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Falls Church City Public Schools

General school information

Division: Falls Church City Public Schools
Division Number: 109
Address: 150 S Washington St, Suite 400 Falls Church, VA 22046-2921
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.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Mount Daniel ElementaryAccredited
Thomas Jefferson ElementaryAccredited
Middle Schools
Mary Ellen Henderson MiddleAccredited
High Schools
George Mason HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 57 93 7 29 64 92 8 32 59 91 9
Female 40 55 95 5 30 63 94 6 34 59 93 7
Male 32 59 91 9 27 64 91 9 30 60 89 11
American Indian < < 100 0 < < 100 0 < < < <
Asian 31 62 93 7 23 66 90 10 28 61 89 11
Black 17 69 85 15 20 64 84 16 18 60 78 22
Hispanic 18 61 78 22 17 63 80 20 14 61 75 25
Native Hawaiian < < < <
White 40 55 95 5 32 64 96 4 36 60 95 5
Two or more races 39 56 95 5 34 60 94 6 40 56 96 4
Students with Disabilities 19 50 68 32 12 57 69 31 12 55 67 33
Students without Disabilities 38 58 97 3 32 65 96 4 35 60 95 5
Economically Disadvantaged 5 58 64 36 6 61 67 33 5 58 64 36
Not Economically Disadvantaged 38 57 95 5 31 64 95 5 34 60 94 6
English Learners 14 57 71 29 - 40 40 60 2 30 32 68
Homeless < < < < < < < < < < < <
Military Connected 29 61 90 10 34 59 93 7
Foster Care < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 58 92 8 31 57 89 11 40 48 88 12
Female 35 57 92 8 38 48 86 14 38 52 90 10
Male 33 58 91 9 24 68 91 9 41 45 86 14
Asian 33 67 100 0 21 57 79 21 31 44 75 25
Black < < < < < < 100 0 < < 100 0
Hispanic 14 66 79 21 19 48 68 32 22 44 67 33
Native Hawaiian < < < <
White 37 57 94 6 36 61 96 4 42 50 92 8
Two or more races 40 53 93 7 33 54 88 13 52 44 96 4
Students with Disabilities 10 63 73 27 8 60 68 32 5 42 47 53
Students without Disabilities 38 57 94 6 35 57 92 8 44 49 93 7
Economically Disadvantaged - 60 60 40 - 43 43 57 - 50 50 50
Not Economically Disadvantaged 36 58 94 6 34 58 93 7 43 48 91 9
English Learners 9 65 74 26 - 39 39 61 - 40 40 60
Military Connected < < < < 45 45 91 9
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 44 49 92 8 36 54 91 9 32 57 89 11
Female 49 46 96 4 41 52 93 7 35 54 90 10
Male 39 51 90 10 33 56 89 11 27 60 88 12
Asian 33 58 92 8 40 60 100 0 20 73 93 7
Black < < < < < < < < < < < <
Hispanic 28 44 72 28 25 53 78 22 13 47 60 40
White 48 48 95 5 37 56 93 7 39 56 95 5
Two or more races 47 53 100 0 50 38 88 12 29 67 96 4
Students with Disabilities 38 29 67 33 23 45 68 32 8 48 56 44
Students without Disabilities 44 51 96 4 39 56 94 6 36 59 94 6
Economically Disadvantaged < < < < 11 37 47 53 - 42 42 58
Not Economically Disadvantaged 45 49 94 6 39 56 94 6 35 59 94 6
English Learners 35 40 75 25 - 33 33 67 - 35 35 65
Military Connected 30 60 90 10 < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 44 93 7 43 50 93 7 43 49 92 8
Female 48 46 94 6 45 53 98 2 44 50 94 6
Male 49 43 92 8 41 48 89 11 43 48 91 9
Asian 48 48 96 4 45 55 100 0 31 56 88 13
Black < < < < < < < < < < < <
Hispanic 22 63 85 15 28 44 72 28 20 57 77 23
White 55 41 96 4 45 53 98 2 47 49 96 4
Two or more races 62 33 95 5 46 46 93 7 67 29 96 4
Students with Disabilities 26 42 68 32 16 40 56 44 37 43 80 20
Students without Disabilities 52 45 97 3 47 52 98 2 44 50 94 6
Economically Disadvantaged 6 65 71 29 18 53 71 29 15 55 70 30
Not Economically Disadvantaged 52 43 95 5 45 50 95 5 46 49 95 5
English Learners 21 58 79 21 < < < < < < < <
Military Connected < < < < 39 56 94 6
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 58 92 8 29 63 92 8 36 55 91 9
Female 40 57 97 3 26 67 93 7 43 52 96 4
Male 29 58 88 12 32 59 91 9 29 58 87 13
Asian 33 58 92 8 32 64 95 5 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 21 55 76 24 19 63 81 19 11 59 70 30
White 36 60 96 4 32 62 95 5 39 57 96 4
Two or more races 56 39 94 6 19 75 94 6 45 48 93 7
Students with Disabilities 16 55 71 29 19 50 69 31 13 30 43 57
Students without Disabilities 38 58 97 3 31 65 96 4 39 59 98 2
Economically Disadvantaged 7 60 67 33 11 47 58 42 6 50 56 44
Not Economically Disadvantaged 37 57 95 5 31 64 96 4 39 56 94 6
English Learners 7 43 50 50 < < < < < < < <
Homeless < < < < < < < <
Military Connected 33 56 89 11 < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 57 93 7 30 62 91 9 33 59 93 7
Female 45 52 97 3 33 63 96 4 36 60 96 4
Male 28 61 90 10 27 60 88 13 31 59 90 10
Asian 36 64 100 0 10 60 70 30 32 59 91 9
Black < < 100 0 < < 100 0 < < < <
Hispanic 19 56 75 25 14 71 86 14 20 67 87 13
White 43 52 95 5 33 61 93 7 39 58 96 4
Two or more races 19 81 100 0 53 47 100 0 31 69 100 0
Students with Disabilities 12 48 60 40 6 62 68 32 13 63 77 23
Students without Disabilities 39 58 97 3 35 62 97 3 37 59 96 4
Economically Disadvantaged 12 53 65 35 - 78 78 22 7 73 80 20
Not Economically Disadvantaged 38 57 95 5 33 60 93 7 36 58 94 6
English Learners 8 63 71 29 < < < < < < < <
Military Connected 25 67 92 8 22 72 94 6
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 52 90 10 23 71 94 6 23 66 89 11
Female 45 46 92 8 21 73 94 6 25 67 92 8
Male 33 55 88 12 24 70 94 6 22 65 87 13
American Indian < < 100 0 < < < <
Asian 31 46 77 23 < < < < < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic 15 60 75 25 14 71 86 14 11 57 69 31
White 45 49 94 6 26 70 96 4 26 69 95 5
Two or more races 24 59 82 18 20 80 100 0 39 61 100 0
Students with Disabilities 19 31 50 50 12 52 64 36 3 58 61 39
Students without Disabilities 41 55 96 4 24 74 98 2 27 67 95 5
Economically Disadvantaged - 58 58 42 - 76 76 24 - 67 67 33
Not Economically Disadvantaged 41 51 92 8 25 71 96 4 26 66 92 8
English Learners 8 62 69 31 < < < < < < < <
Military Connected < < < < 36 55 91 9
Foster Care < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 83 97 4 9 87 96 4 14 83 96 4
Female 17 80 97 3 11 85 96 4 15 80 96 4
Male 10 86 96 4 7 90 97 3 11 85 97 3
Asian 5 89 95 5 - 95 95 5 24 76 100 0
Black - 92 92 8 < < < < < < < <
Hispanic 4 81 85 15 - 88 88 12 3 90 93 7
White 17 82 99 1 13 85 99 1 17 81 98 2
Two or more races 19 81 100 0 5 95 100 0 6 89 94 6
Students with Disabilities 14 69 83 17 3 80 83 17 3 87 90 10
Students without Disabilities 13 86 99 1 10 89 99 1 16 82 97 3
Economically Disadvantaged - 67 67 33 5 85 90 10 10 80 90 10
Not Economically Disadvantaged 14 84 98 2 9 87 97 3 14 83 97 3
English Learners - 67 67 33 < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 8 92 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 55 39 94 6 49 43 92 8 49 40 90 10
Female 65 34 99 1 56 40 96 4 60 33 93 7
Male 47 44 91 9 42 46 88 12 38 48 86 14
American Indian < < 100 0 < < 100 0 < < < <
Asian 57 37 93 7 50 37 87 13 45 45 90 10
Black 29 59 88 12 31 50 81 19 21 57 79 21
Hispanic 24 64 88 12 27 48 75 25 33 44 77 23
White 61 35 96 4 52 44 96 4 55 37 93 7
Two or more races 56 38 94 6 67 31 98 2 50 47 97 3
Students with Disabilities 17 51 68 32 13 54 67 33 10 50 60 40
Students without Disabilities 62 37 99 1 56 41 97 3 57 39 95 5
Economically Disadvantaged 5 62 67 33 18 54 72 28 14 52 66 34
Not Economically Disadvantaged 58 38 96 4 52 42 94 6 52 40 92 8
English Learners 20 60 80 20 < < < < 9 9 18 82
Homeless < < < < < < < < < < 100 0
Military Connected 47 53 100 0 39 48 87 13
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 52 41 93 7 45 45 91 9 45 41 86 14
Female 61 38 99 1 52 42 94 6 56 35 91 9
Male 45 43 88 12 40 48 88 12 34 47 81 19
American Indian < < < <
Asian 38 46 85 15 < < < < < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic 17 67 83 17 26 47 74 26 36 33 70 30
White 58 37 96 4 49 46 95 5 47 43 89 11
Two or more races 44 44 88 13 52 43 95 5 61 39 100 0
Students with Disabilities 23 35 58 42 11 37 48 52 3 43 47 53
Students without Disabilities 56 42 98 2 50 46 97 3 52 41 93 7
Economically Disadvantaged 8 50 58 42 10 55 65 35 - 50 50 50
Not Economically Disadvantaged 55 40 95 5 49 44 93 7 49 40 90 10
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 45 45 91 9
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 58 38 96 4 53 41 94 6 53 40 93 7
Female 68 31 99 1 60 38 98 2 64 31 95 5
Male 49 44 93 7 45 45 89 11 43 48 91 9
Asian 71 29 100 0 48 48 95 5 50 45 95 5
Black 17 75 92 8 < < < < 20 50 70 30
Hispanic 29 63 92 8 27 50 77 23 29 57 86 14
White 64 32 96 4 55 43 98 2 65 31 96 4
Two or more races 69 31 100 0 81 19 100 0 39 56 94 6
Students with Disabilities 12 64 76 24 15 65 80 20 16 56 72 28
Students without Disabilities 67 33 100 0 61 36 97 3 61 36 97 3
Economically Disadvantaged < < < < 26 53 79 21 36 55 91 9
Not Economically Disadvantaged 61 36 97 3 55 40 95 5 54 39 93 7
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 33 50 83 17
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 63 88 12 25 62 87 13 25 66 91 9
Female 23 66 90 10 21 66 87 13 23 68 91 9
Male 26 60 86 14 29 58 87 13 26 64 90 10
American Indian < < < < < < < <
Asian 31 61 92 8 25 60 85 15 23 71 95 5
Black 14 63 77 23 10 66 76 24 10 73 82 18
Hispanic 11 58 69 31 15 55 70 30 13 61 74 26
Native Hawaiian < < < <
White 27 65 92 8 28 65 92 8 27 67 94 6
Two or more races 29 63 92 8 33 56 89 11 33 62 95 5
Students with Disabilities 10 49 59 41 9 51 61 39 7 55 63 38
Students without Disabilities 27 66 93 7 28 64 92 8 27 68 95 5
Economically Disadvantaged 4 52 56 44 4 53 57 43 4 65 70 30
Not Economically Disadvantaged 27 64 91 9 28 63 90 10 27 66 93 7
English Learners 13 56 68 32 4 39 43 57 2 49 52 48
Homeless < < < < < < < < < < < <
Military Connected 24 67 91 9 27 62 89 11
Foster Care < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 56 84 16 30 57 86 14 39 56 94 6
Female 24 57 82 18 24 59 83 17 34 62 96 4
Male 31 54 86 14 36 54 90 10 44 49 93 7
Asian 15 77 92 8 20 60 80 20 29 65 94 6
Black < < < < < < 100 0 < < 100 0
Hispanic 14 41 55 45 23 32 55 45 22 56 78 22
Native Hawaiian < < < <
White 32 56 88 12 30 66 96 4 45 53 97 3
Two or more races 33 57 90 10 39 48 87 13 39 57 96 4
Students with Disabilities 14 34 48 52 16 52 68 32 - 63 63 37
Students without Disabilities 30 59 89 11 32 58 89 11 43 55 98 2
Economically Disadvantaged - 39 39 61 7 21 29 71 8 58 67 33
Not Economically Disadvantaged 31 57 88 12 31 60 91 9 41 55 96 4
English Learners 7 48 56 44 5 32 37 63 6 65 71 29
Military Connected < < < < 55 45 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 49 90 10 41 49 91 9 37 56 92 8
Female 35 59 93 7 34 56 90 10 26 64 90 10
Male 47 41 88 12 48 43 91 9 49 46 95 5
Asian 50 42 92 8 42 50 92 8 19 81 100 0
Black < < < < < < < < < < 100 0
Hispanic 24 36 60 40 19 58 77 23 17 50 67 33
White 42 55 98 2 44 50 94 6 47 49 96 4
Two or more races 48 41 90 10 62 27 88 12 32 68 100 0
Students with Disabilities 24 24 48 52 16 55 71 29 24 48 72 28
Students without Disabilities 43 52 96 4 45 49 94 6 39 57 95 5
Economically Disadvantaged 9 36 45 55 5 53 58 42 - 55 55 45
Not Economically Disadvantaged 43 50 93 7 44 49 94 6 41 56 97 3
English Learners 23 45 68 32 12 35 47 53 - 39 39 61
Military Connected 42 58 100 0 < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 48 87 13 44 45 89 11 33 60 94 6
Female 29 54 83 17 34 57 91 9 29 65 94 6
Male 47 43 91 9 53 35 87 13 37 56 93 7
Asian 42 54 96 4 55 36 91 9 25 75 100 0
Black < < < < < < < < < < 100 0
Hispanic 19 54 73 27 24 40 64 36 16 61 77 23
White 41 49 90 10 46 48 95 5 35 60 95 5
Two or more races 48 43 90 10 48 41 89 11 54 46 100 0
Students with Disabilities 16 39 55 45 28 16 44 56 23 57 80 20
Students without Disabilities 42 50 92 8 47 49 96 4 35 61 96 4
Economically Disadvantaged - 65 65 35 6 47 53 47 10 60 70 30
Not Economically Disadvantaged 42 47 89 11 48 45 92 8 36 60 96 4
English Learners 15 65 81 19 < < < < < < < <
Military Connected < < 100 0 28 67 94 6
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 80 80 20 9 79 88 12 4 82 87 13
Female - 87 87 13 8 78 86 14 4 90 94 6
Male - 74 74 26 9 81 91 9 4 73 78 22
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic - 70 70 30 - 79 79 21 5 70 75 25
White - 81 81 19 10 81 91 9 5 89 95 5
Two or more races < < < < 18 73 91 9 - 83 83 17
Students with Disabilities - 62 62 38 7 66 72 28 - 50 50 50
Students without Disabilities - 86 86 14 9 84 93 7 5 90 95 5
Economically Disadvantaged - 67 67 33 - 71 71 29 8 54 62 38
Not Economically Disadvantaged - 82 82 18 10 81 91 9 4 87 90 10
English Learners - 64 64 36 < < < < < < < <
Homeless < < < < < < < <
Military Connected 6 88 94 6 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 85 15 8 73 81 19 13 72 85 15
Female 18 75 93 7 6 79 85 15 16 71 86 14
Male 9 65 74 26 9 69 78 22 10 74 84 16
Asian < < 100 0 10 80 90 10 23 54 77 23
Black < < < < < < < < < < < <
Hispanic 12 54 65 35 7 56 63 37 7 73 80 20
White 18 72 89 11 9 76 85 15 14 76 90 10
Two or more races 12 76 88 12 < < < < 17 75 92 8
Students with Disabilities 13 38 50 50 - 61 61 39 - 67 67 33
Students without Disabilities 14 77 92 8 10 76 86 14 16 74 89 11
Economically Disadvantaged - 43 43 57 - 65 65 35 - 71 71 29
Not Economically Disadvantaged 16 73 89 11 9 74 84 16 14 73 87 13
English Learners - 60 60 40 < < < < < < < <
Military Connected < < < < 21 58 79 21
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 74 89 11 22 62 84 16 23 63 86 14
Female 14 77 91 9 15 74 89 11 24 63 87 13
Male 15 71 87 13 30 49 79 21 22 63 86 14
American Indian < < < <
Asian 36 45 82 18 50 40 90 10 18 73 91 9
Black < < < < < < 100 0 < < 100 0
Hispanic 12 60 72 28 14 45 59 41 4 56 59 41
White 12 81 93 7 22 67 89 11 27 64 91 9
Two or more races 29 65 94 6 36 57 93 7 < < 100 0
Students with Disabilities 4 54 58 42 13 26 39 61 - 50 50 50
Students without Disabilities 17 77 94 6 24 68 92 8 28 66 93 7
Economically Disadvantaged 8 25 33 67 - 33 33 67 - 61 61 39
Not Economically Disadvantaged 15 77 93 7 25 65 89 11 26 64 89 11
English Learners 13 60 73 27 < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 71 92 8 11 77 88 12 24 66 90 10
Female 26 69 95 5 8 81 89 11 25 68 92 8
Male 17 72 89 11 13 74 88 12 24 65 89 11
Asian 30 65 95 5 7 79 86 14 43 57 100 0
Black 8 75 83 17 - 64 64 36 - 100 100 0
Hispanic 7 67 74 26 10 64 74 26 18 55 73 27
White 26 69 96 4 11 83 94 6 22 71 92 8
Two or more races 7 86 93 7 19 69 88 12 50 45 95 5
Students with Disabilities 3 70 73 27 3 59 62 38 3 47 50 50
Students without Disabilities 24 71 95 5 12 80 92 8 28 70 97 3
Economically Disadvantaged 7 71 79 21 - 63 63 38 - 76 76 24
Not Economically Disadvantaged 22 71 93 7 12 79 91 9 26 65 92 8
English Learners 7 64 71 29 - 46 46 54 - 90 90 10
Military Connected - 93 93 7 < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 90 10 28 62 90 10 18 74 92 8
Female 22 70 92 8 32 57 89 11 21 70 91 9
Male 23 65 88 13 24 66 90 10 16 77 93 7
Asian 19 63 81 19 28 44 72 28 < < < <
Black < < < < 10 60 70 30 < < < <
Hispanic 6 74 79 21 16 60 76 24 10 73 83 17
White 27 65 93 7 34 62 96 4 20 75 96 4
Two or more races 27 73 100 0 10 85 95 5 42 58 100 0
Students with Disabilities 5 58 63 38 - 59 59 41 4 60 64 36
Students without Disabilities 26 70 96 4 32 63 95 5 21 77 97 3
Economically Disadvantaged - 63 63 38 10 50 60 40 - 77 77 23
Not Economically Disadvantaged 24 68 92 8 29 64 93 7 20 74 94 6
English Learners 11 56 67 33 < < < < < < < <
Military Connected 38 62 100 0 9 82 91 9
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 65 91 9 24 62 86 14 19 71 91 9
Female 30 61 90 10 22 59 81 19 21 70 91 9
Male 23 70 93 8 26 64 91 9 18 73 91 9
Asian 43 52 95 5 13 73 87 13 23 77 100 0
Black < < < < < < 100 0 20 70 90 10
Hispanic - 69 69 31 19 62 81 19 16 60 76 24
White 25 68 93 7 28 59 87 13 20 73 94 6
Two or more races 29 65 94 6 23 54 77 23 13 67 80 20
Students with Disabilities 13 53 67 33 5 68 74 26 < < < <
Students without Disabilities 28 66 94 6 27 61 87 13 20 72 92 8
Economically Disadvantaged < < < < 17 58 75 25 17 83 100 0
Not Economically Disadvantaged 27 65 92 8 25 62 87 13 20 70 90 10
English Learners 42 42 83 17 < < < < < < < <
Military Connected 20 60 80 20 20 60 80 20
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 68 89 11 22 68 90 10 27 64 91 9
Female 20 70 91 9 18 71 89 11 26 66 92 8
Male 23 65 88 12 25 65 90 10 28 63 91 9
American Indian < < 100 0 < < 100 0
Asian 21 65 86 14 21 72 93 7 21 69 90 10
Black 15 59 74 26 5 71 76 24 10 69 79 21
Hispanic 9 67 75 25 13 60 73 27 17 64 81 19
White 26 68 93 7 25 69 94 6 31 63 94 6
Two or more races 16 76 92 8 24 68 92 8 29 65 95 5
Students with Disabilities 8 59 67 33 8 56 64 36 11 63 74 26
Students without Disabilities 24 69 94 6 24 70 94 6 30 64 94 6
Economically Disadvantaged 6 52 58 42 9 45 54 46 7 65 72 28
Not Economically Disadvantaged 23 69 92 8 23 70 93 7 29 64 93 7
English Learners 4 53 57 43 - 22 22 78 4 30 33 67
Military Connected 25 67 92 8 20 69 89 11
Foster Care < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 81 19 19 68 87 13 17 67 84 16
Female 16 62 78 22 15 71 86 14 16 67 83 17
Male 17 66 84 16 22 65 87 13 19 66 85 15
Asian 19 62 81 19 8 83 92 8 19 63 81 19
Black < < < < < < < < < < < <
Hispanic 12 58 69 31 9 57 65 35 3 67 70 30
White 19 68 87 13 20 71 90 10 19 68 87 13
Two or more races 5 67 71 29 30 59 89 11 24 68 92 8
Students with Disabilities 13 45 58 42 12 32 44 56 19 47 66 34
Students without Disabilities 17 68 85 15 20 73 93 7 17 70 87 13
Economically Disadvantaged - 29 29 71 - 47 47 53 10 45 55 45
Not Economically Disadvantaged 18 68 86 15 20 70 90 10 18 69 86 14
English Learners 4 50 54 46 < < < < < < < <
Military Connected < < < < 17 67 83 17
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 64 91 9 15 77 92 8 27 66 93 7
Female 22 69 92 8 11 80 91 9 24 71 95 5
Male 31 60 91 9 18 75 93 7 29 62 91 9
American Indian < < 100 0
Asian 15 69 85 15 < < < < < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic 9 68 77 23 9 69 77 23 21 56 76 24
White 31 63 94 6 16 79 96 4 28 68 96 4
Two or more races 29 65 94 6 10 85 95 5 39 61 100 0
Students with Disabilities 4 62 65 35 12 44 56 44 3 74 77 23
Students without Disabilities 31 65 95 5 15 82 97 3 31 65 96 4
Economically Disadvantaged 7 50 57 43 14 43 57 43 - 72 72 28
Not Economically Disadvantaged 29 65 94 6 15 81 96 4 29 66 95 5
English Learners - 56 56 44 < < < < < < < <
Military Connected < < 100 0 18 82 100 0
Foster Care < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 64 91 9 32 56 88 12 37 59 96 4
Female 24 73 96 4 30 56 86 14 39 59 98 2
Male 29 56 85 15 33 57 90 10 35 59 95 5
Asian 29 67 95 5 17 83 100 0 40 60 100 0
Black 8 67 75 25 < < < < 7 79 86 14
Hispanic 13 63 77 23 19 42 61 39 29 71 100 0
White 32 61 93 7 37 55 93 7 44 53 97 3
Two or more races 18 82 100 0 32 64 95 5 19 75 94 6
Students with Disabilities 11 46 57 43 7 63 70 30 6 72 78 22
Students without Disabilities 29 68 97 3 35 55 91 9 40 58 98 2
Economically Disadvantaged - 63 63 38 5 48 52 48 15 85 100 0
Not Economically Disadvantaged 29 65 93 7 35 57 92 8 38 58 96 4
English Learners - 47 47 53 - - - 100 < < < <
Military Connected 36 64 100 0 30 60 90 10
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 76 98 2 27 70 97 3 35 63 98 2
Female 25 73 98 2 20 75 96 4 32 65 97 3
Male 18 81 99 1 35 64 99 1 37 62 98 2
Asian 21 71 93 7 44 56 100 0 9 91 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic - 94 94 6 23 77 100 0 25 63 88 13
White 25 74 99 1 29 69 98 2 38 61 99 1
Two or more races 21 79 100 0 19 69 88 13 38 56 94 6
Students with Disabilities 6 88 94 6 8 92 100 0 < < < <
Students without Disabilities 24 75 99 1 29 68 97 3 35 63 98 2
Economically Disadvantaged 23 69 92 8 27 55 82 18 < < 100 0
Not Economically Disadvantaged 22 77 99 1 27 71 98 2 36 62 98 2
English Learners 20 70 90 10 < < 100 0
Military Connected 28 61 89 11 25 58 83 17
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 78 83 17 6 67 73 27 3 70 73 28
Female - 85 85 15 11 74 84 16 - 72 72 28
Male 9 74 82 18 3 64 67 33 5 68 73 27
Asian < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < < < - 54 54 46 - 57 57 43
White 8 86 94 6 9 78 87 13 - 87 87 13
Two or more races < < 100 0 < < 100 0
Students with Disabilities 4 72 76 24 - 62 62 38 - 71 71 29
Students without Disabilities 6 83 89 11 12 73 85 15 4 69 73 27
Economically Disadvantaged < < < < - 30 30 70 - 50 50 50
Not Economically Disadvantaged 6 81 87 13 7 76 83 17 3 77 80 20
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 54 96 4 40 55 95 5 44 51 95 5
Female 39 57 96 4 38 57 95 5 42 53 95 5
Male 45 51 96 4 42 52 94 6 46 49 95 5
American Indian < < 100 0 < < 100 0 < < < <
Asian 31 66 98 3 35 61 95 5 42 56 98 2
Black 19 76 95 5 23 68 90 10 25 50 75 25
Hispanic 28 58 86 14 25 60 85 15 28 61 89 11
White 48 49 97 3 45 52 97 3 49 48 97 3
Two or more races 42 58 99 1 40 55 95 5 47 48 95 5
Students with Disabilities 20 64 83 17 21 60 82 18 15 70 86 14
Students without Disabilities 45 52 98 2 43 54 97 3 49 48 96 4
Economically Disadvantaged 13 60 73 27 7 74 81 19 6 71 77 23
Not Economically Disadvantaged 44 53 97 3 43 53 96 4 47 49 96 4
English Learners 20 55 75 25 - 58 58 42 14 41 55 45
Homeless < < 100 0 < < < < < < 100 0
Military Connected 41 58 98 2 40 60 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 74 97 3 17 81 98 2 14 82 96 4
Female 15 80 96 4 17 81 97 3 19 77 96 4
Male 31 67 98 2 18 81 99 1 8 87 95 5
American Indian < < 100 0 < < 100 0
Asian 21 74 95 5 19 76 95 5 < < 100 0
Black - 100 100 0 < < 100 0 < < < <
Hispanic 13 88 100 0 5 90 95 5 16 79 95 5
White 26 70 96 4 21 78 99 1 9 89 98 2
Two or more races 35 59 94 6 8 92 100 0 21 79 100 0
Students with Disabilities 8 80 88 12 - 87 87 13 13 73 87 13
Students without Disabilities 26 73 98 2 20 80 100 0 14 83 97 3
Economically Disadvantaged < < 100 0 6 94 100 0 < < < <
Not Economically Disadvantaged 24 72 97 3 18 79 98 2 14 82 96 4
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 54 96 4 43 53 96 4 41 52 93 7
Female 43 51 94 6 39 59 98 2 40 53 93 7
Male 41 56 97 3 46 47 94 6 42 51 93 7
American Indian < < < <
Asian 12 82 94 6 50 50 100 0 30 60 90 10
Black < < < < < < 100 0 < < 100 0
Hispanic 30 57 87 13 28 58 86 14 24 53 76 24
White 46 51 97 3 47 50 97 3 46 52 98 2
Two or more races 56 44 100 0 43 57 100 0 56 44 100 0
Students with Disabilities 17 66 83 17 21 54 75 25 7 72 79 21
Students without Disabilities 46 52 98 2 46 53 98 2 47 49 95 5
Economically Disadvantaged 13 67 80 20 14 64 77 23 - 63 63 37
Not Economically Disadvantaged 44 53 97 3 46 52 98 2 45 51 96 4
English Learners 12 53 65 35 < < < < - 27 27 73
Homeless < < 100 0 < < 100 0
Military Connected 40 60 100 0 27 73 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 66 97 3 36 55 91 9 20 60 80 20
Female 27 69 96 4 40 51 91 9 29 48 76 24
Male 33 64 97 3 34 58 92 8 11 74 84 16
Asian 24 76 100 0 29 71 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 20 68 88 12 11 59 70 30 < < < <
White 38 59 97 3 44 51 95 5 24 60 84 16
Two or more races 9 91 100 0 33 62 95 5 < < < <
Students with Disabilities 12 76 88 12 8 58 65 35 < < < <
Students without Disabilities 33 65 98 2 40 55 95 5 22 61 83 17
Economically Disadvantaged < < < < - 63 63 38 < < < <
Not Economically Disadvantaged 31 66 97 3 39 55 94 6 22 61 83 17
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < <
Military Connected 30 60 90 10 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 54 42 96 4 46 49 95 5 47 50 97 3
Female 56 43 99 1 45 52 97 3 40 56 96 4
Male 54 40 94 6 47 46 93 7 53 44 97 3
Asian 64 36 100 0 40 40 80 20 52 48 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 34 47 81 19 26 56 82 18 26 74 100 0
White 61 37 98 2 52 47 98 2 53 44 98 2
Two or more races 43 57 100 0 53 47 100 0 44 50 94 6
Students with Disabilities 22 57 78 22 24 62 85 15 7 86 93 7
Students without Disabilities 59 40 98 2 51 46 97 3 54 43 97 3
Economically Disadvantaged 18 53 71 29 - 78 78 22 - 87 87 13
Not Economically Disadvantaged 58 41 98 2 51 46 96 4 51 47 97 3
English Learners 26 48 74 26 < < < < < < < <
Military Connected 33 67 100 0 41 59 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 60 34 94 6 56 38 94 6 65 32 98 2
Female 57 40 97 3 51 42 93 7 64 35 99 1
Male 63 30 93 7 61 34 95 5 68 29 96 4
Asian 58 42 100 0 50 50 100 0 50 50 100 0
Black < < < < < < < < < < 100 0
Hispanic 40 36 76 24 52 43 96 4 53 41 94 6
White 66 31 97 3 58 37 96 4 71 28 99 1
Two or more races 60 40 100 0 63 22 85 15 60 32 92 8
Students with Disabilities 40 35 75 25 41 48 89 11 35 53 88 12
Students without Disabilities 63 34 97 3 58 36 95 5 69 30 99 1
Economically Disadvantaged 20 20 40 60 17 75 92 8 < < 100 0
Not Economically Disadvantaged 62 35 97 3 59 36 94 6 67 31 97 3
English Learners 30 40 70 30 < < 100 0 < < 100 0
Military Connected 63 37 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division1653
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten697064
Kindergarten171165180
Grade 1186180172
Grade 2193189175
Grade 3182188189
Grade 4238175185
Grade 5212230177
Grade 6200194235
Grade 7186209209
Grade 8215196218
Grade 9212220218
Grade 10199201226
Grade 11211196207
Grade 12206208194
Total Students2,6802,6212,649

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students268026212649
Female126512401244
Male141513811405
American Indian422
Asian194204205
Black949292
Hispanic371367374
Native Hawaiian121
White172116661668
Two or more races295288307
Students with Disabilities369338333
Students without Disabilities231122832316
Economically Disadvantaged165230205
Not Economically Disadvantaged251523912444
English Learners257270257
Not English Learners242323512392
Homeless84-
Military Connected165152151
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

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

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

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

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

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 149 54 0 0 0 4
State 50715 36614 2715 1064 5504 1801
Female Division 80 28 0 0 0 1
State 27679 16161 917 351 2003 680
Male Division 69 26 0 0 0 3
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Asian Division 15 4 0 0 0 1
State 5184 1290 96 10 113 46
Black Division < < < < 0 <
State 7794 10864 1035 246 1353 673
Hispanic Division 12 11 0 0 0 0
State 5184 6274 354 116 2441 386
White Division 102 31 0 0 0 3
State 29845 16400 1112 631 1440 605
Two or more races Division 17 4 0 0 0 0
State 2511 1633 110 56 137 79
Students with Disabilities Division 7 23 0 0 0 3
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 11 8 0 0 0 1
State 10701 18162 1634 523 2867 1096
English Learners Division 9 11 0 0 0 0
State 1263 4111 306 32 2060 159
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students2072039820610000
Female109108991089900
Male9895979810000
American Indian<<100<10000
Asian201995199500
Black<<100<10000
Hispanic23231002310000
White1361339813610000
Two or more races21211002110000
Students with Disabilities3330913310000
Economically Disadvantaged201995199500
English Learners20201002010000
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken166 / 20.54%140 / 16.95% -
Advanced Placement Course Enrollment167 / 20.67%141 / 17.07% -
Dual Enrollment92 / 11.39%79 / 9.56%71 / 8.61%
Governor's School Enrollment - - -
IB Course Enrollment61 / 7.55%186 / 22.52% -
Senior Enrolled in IB Program35 / 4.33%40 / 4.84% -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision19816915
State85,89957,72533
FemaleDivision968116
State43,22531,59927
MaleDivision1028814
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision18176
State6,0845,29213
BlackDivision141214
State18,86811,29840
HispanicDivision242017
State10,1025,82642
WhiteDivision12310515
State46,44832,34030
Two or more racesDivision171324
State3,9902,71532
Students with DisabilitiesDivision332621
State7,2163,25655
Economically DisadvantagedDivision121017
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsDivision273241
 State3,6233,5254,095
Industry CertificationDivision9233103
 State109,275104,601107,234
Workplace ReadinessDivision3019145
 State42,31350,24144,892
Total Credentials EarnedDivision14984289
 State157,490160,248158,452
Students Earning One or More CredentialsDivision14482241
 State126,113128,672126,041
CTE CompletersDivision1729
 State40,51641,43840,209
State LicensuresDivision---
 State2,2791,8812,231
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division16,619.002,379.00251.00
State6,084.004,849.00812.00
2016-2017Division15,820.002,396.00226.00
State6,248.005,052.00871.00
2017-2018Division16,463.002,421.00206.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,4741442,5011092,422119
Female1,200711,198461,16154
Male1,274731,303631,26165
American Indian<<<<<<
Asian196111791418815
Black958855747
Hispanic306293402033019
Native Hawaiian<<<<<<
White1,605801,627581,55464
Two or more races267152661127313
Students with Disabilities315423212428528
Economically Disadvantaged161291952821017
English Learners225252312424620
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 20
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons <
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.17.70.1
Asian7.711.17.27.89.1
Black422.23.515.43.518.2
Hispanic13.613.91418.2
Native Hawaiian000.1
White63.844.464.369.263.636.4
Two or more races10.822.2117.71118.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.10.1
Asian7.77.27.8
Black43.53.5
Hispanic13.613.914
Native Hawaiian000.1
White63.864.363.6
Two or more races10.81110011
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.10.1
Asian7.77.27.8
Black43.53.5
Hispanic13.613.914
Native Hawaiian000.1
White63.864.363.6
Two or more races10.81111
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 7.58.56.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 32.233.731.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 867480.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 13.87 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 12.87 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division4.7%1.4%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201723%72%2%3%
2017-201824%72%1%3%
2018-201923%74%2%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%92%73%75%
Asian87%90%87%75%
Black81%84%60%75%
Hispanic75%79%63%75%
White95%95%81%75%
Economically Disadvantaged66%66%62%75%
English Learners63%67%53%75%
Students with Disabilities68%69%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students91%89%74%70%
Asian93%92%89%70%
Black76%76%60%70%
Hispanic77%74%64%70%
White94%92%81%70%
Economically Disadvantaged67%61%63%70%
English Learners68%68%57%70%
Students with Disabilities70%64%42%70%

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