4819.618
Black10.23810.12910.08540
Hispanic24.73625.3825.84440
Native Hawaiian0.1330.140.139
White39.92339.29138.67620
Two or more races5.1975.3185.38
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 28.2227.4827.26
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 31.433.0635.03
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 79.9582.3579.27
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: 12.41 : 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: 12.69 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%5%
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201625%72%2%1%
2016-201727%71%2%0%
2017-201828%70%2%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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