Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Fauquier County Public Schools

General school information

Division: Fauquier County Public Schools
Address: 320 Hospital Drive Suite 40 Warrenton, VA 20186-3037
Superintendent: Dr. David Jeck
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 15 80 65 20 15 80 65 20 15 80 64 20
Female 18 83 65 17 18 83 65 17 17 83 66 17
Male 12 77 65 23 12 77 65 23 14 76 62 24
American Indian 7 80 73 20 9 91 82 9 < 100 < 0
Asian 23 90 67 10 26 88 62 13 20 85 65 15
Black 7 58 51 42 7 64 57 36 8 63 55 37
Hispanic 9 71 62 29 9 72 63 28 8 67 60 33
Native Hawaiian < < < < - 70 70 30 < < < <
White 17 84 67 16 17 83 66 17 18 84 66 16
Two or more races 14 73 59 27 15 78 63 22 15 80 65 20
Students with Disabilities 10 39 30 61 9 42 33 58 12 46 35 54
Economically Disadvantaged 5 62 57 38 5 64 59 36 6 64 58 36
English Learners 5 58 53 42 7 61 54 39 5 57 51 43
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 14 76 61 24 15 76 60 24 17 73 55 27
Female 20 81 61 19 18 79 61 21 19 77 58 23
Male 10 71 61 29 13 73 59 27 16 68 52 32
American Indian < < < < < 100 < 0
Asian 31 94 63 6 20 80 60 20 15 62 46 38
Black 8 53 44 47 8 62 55 38 13 57 43 43
Hispanic 12 73 61 27 7 65 57 35 9 56 47 44
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 15 79 64 21 17 79 62 21 21 80 59 20
Two or more races 10 64 55 36 24 80 56 20 12 67 55 33
Students with Disabilities 4 33 29 67 11 47 36 53 10 44 34 56
Economically Disadvantaged 4 63 59 37 5 65 60 35 8 55 47 45
English Learners 9 73 64 27 7 61 54 39 5 49 44 51
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 17 73 56 27 21 76 55 24 18 77 59 23
Female 20 75 54 25 27 81 54 19 20 80 60 20
Male 15 72 57 28 17 72 56 28 16 74 58 26
Asian 13 73 60 27 43 93 50 7 40 80 40 20
Black 6 48 42 52 12 60 48 40 6 60 53 40
Hispanic 10 63 53 37 13 63 50 37 6 67 61 33
Native Hawaiian < < < < < 100 < 0 < < < <
White 20 79 59 21 24 80 56 20 21 81 60 19
Two or more races 20 66 46 34 10 75 65 25 26 85 59 15
Students with Disabilities 8 31 23 69 9 37 28 63 12 45 33 55
Economically Disadvantaged 6 54 48 46 9 62 53 38 6 64 58 36
English Learners 7 60 53 40 14 61 47 39 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 24 82 58 18 23 81 59 19 23 77 54 23
Female 26 83 57 17 22 83 61 17 29 83 54 17
Male 22 82 59 18 23 80 57 20 18 72 54 28
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 16 84 68 16 36 64 29 36 36 100 64 0
Black 14 58 44 42 10 60 50 40 10 57 47 43
Hispanic 12 75 64 25 14 76 62 24 14 64 50 36
White 28 86 58 14 26 86 60 14 27 82 56 18
Two or more races 31 83 52 17 17 76 60 24 22 76 53 24
Students with Disabilities 15 50 35 50 10 45 35 55 11 39 28 61
Economically Disadvantaged 7 68 61 32 8 67 58 33 13 65 52 35
English Learners 1 67 65 33 8 69 61 31 12 60 48 40
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 17 76 58 24 17 80 63 20 17 79 63 21
Female 21 78 57 22 21 83 62 17 15 83 68 17
Male 14 74 59 26 14 77 64 23 18 76 58 24
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 40 95 55 5 29 90 62 10 17 67 50 33
Black 7 54 48 46 11 58 47 42 10 61 51 39
Hispanic 8 61 53 39 9 75 66 25 8 72 64 28
White 20 80 60 20 19 82 64 18 20 84 64 16
Two or more races 9 75 66 25 27 82 55 18 11 78 67 22
Students with Disabilities 8 37 28 63 10 37 27 63 11 41 30 59
Economically Disadvantaged 4 56 53 44 7 65 58 35 6 67 61 33
English Learners 2 35 33 65 4 69 65 31 5 64 59 36
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 15 86 71 14 14 82 68 18 15 82 66 18
Female 18 89 71 11 18 85 67 15 18 84 66 16
Male 12 82 70 18 9 78 69 22 12 79 67 21
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 20 100 80 0 32 95 64 5 19 86 67 14
Black 6 72 66 28 7 64 57 36 9 60 51 40
Hispanic 7 77 70 23 7 70 64 30 9 76 67 24
White 17 88 71 12 15 85 70 15 17 85 68 15
Two or more races 13 81 68 19 9 82 73 18 17 83 67 17
Students with Disabilities 7 43 36 57 11 45 34 55 10 46 36 54
Economically Disadvantaged 5 72 67 28 3 65 61 35 6 66 60 34
English Learners 6 31 25 69 3 59 57 41 4 72 68 28
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 13 76 63 24 13 75 62 25 12 77 66 23
Female 17 81 65 19 17 80 63 20 14 80 66 20
Male 10 71 61 29 9 70 61 30 10 75 65 25
American Indian < < < < < < < < < 100 < 0
Asian 20 87 67 13 19 90 71 10 15 95 80 5
Black 5 47 41 53 4 54 49 46 10 68 59 32
Hispanic 10 72 63 28 7 69 62 31 4 58 55 42
White 14 81 66 19 15 78 63 23 14 82 67 18
Two or more races 17 63 46 38 13 75 63 25 - 81 81 19
Students with Disabilities 14 36 21 64 5 29 24 71 13 47 34 53
Economically Disadvantaged 5 52 47 48 4 56 52 44 3 59 56 41
English Learners - 17 17 83 - 24 24 76 - 34 34 66
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 6 90 84 10 6 88 83 12 8 89 82 11
Female 7 92 84 8 7 90 83 10 7 92 85 8
Male 6 89 83 11 4 87 82 13 8 87 79 13
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 20 93 73 7 6 89 83 11 11 94 83 6
Black 6 74 68 26 1 79 78 21 1 77 76 23
Hispanic - 86 86 14 8 83 75 18 3 77 74 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 7 92 85 8 6 91 84 9 9 93 84 7
Two or more races - 89 89 11 4 81 77 19 9 94 85 6
Students with Disabilities 10 47 38 53 7 50 43 50 14 62 48 38
Economically Disadvantaged 2 73 71 27 - 68 68 32 1 75 75 25
English Learners - 67 67 33 - 52 52 48 - 34 34 66
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 22 82 60 18 22 79 58 21 22 79 57 21
Female 25 87 61 13 28 85 57 15 28 85 57 15
Male 18 78 59 22 17 74 58 26 16 73 57 27
American Indian < < < < < < < < < 100 < 0
Asian 33 80 47 20 18 90 72 10 41 92 51 8
Black 10 65 55 35 11 65 53 35 9 66 57 34
Hispanic 15 77 62 23 16 76 61 24 10 63 53 37
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 24 85 61 15 24 82 58 18 25 83 57 17
Two or more races 15 73 58 27 19 67 47 33 19 83 63 17
Students with Disabilities 12 42 29 58 11 38 28 62 13 44 32 56
Economically Disadvantaged 8 59 52 41 7 59 52 41 8 57 49 43
English Learners - 42 42 58 - 42 42 58 2 37 35 63
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 20 74 54 26 19 70 52 30 18 69 51 31
Female 23 81 58 19 25 79 54 21 25 76 51 24
Male 17 67 50 33 13 62 50 38 12 64 51 36
American Indian < < < < < < < < < 100 < 0
Asian 13 73 60 27 19 90 71 10 48 90 43 10
Black 9 50 41 50 6 48 42 52 13 56 43 44
Hispanic 21 71 50 29 17 67 50 33 7 52 45 48
White 22 78 56 22 20 73 53 27 21 73 53 27
Two or more races 8 64 56 36 19 65 45 35 6 71 65 29
Students with Disabilities 15 36 22 64 8 26 17 74 10 31 21 69
Economically Disadvantaged 7 50 43 51 8 50 41 50 7 47 40 53
English Learners - 25 25 75 - 37 37 63 4 33 30 67
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 23 89 66 11 25 87 62 13 25 87 62 13
Female 28 92 65 8 30 91 60 9 31 93 62 7
Male 19 86 68 14 20 84 64 16 20 82 62 18
American Indian < 100 < 0 < < < < < 100 < 0
Asian 53 87 33 13 17 89 72 11 33 94 61 6
Black 10 78 67 22 15 76 61 24 6 73 67 27
Hispanic 8 87 79 13 15 83 68 17 13 74 61 26
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 26 91 65 9 28 90 62 10 29 91 62 9
Two or more races 22 81 59 19 19 69 50 31 31 94 63 6
Students with Disabilities 10 48 38 52 13 50 37 50 15 56 42 44
Economically Disadvantaged 9 73 65 27 6 68 62 32 9 69 60 31
English Learners - 60 60 40 - 47 47 53 - 42 42 58
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 13 80 67 20 13 78 64 22 12 75 62 25
Female 13 82 68 18 12 79 67 21 12 77 64 23
Male 13 78 65 22 14 76 62 24 13 73 61 27
American Indian 11 63 53 37 12 82 71 18 15 62 46 38
Asian 25 89 64 11 27 93 66 7 26 92 66 8
Black 5 62 57 38 5 60 55 40 6 55 49 45
Hispanic 8 76 68 24 6 71 65 29 7 68 61 32
Native Hawaiian 8 77 69 23 < < < < < < < <
White 15 83 68 17 15 81 65 19 14 79 64 21
Two or more races 10 75 65 25 12 73 61 27 11 69 58 31
Students with Disabilities 7 44 36 56 8 43 35 57 9 42 33 58
Economically Disadvantaged 4 66 61 34 5 63 59 37 5 61 56 39
English Learners 6 65 58 35 5 64 60 36 6 62 57 38
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 15 73 58 27 13 76 63 24 15 73 58 27
Female 17 74 58 26 12 76 64 24 14 74 61 26
Male 14 72 58 28 15 76 61 24 16 72 56 28
American Indian < < < < < < < <
Asian 44 100 56 0 30 90 60 10 15 92 77 8
Black 4 60 56 40 4 57 53 43 17 62 45 38
Hispanic 5 65 60 35 5 66 61 34 6 62 56 38
Native Hawaiian < < < < < < < < < 100 < 0
White 19 77 58 23 15 80 65 20 18 78 59 22
Two or more races 5 52 48 48 17 73 56 27 6 69 63 31
Students with Disabilities 5 36 31 64 11 51 40 49 10 37 27 63
Economically Disadvantaged 4 57 53 43 5 62 58 38 5 59 54 41
English Learners 6 65 59 35 5 66 61 34 4 58 55 42
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 79 57 21 24 77 53 23 20 76 55 24
Female 20 78 58 22 22 78 56 22 17 76 59 24
Male 24 80 56 20 26 76 50 24 23 75 52 25
Asian 40 73 33 27 50 100 50 0 50 80 30 20
Black 7 61 54 39 10 56 46 44 5 53 48 47
Hispanic 12 71 59 29 9 66 57 34 8 67 59 33
Native Hawaiian < < < < < 100 < 0 < < < <
White 26 83 57 17 29 82 53 18 24 79 56 21
Two or more races 17 83 66 17 15 64 49 36 28 87 59 13
Students with Disabilities 8 41 33 59 9 41 32 59 12 49 37 51
Economically Disadvantaged 8 66 58 34 9 60 51 40 9 60 51 40
English Learners 8 67 59 33 8 66 58 34 9 67 58 33
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 82 66 18 13 74 61 26 11 69 59 31
Female 16 81 66 19 10 76 65 24 14 73 59 27
Male 17 83 65 17 15 73 57 27 9 66 58 34
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 25 100 75 0 < < < < < 100 < 0
Black 14 64 50 36 7 64 57 36 3 53 50 47
Hispanic 13 75 63 25 7 70 63 30 8 60 52 40
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 17 86 68 14 15 77 62 23 13 76 62 24
Two or more races 20 76 56 24 10 69 59 31 5 50 45 50
Students with Disabilities 11 51 40 49 8 34 25 66 4 32 28 68
Economically Disadvantaged 8 72 63 28 6 69 62 31 7 57 50 43
English Learners 13 67 54 33 8 66 58 34 7 60 53 40
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 15 88 73 12 16 90 74 10 16 82 66 18
Female 16 90 74 10 14 91 77 9 16 84 68 16
Male 14 86 73 14 18 90 72 10 15 80 65 20
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 37 95 58 5 40 100 60 0 38 77 38 23
Black 5 81 76 19 12 67 56 33 7 61 54 39
Hispanic 7 81 74 19 7 88 81 12 8 80 72 20
White 16 90 74 10 18 92 75 8 18 85 67 15
Two or more races 21 90 69 10 18 91 74 9 13 79 66 21
Students with Disabilities 8 58 50 42 9 67 57 33 11 48 37 52
Economically Disadvantaged 3 77 74 23 6 80 74 20 5 70 66 30
English Learners 4 67 64 33 4 81 77 19 5 76 71 24
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 16 79 63 21 16 76 60 24 15 79 64 21
Female 16 80 64 20 18 80 62 20 14 80 66 20
Male 16 77 62 23 15 73 58 27 16 79 63 21
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 26 91 65 9 38 90 52 10 37 95 58 5
Black 4 62 58 38 6 64 58 36 14 62 48 38
Hispanic 9 77 68 23 6 67 61 33 11 74 63 26
White 18 81 63 19 18 79 60 21 15 81 66 19
Two or more races 9 68 59 32 19 85 67 15 14 81 67 19
Students with Disabilities 5 32 26 68 11 39 28 61 10 47 37 53
Economically Disadvantaged 3 65 62 35 5 58 53 42 7 64 57 36
English Learners - 45 45 55 5 59 54 41 14 67 53 33
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 5 64 59 36 4 63 60 37 4 59 55 41
Female 4 68 64 32 2 68 66 32 4 63 59 37
Male 6 61 54 39 5 60 55 40 4 55 51 45
American Indian < < < < < < < < < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 5 41 35 59 10 62 52 38 4 43 39 57
Hispanic 8 68 60 33 - 62 62 38 4 55 51 45
White 5 69 64 31 4 64 60 36 4 62 58 38
Two or more races - 70 70 30 - 55 55 45 - 62 62 38
Students with Disabilities 12 34 22 66 10 40 29 60 12 40 28 60
Economically Disadvantaged 1 51 50 49 - 55 55 45 1 46 45 54
English Learners 8 31 23 69 - 43 43 57 - 50 50 50
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 5 80 75 20 7 76 68 24 6 74 68 26
Female 5 83 78 17 8 79 71 21 7 76 69 24
Male 5 77 72 23 7 73 66 27 4 71 67 29
American Indian < < < < < < < < < < < <
Asian 9 95 86 5 16 96 80 4 14 95 81 5
Black - 61 61 39 1 57 56 43 1 56 55 44
Hispanic 3 80 77 20 1 64 63 36 3 75 72 25
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 6 82 76 18 9 80 71 20 7 76 69 24
Two or more races 2 76 74 24 2 75 73 25 8 68 60 33
Students with Disabilities 1 47 46 53 1 39 39 61 1 39 38 61
Economically Disadvantaged 1 63 62 37 - 56 56 44 2 62 61 38
English Learners 2 71 69 29 2 53 52 47 1 62 61 38
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 81 72 19 6 72 66 28 7 69 62 31
Female 8 84 75 16 7 74 67 26 8 72 65 28
Male 10 78 68 22 6 71 65 29 7 67 60 33
American Indian < < < < < < < < < 100 < 0
Asian 8 88 80 12 10 86 76 14 20 96 76 4
Black 3 55 52 45 - 48 48 52 - 35 35 65
Hispanic 3 76 72 24 5 68 63 32 1 55 54 45
Native Hawaiian < 100 < 0 < 100 < 0
White 11 85 73 15 7 76 69 24 9 76 67 24
Two or more races 3 73 70 27 8 68 61 32 6 61 56 39
Students with Disabilities 3 42 39 58 - 29 29 71 2 26 23 74
Economically Disadvantaged 3 66 63 34 2 55 53 45 1 48 47 52
English Learners - 52 52 48 - 51 51 49 2 37 35 63
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 17 83 66 17 15 86 70 14 14 83 68 17
Female 19 85 66 15 14 85 71 15 14 82 69 18
Male 15 82 66 18 17 87 70 13 15 83 68 17
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 22 72 50 28 22 100 78 0 24 94 71 6
Black 9 74 65 26 2 77 75 23 4 72 67 28
Hispanic 18 83 65 17 7 87 80 13 13 83 70 17
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 17 84 66 16 18 86 69 14 16 84 69 16
Two or more races 15 100 85 0 14 71 57 29 12 58 46 42
Students with Disabilities 13 67 53 33 13 70 57 30 5 60 55 40
Economically Disadvantaged 9 72 63 28 8 82 73 18 7 79 72 21
English Learners 6 81 75 19 - 95 95 5 - 64 64 36
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 14 87 73 13 13 85 71 15 11 82 70 18
Female 13 87 75 13 12 84 73 16 10 83 73 17
Male 15 87 72 13 15 85 70 15 13 81 67 19
American Indian 13 81 69 19 31 85 54 15 - 67 67 33
Asian 17 93 75 7 18 92 73 8 14 97 82 3
Black 5 71 65 29 3 65 62 35 3 63 59 37
Hispanic 9 80 71 20 7 71 65 29 6 70 64 30
Native Hawaiian < < < < 27 82 55 18 < < < <
White 16 90 75 10 16 89 73 11 14 86 72 14
Two or more races 9 85 76 15 11 84 74 16 5 79 73 21
Students with Disabilities 9 57 48 43 8 54 46 46 9 50 41 50
Economically Disadvantaged 4 72 68 28 5 65 60 35 3 65 62 35
English Learners 2 56 54 44 3 48 46 52 1 55 54 45
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 21 83 62 17 20 78 59 22 17 76 60 24
Female 21 81 60 19 16 76 60 24 15 77 62 23
Male 21 85 64 15 23 80 58 20 19 76 58 24
American Indian < < < < < 100 < 0 < 100 < 0
Asian 22 89 67 11 43 79 36 21 21 100 79 0
Black 15 56 41 44 9 55 46 45 2 55 53 45
Hispanic 7 75 68 25 9 61 52 39 6 64 58 36
White 25 87 63 13 24 85 62 15 22 81 59 19
Two or more races 17 83 66 17 10 71 61 29 8 78 69 22
Students with Disabilities 8 59 51 41 10 45 35 55 9 37 28 63
Economically Disadvantaged 6 69 63 31 9 59 50 41 4 62 57 38
English Learners 4 68 64 32 6 54 47 46 3 63 60 37
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 14 85 71 15 10 83 72 17 8 79 71 21
Female 12 86 74 14 10 82 72 18 7 80 73 20
Male 16 85 69 15 11 83 72 17 10 79 69 21
American Indian < < < < < 100 < 0 < 100 < 0
Asian 13 93 80 7 5 100 95 0 20 95 75 5
Black 3 65 63 35 3 64 61 36 3 68 65 32
Hispanic 13 80 67 20 7 69 63 31 4 66 62 34
White 15 89 73 11 12 87 75 13 10 83 73 17
Two or more races 4 72 68 28 15 79 64 21 3 74 71 26
Students with Disabilities 12 54 42 46 7 52 45 48 11 50 39 50
Economically Disadvantaged 5 66 61 34 3 64 60 36 1 61 60 39
English Learners - 29 29 71 - 42 42 58 - 49 49 51
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 88 81 12 14 85 71 15 12 79 67 21
Female 8 89 81 11 13 87 74 13 9 83 74 17
Male 7 88 81 12 15 83 68 17 15 75 59 25
American Indian < 100 < 0 < 100 < 0 < < < <
Asian - 94 94 6 26 89 63 11 11 95 84 5
Black 3 77 73 23 - 55 55 45 2 56 54 44
Hispanic 10 88 78 12 9 72 63 28 8 69 62 31
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 8 90 82 10 16 90 74 10 15 84 69 16
Two or more races 4 87 83 13 17 90 72 10 - 70 70 30
Students with Disabilities 1 46 45 54 7 51 45 49 4 41 37 59
Economically Disadvantaged 3 74 72 26 4 64 60 36 4 61 57 39
English Learners - 60 60 40 - 33 33 67 - 35 35 65
Chemistry 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 14 90 76 10 14 91 77 9
Female 15 93 77 7 14 91 77 9 12 92 80 8
Male 23 92 69 8 15 89 74 11 16 91 75 9
American Indian < 100 < 0 < < < < < 100 < 0
Asian 36 100 64 0 23 85 62 15 18 94 76 6
Black 6 82 76 18 - 90 90 10 7 69 62 31
Hispanic 6 85 79 15 6 80 74 20 11 85 74 15
White 21 93 72 7 17 92 75 8 15 93 78 7
Two or more races 8 100 92 0 6 94 88 6 5 90 86 10
Students with Disabilities < 100 < 0 15 77 62 23 6 83 78 17
Economically Disadvantaged 5 83 79 17 5 80 75 20 5 82 78 18
English Learners < 100 < 0 - 57 57 43 - 75 75 25
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 11 89 78 11 8 87 79 13 5 84 78 16
Female 9 90 81 10 6 86 79 14 5 82 77 18
Male 12 88 76 12 10 89 79 11 6 85 79 15
American Indian < 100 < 0 < < < < < < < <
Asian 21 89 68 11 - 100 100 0 5 100 95 0
Black - 75 75 25 1 67 66 33 1 68 67 32
Hispanic 8 78 69 22 2 76 74 24 1 70 68 30
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 12 92 80 8 10 91 80 9 7 88 81 12
Two or more races 9 89 80 11 3 97 94 3 8 83 75 18
Students with Disabilities 6 59 53 41 1 60 59 40 - 59 59 41
Economically Disadvantaged 2 75 73 25 2 68 66 32 1 67 67 33
English Learners - 44 44 56 - 58 58 42 - 51 51 49
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 23 87 63 13 20 85 64 15 19 83 64 17
Female 18 86 67 14 17 85 68 15 16 81 65 19
Male 27 88 60 12 24 85 61 15 22 84 63 16
American Indian 6 94 88 6 8 85 77 15 < < < <
Asian 34 94 60 6 35 94 59 6 23 95 72 5
Black 14 74 60 26 8 68 60 32 6 64 58 36
Hispanic 15 82 68 18 14 78 65 22 11 77 66 23
Native Hawaiian < < < < < 100 < 0 < < < <
White 26 89 63 11 23 88 65 12 21 86 64 14
Two or more races 22 83 61 17 13 76 63 24 24 83 58 17
Students with Disabilities 12 59 47 41 11 54 43 46 10 57 47 43
Economically Disadvantaged 13 73 61 27 8 66 58 34 8 67 60 33
English Learners 12 68 56 32 12 67 55 33 9 67 58 33
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 13 87 74 13 14 87 73 13 13 88 75 12
Female 9 85 77 15 9 85 76 15 8 86 78 14
Male 18 89 71 11 18 89 71 11 17 89 72 11
American Indian < < < < < 100 < 0 < 100 < 0
Asian 25 88 63 13 24 88 65 12 22 94 72 6
Black 7 81 73 19 2 75 73 25 - 67 67 33
Hispanic 1 82 81 18 10 82 72 18 12 78 67 22
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 15 89 74 11 16 89 73 11 14 92 78 8
Two or more races 12 81 69 19 10 86 76 14 6 85 79 15
Students with Disabilities 2 57 55 43 4 55 51 45 5 56 51 44
Economically Disadvantaged 5 78 73 22 4 69 65 31 4 69 66 31
English Learners - 65 65 35 - 56 56 44 - 57 57 43
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 89 71 11 12 85 73 15 12 82 69 18
Female 14 89 75 11 9 85 75 15 11 80 70 20
Male 22 89 67 11 15 86 71 14 14 83 69 17
American Indian < 100 < 0 < < < < < < < <
Asian 44 94 50 6 19 100 81 0 14 100 86 0
Black 8 75 67 25 4 66 62 34 4 68 64 33
Hispanic 13 81 68 19 7 82 75 18 8 71 63 29
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 20 92 72 8 14 88 74 12 14 85 71 15
Two or more races 15 85 70 15 10 81 71 19 17 75 58 25
Students with Disabilities 6 58 52 42 4 56 52 44 2 59 57 41
Economically Disadvantaged 8 74 66 26 4 67 62 33 6 64 58 36
English Learners - 58 58 43 - 72 72 28 - 49 49 51
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 18 81 63 19 17 82 66 18 12 74 61 26
Female 12 80 68 20 12 82 70 18 10 70 60 30
Male 24 83 59 17 21 83 61 17 15 77 62 23
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 24 88 65 12 26 89 63 11 12 88 76 12
Black 9 68 58 32 1 54 52 46 2 50 48 50
Hispanic 14 82 68 18 16 74 58 26 6 70 64 30
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 20 83 63 17 18 87 68 13 15 77 62 23
Two or more races 15 69 54 31 14 78 65 22 7 69 62 31
Students with Disabilities 6 46 40 54 6 49 43 51 1 40 38 60
Economically Disadvantaged 9 64 55 36 7 57 50 43 3 55 52 45
English Learners 3 55 52 45 2 41 39 59 - 57 57 43
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 22 88 65 12 20 84 63 16 20 86 66 14
Female 21 87 66 13 19 85 66 15 17 87 69 13
Male 24 89 65 11 21 82 61 18 23 85 63 15
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 32 100 68 0 38 95 57 5 21 95 74 5
Black 8 71 63 29 13 70 57 30 9 62 53 38
Hispanic 12 81 69 19 7 72 64 28 9 85 76 15
Native Hawaiian < 100 < 0 < 100 < 0
White 25 90 65 10 23 87 64 13 23 88 65 12
Two or more races 16 84 68 16 12 74 62 26 22 81 58 19
Students with Disabilities 4 57 53 43 5 47 41 53 6 57 51 43
Economically Disadvantaged 10 72 62 28 7 65 58 35 5 70 65 30
English Learners 6 53 47 47 7 63 57 37 5 74 69 26
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 44 88 44 12 40 85 45 15 38 86 48 14
Female 40 87 48 13 36 86 50 14 37 87 50 13
Male 49 89 40 11 44 83 39 17 39 86 47 14
Asian 47 100 53 0 71 100 29 0 < 100 < 0
Black 29 72 43 28 21 72 51 28 11 74 62 26
Hispanic 27 84 57 16 28 83 55 17 21 79 59 21
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 50 90 40 10 46 87 41 13 44 88 45 12
Two or more races 43 93 50 8 18 69 51 31 53 98 44 2
Students with Disabilities 15 59 44 41 13 49 35 51 17 64 48 36
Economically Disadvantaged 26 78 52 22 19 75 56 25 18 77 59 23
English Learners 24 82 58 18 28 82 54 18 21 77 56 23
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: 93.9 State: 89.72 Division: 90.56 State: 88.34 Division: 91.83 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division12199
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten148130123
Kindergarten714734748
Grade 1746730756
Grade 2796734739
Grade 3778796738
Grade 4829774828
Grade 5782839811
Grade 6874797864
Grade 7808898832
Grade 8919818900
Grade 9967995923
Grade 10963990970
Grade 11878921925
Grade 12948917986
Post Graduate551
Total Students11,15511,07811,144
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 Students111551107811144
Female529552865321
Male586057925823
American Indian262721
Asian191200194
Black923867870
Hispanic142915781755
Native Hawaiian151915
White808478807734
Two or more races487507555
Students with Disabilities150415281607
Not Students with Disabilities965195509537
Economically Disadvantaged266826113147
Not Economically Disadvantaged848784677997
English Learners698901980
Not English Learners104571017710164
Homeless187227194
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 536 385 13 10 21 7
State 50979 36013 2733 1046 5404 1786
Female Division 266 160 5 3 7 2
State 27837 15823 920 366 1922 656
Male Division 270 225 8 7 14 5
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 12 5 1 0 0 0
State 5026 1194 70 18 91 37
Black Division 36 46 3 0 3 1
State 7955 11090 1111 244 1359 744
Hispanic Division 65 57 1 1 9 1
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 406 265 8 9 9 5
State 30218 16420 1139 617 1589 596
Two or more races Division 14 10 0 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 6 96 13 0 5 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 58 119 9 6 10 5
State 10704 17342 1680 460 2640 1096
English Learners Division 8 28 2 0 9 1
State 1418 3757 272 31 1847 115
Homeless Division 5 12 2 2 2 1
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
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 Students97293496.194597.2212.2
Female44343197.34349871.6
Male52950395.151196.6142.6
American Indian0<100<10000
Asian18181001810000
Black898595.58595.533.4
Hispanic13412391.812593.396.7
Native Hawaiian0<100<10000
White70267996.76889891.3
Two or more races24241002410000
Students with Disabilities121115951159554.1
Economically Disadvantaged20718689.919393.2104.8
English Learners483879.23981.3918.8
Homeless241979.22291.728.3
Foster Care0<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 Taken955 / 25.43%1,047 / 27.39%1,083 / 28.49%
Advanced Placement Course Enrollment1,048 / 27.9%1,113 / 29.11%1,083 / 28.49%
Dual Enrollment932 / 24.81%1,007 / 26.34%1,042 / 27.41%
Governor’s School Enrollment47 / 1.25%69 / 1.8%68 / 1.79%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 879 596 32
State 82482 57560 30
Female Division 429 322 25
State 41546 31230 25
Male Division 450 274 39
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 78 49 37
State 18272 11640 36
Hispanic Division 62 39 37
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 690 479 31
State 46319 33154 28
Two or more races Division 37 22 41
State 3521 2499 29
Students with Disabilities Division 74 30 59
State 5986 3008 50
Economically Disadvantaged Division 141 70 50
State 23515 13119 44
English Learners Division 20 < 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 AssessmentsDivision1717-
 State413936233471
State LicensuresDivision544925
 State179019641412
Industry CertificationDivision103410741186
 State100544109590103892
Workplace ReadinessDivision155249305
 State307754231350242
Total Credentials EarnedDivision126013891516
 State137248157490159017
Students Earning One or More CredentialsDivision100110841105
 State109089126113127744
CTE CompletersDivision431508516
 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 927 1754 774 44.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 975 1894 788 41.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 985 1849 879 47.5%
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 69.7 69.1

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
2014-20157,712.003,997.00463.00
2015-20167,837.004,145.00497.00
2016-20178,067.004,009.00491.00

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 Students10844429136178108213861281711060247915916310711490149201
Female516119871925165175528350382477980510525667103
Male56832316586565621176885564232808356062348298
American Indian27001253002801022100
Asian18612101856141871110187402
Black916542039876522734827482625834462225
Hispanic1342521426143946142515497321381742813132
Native Hawaiian11000252001700015000
White79382799010578132487899752131310089737732387128
Two or more races42432117458298947334101153435914
Students with Disabilities133988273314557530361440100433114511113853
Economically Disadvantaged2662222711002603179739125622188484282022488110
English Learners70630814754259159293814181014432220
Homeless224371222214301328229341530194391327
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
Offenses Against Student 106
Offenses Against Staff 13
Weapons Offenses 14
Property Offenses 15
All Other Offenses 18
Other Offenses Against Persons 143
Disorderly or Disruptive Behavior Offenses 199
Alcohol, Tobacco, and Other Drug Offenses 51
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2510.240.2330.244
Asian1.7011.211.7121.8070.76
Black8.54324.038.27420.337.83220.87
Hispanic11.8037.2812.817.3214.25510.69
Native Hawaiian0.1160.1340.270.172
White73.52964.0872.4766.9471.18362.6
Two or more races4.0573.164.3665.154.585.09
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 Indian0.2510.2330.244
Asian1.7011.7122.941.807
Black8.54344.128.27423.537.83231.58
Hispanic11.80314.7112.8117.6514.25510.53
Native Hawaiian0.1160.1340.172
White73.52941.1872.4752.9471.18352.63
Two or more races4.0574.3662.944.585.26
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2510.2330.244
Asian1.7011.7121.807
Black8.54366.678.274207.83233.33
Hispanic11.80312.8114.25566.67
Native Hawaiian0.1160.1340.172
White73.52933.3372.476071.183
Two or more races4.0574.366204.58
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 24.3724.4924.71
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 36.137.6440.74
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 79.9378.5176.93
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.05 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.78 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%6%
Provisional Special Education3%3%
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
2015-201639%59%1%1%
2016-201741%57%1%1%
2017-201842%56%1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Fauquier County Public Schools to top