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Falls Church City Public Schools

General school information

Division: Falls Church City Public Schools
Address: 800 W Broad St Suite 203 Falls Church, VA 22046
Superintendent: Dr. Peter Noonan
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 32 92 61 8 36 93 57 7 29 92 64 8
Female 37 95 58 5 40 95 55 5 30 94 63 6
Male 27 90 63 10 32 91 59 9 27 91 64 9
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 20 94 74 6 31 93 62 7 23 90 66 10
Black 21 81 60 19 17 85 69 15 20 84 64 16
Hispanic 16 77 61 23 18 78 61 22 17 80 63 20
White 37 95 58 5 40 95 55 5 32 96 64 4
Two or more races 34 98 64 2 39 95 56 5 34 94 60 6
Students with Disabilities 11 66 55 34 19 68 50 32 12 69 57 31
Economically Disadvantaged 3 64 61 36 5 64 58 36 6 67 61 33
English Learners 2 65 62 35 14 71 57 29 6 69 63 31
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 30 87 57 13 34 92 58 8 31 89 57 11
Female 33 91 58 9 35 92 57 8 38 86 48 14
Male 27 84 57 16 33 91 58 9 24 91 68 9
Asian 18 91 73 9 33 100 67 0 21 79 57 21
Black 30 70 40 30 < < < < < 100 < 0
Hispanic 7 56 48 44 14 79 66 21 19 68 48 32
White 38 95 57 5 37 94 57 6 36 96 61 4
Two or more races 27 93 67 7 40 93 53 7 33 88 54 13
Students with Disabilities 25 50 25 50 10 73 63 27 8 68 60 32
Economically Disadvantaged 8 33 25 67 - 60 60 40 - 43 43 57
English Learners 6 41 35 59 9 74 65 26 4 54 50 46
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 35 91 56 9 44 92 49 8 36 91 54 9
Female 42 91 49 9 49 96 46 4 41 93 52 7
Male 29 90 62 10 39 90 51 10 33 89 56 11
Asian 10 95 86 5 33 92 58 8 40 100 60 0
Black < < < < < < < < < < < <
Hispanic 20 76 56 24 28 72 44 28 25 78 53 22
White 42 94 52 6 48 95 48 5 37 93 56 7
Two or more races 33 100 67 0 47 100 53 0 50 88 38 12
Students with Disabilities 16 56 40 44 38 67 29 33 23 68 45 32
Economically Disadvantaged - 62 62 38 < < < < 11 47 37 53
English Learners 5 70 65 30 35 75 40 25 4 63 59 37
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 49 94 45 6 49 93 44 7 43 93 50 7
Female 56 97 41 3 48 94 46 6 45 98 53 2
Male 41 90 49 10 49 92 43 8 41 89 48 11
Asian 50 92 42 8 48 96 48 4 45 100 55 0
Black < 100 < 0 < < < < < < < <
Hispanic 30 78 48 22 22 85 63 15 28 72 44 28
White 51 96 45 4 55 96 41 4 45 98 53 2
Two or more races 75 100 25 0 62 95 33 5 46 93 46 7
Students with Disabilities 14 69 55 31 26 68 42 32 16 56 40 44
Economically Disadvantaged - 58 58 42 6 71 65 29 18 71 53 29
English Learners - 54 54 46 21 79 58 21 11 67 56 33
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 34 94 60 6 35 92 58 8 29 92 63 8
Female 43 98 55 2 40 97 57 3 26 93 67 7
Male 27 91 64 9 29 88 58 12 32 91 59 9
Asian < 100 < 0 33 92 58 8 32 95 64 5
Black < 100 < 0 < 100 < 0 < < < <
Hispanic 22 83 61 17 21 76 55 24 19 81 63 19
White 40 95 55 5 36 96 60 4 32 95 62 5
Two or more races 23 100 77 0 56 94 39 6 19 94 75 6
Students with Disabilities 10 55 45 45 16 71 55 29 19 69 50 31
Economically Disadvantaged 12 76 65 24 7 67 60 33 11 58 47 42
English Learners < < < < 7 50 43 50 14 73 59 27
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 37 92 55 8 36 93 57 7 30 91 62 9
Female 42 94 52 6 45 97 52 3 33 96 63 4
Male 34 91 57 9 28 90 61 10 27 88 60 13
Asian 20 80 60 20 36 100 64 0 10 70 60 30
Black < < < < < 100 < 0 < 100 < 0
Hispanic 12 82 71 18 19 75 56 25 14 86 71 14
White 41 95 53 5 43 95 52 5 33 93 61 7
Two or more races 54 100 46 0 19 100 81 0 53 100 47 0
Students with Disabilities 18 50 32 50 12 60 48 40 6 68 62 32
Economically Disadvantaged - 50 50 50 12 65 53 35 - 78 78 22
English Learners < 100 < 0 8 71 63 29 - 53 53 47
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 26 93 67 7 38 90 52 10 23 94 71 6
Female 31 95 64 5 45 92 46 8 21 94 73 6
Male 20 91 71 9 33 88 55 12 24 94 70 6
Asian 30 100 70 0 31 77 46 23 < < < <
Black < < < < < < < < < 100 < 0
Hispanic 16 84 68 16 15 75 60 25 14 86 71 14
White 29 94 65 6 45 94 49 6 26 96 70 4
Two or more races 23 100 77 0 24 82 59 18 20 100 80 0
Students with Disabilities 3 76 72 24 19 50 31 50 12 64 52 36
Economically Disadvantaged < < < < - 58 58 42 - 76 76 24
English Learners < < < < 8 69 62 31 14 93 79 7
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 14 96 81 4 14 97 83 4 9 96 87 4
Female 15 97 83 3 17 97 80 3 11 96 85 4
Male 14 94 80 6 10 96 86 4 7 97 90 3
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 9 95 86 5 5 95 89 5 - 95 95 5
Black < 100 < 0 - 92 92 8 < < < <
Hispanic 3 82 79 18 4 85 81 15 - 88 88 12
White 18 98 80 2 17 99 82 1 13 99 85 1
Two or more races 10 100 90 0 19 100 81 0 5 100 95 0
Students with Disabilities 2 85 83 15 14 83 69 17 3 83 80 17
Economically Disadvantaged - 82 82 18 - 67 67 33 5 90 85 10
English Learners - 60 60 40 - 67 67 33 - 89 89 11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 49 91 42 9 55 94 39 6 49 92 43 8
Female 57 93 36 7 65 99 34 1 56 96 40 4
Male 40 89 49 11 47 91 44 9 42 88 46 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 51 93 42 7 57 93 37 7 50 87 37 13
Black 33 73 40 27 29 88 59 12 31 81 50 19
Hispanic 22 78 56 22 24 88 64 12 27 75 48 25
White 54 94 40 6 61 96 35 4 52 96 44 4
Two or more races 61 100 39 0 56 94 38 6 67 98 31 2
Students with Disabilities 10 64 54 36 17 68 51 32 13 67 54 33
Economically Disadvantaged 19 65 46 35 5 67 62 33 18 72 54 28
English Learners - 57 57 43 20 80 60 20 24 85 62 15
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 50 89 40 11 52 93 41 7 45 91 45 9
Female 62 93 31 7 61 99 38 1 52 94 42 6
Male 36 85 49 15 45 88 43 12 40 88 48 12
Asian 55 90 35 10 38 85 46 15 < < < <
Black < < < < < < < < < 100 < 0
Hispanic 26 84 58 16 17 83 67 17 26 74 47 26
White 53 91 38 9 58 96 37 4 49 95 46 5
Two or more races 62 100 38 0 44 88 44 13 52 95 43 5
Students with Disabilities 14 55 41 45 23 58 35 42 11 48 37 52
Economically Disadvantaged < < < < 8 58 50 42 10 65 55 35
English Learners < < < < < < < < 14 86 71 14
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 48 93 44 7 58 96 38 4 53 94 41 6
Female 53 92 39 8 68 99 31 1 60 98 38 2
Male 43 93 49 7 49 93 44 7 45 89 45 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 48 96 48 4 71 100 29 0 48 95 48 5
Black < < < < 17 92 75 8 < < < <
Hispanic 19 74 55 26 29 92 63 8 27 77 50 23
White 55 96 42 4 64 96 32 4 55 98 43 2
Two or more races 60 100 40 0 69 100 31 0 81 100 19 0
Students with Disabilities 7 71 63 29 12 76 64 24 15 80 65 20
Economically Disadvantaged 18 65 47 35 < < < < 26 79 53 21
English Learners - 59 59 41 < < < < 30 85 55 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

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

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: 96.63 State: 89.72 Division: 97.38 State: 88.34 Division: 97.08 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division12165
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten517169
Kindergarten175191171
Grade 1173192186
Grade 2215177193
Grade 3191229182
Grade 4198196238
Grade 5176220212
Grade 6202175200
Grade 7176215186
Grade 8175197215
Grade 9192201212
Grade 10203203199
Grade 11201203211
Grade 12191202206
Total Students2,5192,6722,680
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students251926722680
Female121212801265
Male130713921415
American Indian654
Asian198205194
Black9110794
Hispanic353363371
Native Hawaiian111
White160817031721
Two or more races262288295
Students with Disabilities328365369
Not Students with Disabilities219123072311
Economically Disadvantaged203212165
Not Economically Disadvantaged231624602515
English Learners190228257
Not English Learners232924442423
Homeless1478
Military Connected142157165
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 153 46 1 0 2 1
State 50979 36013 2733 1046 5404 1786
Female Division 82 14 0 0 0 0
State 27837 15823 920 366 1922 656
Male Division 71 32 1 0 2 1
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 15 3 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 8 6 0 0 0 0
State 7955 11090 1111 244 1359 744
Hispanic Division 16 8 1 0 2 0
State 5086 5583 317 105 2172 323
White Division 98 25 0 0 0 1
State 30218 16420 1139 617 1589 596
Two or more races Division 15 3 0 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 8 26 1 0 0 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 6 6 1 0 2 0
State 10704 17342 1680 460 2640 1096
English Learners Division 6 2 1 0 1 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students20320098.52019921
Female96961009610000
Male10710497.210598.121.9
American Indian0<100<10000
Asian18181001810000
Black14141001410000
Hispanic272592.62592.627.4
White12412399.212410000
Two or more races18181001810000
Students with Disabilities363597.23610000
Economically Disadvantaged151386.71386.7213.3
English Learners10990990110
Homeless0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken220 / 27.99%166 / 20.54%140 / 16.95%
Advanced Placement Course Enrollment221 / 28.12%167 / 20.67%141 / 17.07%
Dual Enrollment52 / 6.62%92 / 11.39%79 / 9.56%
Governor’s School Enrollment - - -
IB Course Enrollment228 / 29.01%61 / 7.55%186 / 22.52%
Senior Enrolled in IB Program51 / 6.49%35 / 4.33%40 / 4.84%
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 183 160 13
State 82482 57560 30
Female Division 86 74 14
State 41546 31230 25
Male Division 97 86 11
State 40936 26330 36
Asian Division 15 14 7
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 19 15 21
State 8547 5341 38
White Division 124 108 13
State 46319 33154 28
Two or more races Division 16 14 12
State 3521 2499 29
Students with Disabilities Division 24 21 12
State 5986 3008 50
Economically Disadvantaged Division 0 < 100
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision-2732
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision19233
 State100544109590103892
Workplace ReadinessDivision163019
 State307754231350242
Total Credentials EarnedDivision1714984
 State137248157490159017
Students Earning One or More CredentialsDivision1714482
 State109089126113127744
CTE CompletersDivision12172
 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 177 215 183 85.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 183 211 159 75.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 205 232 187 80.6%
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
69.2 70 70.2

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
2014-201516,087.002,328.00239.00
2015-201616,619.002,379.00251.00
2016-201715,820.002,396.00226.00

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 Students2429672133246859192325689432332605582024
Female11783512151185311313124650151312432898
Male12513291812832861013224417201362301116
American Indian0000000000000000
Asian1899121963222051032193512
Black87200930129982194113
Hispanic3218563391637326155113591426
Native Hawaiian0000000000000000
White159537141915753810111652512014167632119
Two or more races22710162582312811024279653
Students with Disabilities31495163211246327298113438413
Economically Disadvantaged1719451936251671731020311313
English Learners164103620723524215492491245
Homeless253221110000009001
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 23
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2840.2380.187
Asian7.62714.297.8637.67811.11
Black3.6513.6149.094.00722.22
Hispanic13.38714.2914.01927.2713.596
Native Hawaiian0.1620.040.037
White65.39628.5763.8654.5563.78344.44
Two or more races9.49342.8610.4059.0910.78722.22
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2840.2380.187
Asian7.6277.8637.678
Black3.6513.6144.007
Hispanic13.38714.01913.596
Native Hawaiian0.1620.040.037
White65.39663.8663.783
Two or more races9.49310.40510.787
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2840.2380.187
Asian7.6277.8637.678
Black3.6513.6144.007
Hispanic13.38714.01913.596
Native Hawaiian0.1620.040.037
White65.39663.8663.783
Two or more races9.49310.40510.787
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 8.76.27.52
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 49.53632.29
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

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 91.098286.46
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 10.77 : 1

student 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: 12.28 : 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
Provisional2%3%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201622%74%2%2%
2016-201725%70%2%3%
2017-201826%69%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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