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Fluvanna County Public Schools

General school information

Division: Fluvanna County Public Schools
Address: 14455 James Madison Highway Palmyra, VA 22963
Superintendent: Mr. Chuck Winkler
Region: 5
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 18 81 63 19 17 79 62 21 18 80 62 20
Female 20 85 65 15 18 82 64 18 19 82 63 18
Male 15 77 61 23 15 75 60 25 17 77 60 23
American Indian < 100 < 0 < < < < < < < <
Asian 8 85 77 15 < < < < < 100 < 0
Black 9 67 58 33 9 65 56 35 6 64 58 36
Hispanic 14 73 59 27 12 73 61 27 15 71 57 29
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 20 84 64 16 19 82 63 18 21 84 62 16
Two or more races 19 83 65 17 12 78 65 22 16 81 66 19
Students with Disabilities 12 35 23 65 11 35 24 66 13 41 29 59
Economically Disadvantaged 10 68 58 32 8 63 55 37 12 67 55 33
English Learners 8 59 51 41 7 52 45 48 15 47 32 53
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 21 76 55 24 19 76 57 24 23 78 55 22
Female 21 79 57 21 21 78 57 22 26 82 55 18
Male 21 73 53 27 17 74 57 26 19 74 55 26
Black 19 61 42 39 3 63 59 38 8 65 57 35
Hispanic 13 56 44 44 16 79 63 21 17 50 33 50
White 23 78 55 22 23 78 55 22 26 81 55 19
Two or more races 16 90 74 10 8 72 64 28 18 88 71 12
Students with Disabilities 18 27 9 73 21 43 21 57 8 40 32 60
Economically Disadvantaged 13 65 52 35 9 59 50 41 17 70 53 30
English Learners < < < < < < < < < < < <
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 81 64 19 18 75 57 25 28 80 52 20
Female 17 81 64 19 20 75 55 25 32 84 52 16
Male 17 81 64 19 15 75 61 25 24 76 53 24
American Indian < 100 < 0 < < < < < < < <
Black 5 62 57 38 6 65 58 35 3 68 65 32
Hispanic 19 75 56 25 7 57 50 43 36 76 40 24
White 19 86 67 14 20 78 57 22 34 85 51 15
Two or more races 15 70 55 30 18 82 64 18 15 69 54 31
Students with Disabilities 5 35 30 65 12 32 20 68 25 50 25 50
Economically Disadvantaged 11 67 56 33 7 56 48 44 18 68 50 32
English Learners < < < < < < < < < < < <
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 20 76 55 24 19 78 60 22 17 75 58 25
Female 23 84 61 16 21 79 58 21 18 77 59 23
Male 18 70 51 30 16 78 62 22 16 73 57 27
Black 14 57 43 43 9 56 47 44 - 57 57 43
Hispanic 24 65 41 35 19 88 69 13 14 79 64 21
White 22 79 58 21 22 84 62 16 19 75 56 25
Two or more races 20 85 65 15 5 63 58 37 21 93 72 7
Students with Disabilities 4 23 19 77 - 25 25 75 11 32 21 68
Economically Disadvantaged 12 62 50 38 8 66 57 34 10 63 53 37
English Learners 10 50 40 50 < < < < < < < <
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 22 77 55 23 23 77 54 23 18 76 59 24
Female 25 83 58 17 22 83 61 17 17 78 61 22
Male 19 70 51 30 23 73 49 27 19 75 57 25
Black 16 67 51 33 20 61 41 39 6 48 42 52
Hispanic 22 61 39 39 18 65 47 35 20 75 55 25
White 23 80 57 20 24 80 56 20 21 83 61 17
Two or more races 17 67 50 33 24 88 65 12 10 81 71 19
Students with Disabilities 18 21 4 79 13 26 13 74 3 40 37 60
Economically Disadvantaged 10 65 55 35 8 59 51 41 9 64 56 36
English Learners < < < < 9 45 36 55 < < < <
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 21 87 66 13 20 81 61 19 18 79 61 21
Female 29 91 62 9 25 87 62 13 16 86 70 14
Male 12 83 71 17 15 74 59 26 20 74 54 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 71 66 29 14 69 55 31 7 57 50 43
Hispanic < 100 < 0 6 72 67 28 6 61 56 39
White 24 89 65 11 23 83 61 17 21 84 63 16
Two or more races 29 86 57 14 14 81 67 19 24 90 67 10
Students with Disabilities 20 57 37 43 16 38 22 63 6 16 10 84
Economically Disadvantaged 8 72 64 28 11 65 54 35 13 64 51 36
English Learners < 100 < 0 10 50 40 50 < < < <
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 11 77 65 23 14 77 63 23 14 78 65 22
Female 12 81 68 19 17 85 68 15 16 85 70 15
Male 10 73 63 27 11 68 57 32 12 71 59 29
Asian < < < < < 100 < 0 < 100 < 0
Black 2 56 53 44 10 60 50 40 8 69 60 31
Hispanic - 80 80 20 17 75 58 25 - 56 56 44
White 13 80 67 20 15 80 65 20 16 83 67 17
Two or more races 18 100 82 0 7 79 71 21 9 61 52 39
Students with Disabilities 10 19 10 81 14 38 24 62 16 32 16 68
Economically Disadvantaged 5 63 58 37 8 58 51 42 9 60 51 40
English Learners < 100 < 0 < < < < < < < <
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 10 94 83 6 4 87 84 13 11 92 81 8
Female 10 96 86 4 2 89 86 11 12 88 76 12
Male 10 91 80 9 5 86 81 14 10 96 87 4
Asian < < < < < < < < < 100 < 0
Black - 91 91 9 - 83 83 18 7 82 75 18
Hispanic 10 90 80 10 - 77 77 23 - 94 94 6
White 12 95 84 5 5 89 85 11 13 94 81 6
Two or more races 21 89 68 11 < < < < < 100 < 0
Students with Disabilities 9 68 59 32 3 41 38 59 21 74 53 26
Economically Disadvantaged 6 87 81 13 4 80 76 20 10 87 77 13
English Learners < < < < < < < < < < < <
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 25 81 57 19 24 78 54 22 22 75 53 25
Female 30 88 58 12 29 85 56 15 28 80 52 20
Male 19 74 56 26 20 70 51 30 16 71 55 29
Asian < < < < < < < < < < < <
Black 7 68 61 32 10 66 56 34 13 59 47 41
Hispanic 28 92 64 8 32 77 45 23 22 66 44 34
White 27 83 56 17 27 80 54 20 24 80 56 20
Two or more races 35 88 54 12 14 71 57 29 19 74 55 26
Students with Disabilities 9 40 30 60 11 35 25 65 25 49 25 51
Economically Disadvantaged 13 73 60 27 13 64 51 36 16 61 46 39
English Learners 8 75 67 25 9 55 45 45 < < < <
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 18 72 55 28 16 70 54 30 18 64 46 36
Female 23 80 56 20 20 80 61 20 24 72 48 28
Male 12 65 53 35 11 58 47 42 11 55 44 45
Asian < 100 < 0 < 100 < 0 < < < <
Black 5 56 51 44 8 58 50 43 12 48 36 52
Hispanic 30 90 60 10 17 67 50 33 6 50 44 50
White 20 74 54 26 16 72 56 28 20 68 48 32
Two or more races 18 82 64 18 20 67 47 33 13 65 52 35
Students with Disabilities 6 26 19 74 11 33 22 67 16 29 13 71
Economically Disadvantaged 10 62 52 38 9 56 47 44 9 48 39 52
English Learners < < < < < < < < < < < <
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 32 92 59 8 35 88 53 12 28 90 63 10
Female 37 95 59 5 39 90 51 10 33 90 57 10
Male 27 87 60 13 30 86 56 14 22 90 68 10
Asian < < < < < < < < < < < <
Black 9 84 75 16 14 79 64 21 14 75 61 25
Hispanic 27 93 67 7 50 90 40 10 38 81 44 19
White 36 94 58 6 38 90 52 10 29 94 65 6
Two or more races 47 93 47 7 < < < < < 100 < 0
Students with Disabilities 17 75 58 25 10 38 29 62 36 77 41 23
Economically Disadvantaged 18 89 71 11 20 78 57 22 26 83 57 17
English Learners < < < < < < < < < < < <
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 15 83 68 17 13 80 68 20 14 81 67 19
Female 15 86 71 14 12 83 70 17 14 83 69 17
Male 16 81 65 19 13 78 65 22 15 78 64 22
American Indian < < < < < < < < < < < <
Asian 15 85 69 15 23 100 77 0 < < < <
Black 9 71 63 29 5 68 64 32 5 63 59 37
Hispanic 15 75 60 25 11 78 68 22 13 76 63 24
Native Hawaiian < < < < < < < < < 100 < 0
White 17 86 70 14 14 83 69 17 16 85 69 15
Two or more races 13 82 68 18 11 75 64 25 11 79 67 21
Students with Disabilities 10 48 38 52 8 46 38 54 10 48 38 52
Economically Disadvantaged 9 72 63 28 7 70 63 30 9 72 63 28
English Learners 11 66 55 34 13 82 69 18 10 66 56 34
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 13 72 59 28 14 74 59 26 20 76 56 24
Female 10 74 64 26 12 70 58 30 20 73 53 27
Male 18 70 51 30 17 78 61 22 20 80 59 20
Black 3 53 50 47 3 56 53 44 3 57 54 43
Hispanic 6 50 44 50 16 63 47 37 8 50 42 50
White 16 74 58 26 17 79 61 21 24 81 57 19
Two or more races 10 90 80 10 8 68 60 32 24 82 59 18
Students with Disabilities 19 24 5 76 14 29 14 71 16 44 28 56
Economically Disadvantaged 4 59 55 41 6 57 51 43 14 68 54 32
English Learners < < < < < < < < < < < <
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 88 58 13 31 85 54 15 37 90 53 10
Female 27 89 61 11 27 86 59 14 35 90 55 10
Male 33 86 54 14 36 83 47 17 40 90 50 10
American Indian < < < < < < < < < 100 < 0
Black 22 73 51 27 10 81 71 19 8 68 59 32
Hispanic 31 88 56 13 14 79 64 21 40 88 48 12
White 32 91 59 9 37 86 50 14 46 95 49 5
Two or more races 30 85 55 15 21 86 64 14 15 88 73 12
Students with Disabilities 10 55 45 45 12 40 28 60 19 50 31 50
Economically Disadvantaged 15 81 66 19 14 74 60 26 23 83 59 17
English Learners < 100 < 0 < < < < < < < <
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 24 81 56 19 5 73 68 27 6 71 66 29
Female 28 87 59 13 4 76 71 24 6 74 68 26
Male 21 76 54 24 5 70 65 30 4 67 63 33
Black 23 69 46 31 3 56 54 44 4 65 62 35
Hispanic 25 69 44 31 - 75 75 25 8 69 62 31
White 24 85 61 15 6 78 72 22 7 73 67 27
Two or more races 28 78 50 22 7 71 64 29 - 72 72 28
Students with Disabilities 11 33 22 67 - 39 39 61 11 44 33 56
Economically Disadvantaged 18 69 51 31 2 64 62 36 5 69 64 31
English Learners 10 60 50 40 < < < < < 100 < 0
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 16 86 69 14 10 84 74 16 9 79 70 21
Female 17 90 74 10 8 88 80 12 8 80 72 20
Male 16 81 65 19 11 80 70 20 10 79 69 21
Black 17 81 65 19 8 76 68 24 2 52 50 48
Hispanic 11 72 61 28 15 90 75 10 6 76 71 24
White 18 89 71 11 10 85 75 15 10 86 76 14
Two or more races 6 71 65 29 6 83 78 17 14 75 61 25
Students with Disabilities 18 50 32 50 12 39 27 61 3 40 37 60
Economically Disadvantaged 14 80 67 20 7 77 69 23 4 69 65 31
English Learners 10 50 40 50 9 91 82 9 < < < <
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 3 70 67 30 3 45 42 55 1 56 55 44
Female 3 74 71 26 4 56 53 44 - 61 61 39
Male 3 67 63 33 3 34 31 66 2 53 51 47
Asian < < < < < 100 < 0
Black - 60 60 40 9 49 40 51 - 19 19 81
Hispanic < < < < - 55 55 45 - 40 40 60
White 4 74 71 26 2 46 44 54 2 64 62 36
Two or more races < < < < - 17 17 83 - 69 69 31
Students with Disabilities 15 35 19 65 17 33 17 67 6 23 16 77
Economically Disadvantaged 3 52 49 48 7 38 32 62 1 49 47 51
English Learners < < < < < < < < < < < <
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 11 90 79 10 6 83 77 17 8 86 78 14
Female 10 93 82 7 5 88 83 12 6 92 85 8
Male 11 87 76 13 7 79 71 21 10 81 71 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 3 76 73 24 7 78 72 22 6 82 76 18
Hispanic 20 90 70 10 7 93 86 7 5 95 90 5
White 12 92 80 8 5 84 79 16 10 87 77 13
Two or more races 8 92 83 8 13 80 67 20 4 83 78 17
Students with Disabilities 10 58 48 42 12 41 29 59 13 52 39 48
Economically Disadvantaged 6 84 78 16 4 77 74 23 6 78 72 22
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 9 88 79 12 7 88 81 12 7 87 80 13
Female 12 91 79 9 10 91 81 9 7 92 85 8
Male 6 86 80 14 5 85 80 15 8 82 75 18
Black 2 90 88 10 - 79 79 21 3 76 72 24
Hispanic 15 77 62 23 5 79 74 21 7 87 80 13
White 10 89 79 11 9 90 81 10 9 91 82 9
Two or more races 12 88 76 12 6 88 82 12 5 74 68 26
Students with Disabilities 2 74 72 26 - 72 72 28 - 61 61 39
Economically Disadvantaged 6 74 68 26 4 85 81 15 3 78 74 22
English Learners < < < < < 100 < 0 < < < <
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 84 75 16 17 81 64 19 11 80 69 20
Female 9 86 77 14 20 84 64 16 12 84 71 16
Male 10 83 73 17 15 79 64 21 9 76 66 24
Asian < < < < < 100 < 0 < 100 < 0
Black 2 68 66 32 5 65 60 35 2 59 57 41
Hispanic - 88 88 13 21 86 64 14 17 83 67 17
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 12 89 77 11 19 83 65 17 12 84 71 16
Two or more races < < < < 29 86 57 14 13 80 67 20
Students with Disabilities - 36 36 64 - 43 43 57 - 44 44 56
Economically Disadvantaged 5 81 75 19 8 69 61 31 3 65 62 35
English Learners < < < < < < < < < < < <
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 21 82 61 18 17 90 73 10 22 87 65 13
Female 18 82 64 18 14 88 74 12 24 90 66 10
Male 25 82 57 18 21 93 71 7 20 83 63 17
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 52 48 48 4 69 65 31 14 68 54 32
Hispanic 17 67 50 33 13 81 69 19 9 55 45 45
Native Hawaiian < < < <
White 26 89 63 11 21 94 74 6 23 92 69 8
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 73 73 27
Economically Disadvantaged 11 72 61 28 9 83 74 17 15 76 62 24
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 18 88 70 12 17 86 69 14 18 85 66 15
Female 14 88 73 12 16 86 70 14 17 86 69 14
Male 22 88 66 12 17 85 68 15 20 84 64 16
Asian < < < < < 100 < 0 < 100 < 0
Black 6 75 69 25 4 71 66 29 7 68 61 32
Hispanic 22 85 63 15 14 86 72 14 17 83 65 17
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 20 91 70 9 19 89 70 11 20 88 67 12
Two or more races 21 89 68 11 21 79 58 21 19 88 69 12
Students with Disabilities 3 55 52 45 6 50 44 50 11 44 33 56
Economically Disadvantaged 10 78 67 22 11 73 61 27 10 74 65 26
English Learners 9 74 65 26 14 86 72 14 - 70 70 30
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 31 86 55 14 27 83 56 17 29 85 56 15
Female 26 87 61 13 23 79 55 21 26 85 59 15
Male 34 84 50 16 31 87 56 13 32 85 53 15
Black 12 77 65 23 2 63 60 37 7 64 57 36
Hispanic 18 76 59 24 29 76 47 24 43 86 43 14
White 36 88 53 12 32 90 58 10 31 87 56 13
Two or more races 35 85 50 15 32 63 32 37 24 93 69 7
Students with Disabilities 4 41 37 59 5 41 36 59 7 46 39 54
Economically Disadvantaged 16 74 58 26 18 71 54 29 14 78 65 22
English Learners 9 64 55 36 < < < < < 100 < 0
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 12 81 69 19 9 79 70 21 12 77 65 23
Female 12 78 66 22 9 81 71 19 11 79 69 21
Male 13 84 71 16 9 77 68 23 14 75 60 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 64 61 36 8 60 53 40 10 65 55 35
Hispanic 10 80 70 20 - 92 92 8 12 59 47 41
White 15 84 68 16 9 82 73 18 13 81 68 19
Two or more races - 100 100 0 20 73 53 27 9 78 70 22
Students with Disabilities 3 40 37 60 14 41 27 59 16 39 23 61
Economically Disadvantaged 6 71 65 29 9 60 51 40 5 61 56 39
English Learners < 100 < 0 < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 90 78 10 18 88 70 13 17 84 67 16
Female 10 90 80 10 16 90 74 10 15 86 70 14
Male 13 90 77 10 19 85 65 15 19 83 64 17
Asian < < < < < 100 < 0 < 100 < 0
Black 2 74 72 26 6 72 66 28 4 65 61 35
Hispanic 23 92 69 8 20 100 80 0 10 80 70 20
White 12 93 81 7 20 90 70 10 20 88 68 12
Two or more races < < < < 20 90 70 10 23 92 69 8
Students with Disabilities - 54 54 46 3 57 54 43 6 31 26 69
Economically Disadvantaged 5 84 79 16 10 75 64 25 7 70 63 30
English Learners < < < < < 100 < 0 < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 93 73 7 15 94 79 6 16 92 76 8
Female 18 92 74 8 14 94 80 6 14 91 77 9
Male 23 95 72 5 16 94 78 6 19 94 74 6
Black - 84 84 16 4 91 87 9 6 88 82 12
Hispanic < < < < 8 75 67 25 < 100 < 0
White 23 95 71 5 16 96 80 4 18 92 74 8
Two or more races 23 92 69 8 < < < < < < < <
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 6 90 84 10 9 85 76 15 16 89 74 11
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 15 91 76 9 14 89 75 11 16 88 72 12
Female 9 92 83 8 18 90 72 10 17 89 72 11
Male 23 90 67 10 10 87 78 13 15 87 72 13
Asian < 100 < 0 < 100 < 0
Black 9 79 70 21 2 74 72 26 4 67 63 33
Hispanic 33 92 58 8 7 93 86 7 - 100 100 0
White 16 95 79 6 18 91 74 9 19 92 73 8
Two or more races 18 82 64 18 8 100 92 0 24 88 65 12
Students with Disabilities - 71 71 29 - 53 53 47 6 47 42 53
Economically Disadvantaged 14 78 64 23 8 82 74 18 9 82 73 18
English Learners < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 88 65 12 20 84 64 16 22 83 60 17
Female 19 88 69 12 18 83 65 17 21 84 63 16
Male 27 87 60 13 22 85 63 15 24 82 58 18
American Indian < 100 < 0 < < < < < 100 < 0
Asian 40 80 40 20 < < < < - 90 90 10
Black 8 74 67 26 7 69 63 31 9 66 57 34
Hispanic 22 91 69 9 20 80 60 20 27 76 49 24
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 27 91 64 9 22 87 65 13 25 87 62 13
Two or more races 18 83 65 17 24 90 67 10 19 80 61 20
Students with Disabilities 7 53 47 47 10 47 37 53 9 55 46 45
Economically Disadvantaged 15 81 66 19 12 72 60 28 13 71 58 29
English Learners 19 93 74 7 16 75 59 25 15 67 52 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 16 86 70 14 8 85 76 15 10 82 73 18
Female 14 88 75 12 4 82 78 18 5 77 72 23
Male 20 83 63 17 13 88 75 13 14 86 73 14
Asian < < < < < < < < < < < <
Black 2 78 76 22 - 61 61 39 2 56 54 44
Hispanic - 90 90 10 - 69 69 31 16 84 68 16
White 21 88 67 12 10 89 80 11 11 89 78 11
Two or more races 16 84 68 16 < 100 < 0 < < < <
Students with Disabilities 5 50 45 50 - 43 43 57 3 61 58 39
Economically Disadvantaged 9 80 71 20 6 67 61 33 8 73 65 27
English Learners < < < < < < < < < < < <
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 15 89 74 11 12 82 71 18 20 81 61 19
Female 8 88 80 12 10 85 75 15 21 81 60 19
Male 22 90 68 10 13 80 67 20 19 82 63 18
Asian < 100 < 0 < 100 < 0
Black 2 80 78 20 2 54 53 46 8 67 59 33
Hispanic 20 93 73 7 15 92 77 8 23 77 54 23
White 17 92 75 8 14 89 74 11 22 84 62 16
Two or more races 20 70 50 30 8 92 83 8 24 82 59 18
Students with Disabilities 3 73 70 27 8 46 38 54 - 44 44 56
Economically Disadvantaged 8 80 71 20 6 71 65 29 9 69 60 31
English Learners < 100 < 0 < 100 < 0 < < < <
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 23 87 64 13 23 83 60 17 20 84 64 16
Female 13 85 72 15 18 81 63 19 16 88 72 12
Male 35 90 55 10 28 86 58 14 25 80 56 20
Asian < < < < < 100 < 0 < 100 < 0
Black - 65 65 35 15 81 67 19 3 69 66 31
Hispanic 36 91 55 9 18 64 45 36 18 73 55 27
White 26 91 65 9 24 85 60 15 23 87 64 13
Two or more races < < < < < < < < 25 92 67 8
Students with Disabilities - 47 47 53 8 31 23 69 < < < <
Economically Disadvantaged 15 83 69 17 14 72 58 28 7 71 64 29
English Learners < 100 < 0 < < < < < 100 < 0
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 100 68 0 33 94 61 6 5 67 62 33
Female 33 100 67 0 < 100 < 0 9 55 45 45
Male < 100 < 0 42 92 50 8 - 80 80 20
Black < 100 < 0 < 100 < 0 < < < <
White 30 100 70 0 31 100 69 0 6 71 65 29
Two or more races < 100 < 0 < < < <
Economically Disadvantaged < 100 < 0 < < < < < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 84 63 16 20 83 63 17 24 80 56 20
Female 22 85 63 15 21 82 61 18 23 86 62 14
Male 20 83 63 17 19 83 64 17 25 74 49 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 12 67 56 33 3 77 74 23 14 70 57 30
Hispanic 10 90 80 10 25 100 75 0 18 47 29 53
White 24 86 63 14 23 82 60 18 29 84 56 16
Two or more races 18 100 82 0 27 87 60 13 13 78 65 22
Students with Disabilities 4 24 20 76 3 45 42 55 - 29 29 71
Economically Disadvantaged 17 76 59 24 12 75 63 25 9 63 54 38
English Learners < 100 < 0 < 100 < 0 < < < <
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 40 92 52 8 35 86 51 14 38 88 50 12
Female 39 92 53 8 33 84 52 16 36 89 52 11
Male 41 92 51 8 37 88 50 12 39 87 48 13
American Indian < 100 < 0 < < < < < 100 < 0
Black 16 76 59 24 19 84 66 16 8 67 58 33
Hispanic 44 88 44 13 23 69 46 31 50 92 42 8
White 46 96 50 4 39 87 48 13 44 93 49 7
Two or more races 26 84 58 16 32 93 61 7 23 77 54 23
Students with Disabilities 5 58 53 42 5 45 41 55 8 62 54 38
Economically Disadvantaged 21 84 62 16 16 72 56 28 25 76 51 24
English Learners < 100 < 0 < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 96.21 State: 89.72 Division: 94.06 State: 88.34 Division: 95.52 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division120
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten647071
Kindergarten216219228
Grade 1223218235
Grade 2260237218
Grade 3274268252
Grade 4271268280
Grade 5291289271
Grade 6303297292
Grade 7270317298
Grade 8285290322
Grade 9281311311
Grade 10302267289
Grade 11271306256
Grade 12244232266
Post Graduate300
Total Students3,5583,5893,589
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 Students355835893589
Female179118191801
Male176717701788
American Indian259
Asian191413
Black512535541
Hispanic181186200
Native Hawaiian644
White261426062576
Two or more races224239246
Students with Disabilities379405413
Not Students with Disabilities317931843176
Economically Disadvantaged111311141290
Not Economically Disadvantaged244524752299
English Learners707782
Not English Learners348835123507
Homeless383046
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 146 129 5 0 6 7
State 50979 36013 2733 1046 5404 1786
Female Division 79 61 1 0 1 4
State 27837 15823 920 366 1922 656
Male Division 67 68 4 0 5 3
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 11 27 3 0 1 1
State 7955 11090 1111 244 1359 744
Hispanic Division 7 8 0 0 0 0
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 121 91 2 0 5 6
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 2 30 5 0 1 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 25 46 4 0 3 5
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < < <
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 Students29328095.628195.962
Female14614196.614297.31.7
Male14713994.613994.653.4
Asian0<100<10000
Black434195.34195.312.3
Hispanic15151001510000
Native Hawaiian0<100<10000
White22521495.121595.652.2
Two or more races0<100<10000
Students with Disabilities393794.93897.412.6
Economically Disadvantaged837590.47590.433.6
English Learners0<100<10000
Homeless0<100<10000
Foster Care0<<<<<<
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 Taken143 / 13.02%161 / 14.43%178 / 15.86%
Advanced Placement Course Enrollment197 / 17.94%171 / 15.32%181 / 16.13%
Dual Enrollment222 / 20.22%247 / 22.13%266 / 23.71%
Governor’s School Enrollment66 / 6.01%85 / 7.62%106 / 9.45%
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 259 159 39
State 82482 57560 30
Female Division 124 89 28
State 41546 31230 25
Male Division 135 70 48
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 42 21 50
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 194 121 38
State 46319 33154 28
Two or more races Division 14 11 21
State 3521 2499 29
Students with Disabilities Division 28 < 100
State 5986 3008 50
Economically Disadvantaged Division 47 19 60
State 23515 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision233033
 State413936233471
State LicensuresDivision113718
 State179019641412
Industry CertificationDivision593508548
 State100544109590103892
Workplace ReadinessDivision110264258
 State307754231350242
Total Credentials EarnedDivision737839857
 State137248157490159017
Students Earning One or More CredentialsDivision564682679
 State109089126113127744
CTE CompletersDivision120140145
 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 134 194 124 63.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 139 196 118 60.2%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 116 188 116 61.7%
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
66.1 67.1 66.4

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
2014-20154,424.004,874.00523.00
2015-20164,986.004,963.00503.00
2016-20174,673.005,347.00535.00

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 Students331624178843224219889829813441721742991363143159
Female16771324144162010342581515169939314951957084
Male16391093740160411646401466175798114961687375
American Indian0000000000000000
Asian12000152201411012100
Black5093010847830615463432728461482624
Hispanic151154215714661522061218318910
Native Hawaiian0000000000000000
White24241785770236315770702142261128123211726898115
Two or more races2111774205144720319911206271010
Students with Disabilities332281612326371019302572730318503132
Economically Disadvantaged9951214954976101586010111479297105015379100
English Learners60430675417183783735
Homeless27935334484422335593
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 43
Offenses Against Staff 12
Weapons Offenses <
Property Offenses <
All Other Offenses 28
Other Offenses Against Persons 70
Disorderly or Disruptive Behavior Offenses 160
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 Indian0.1380.0560.139
Asian0.3310.680.5340.690.39
Black14.88836.0514.39435.4214.91131.5
Hispanic4.772.725.0892.785.1841.5
Native Hawaiian0.1380.680.1691.390.1110.5
White73.22956.4673.48954.8672.63164
Two or more races6.5623.46.2974.866.6612.5
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.1380.0560.139
Asian0.3310.5340.39
Black14.88844.4414.39457.1414.91138.46
Hispanic4.775.0895.1847.69
Native Hawaiian0.1380.1690.111
White73.22955.5673.48942.8672.63153.85
Two or more races6.5626.2976.661
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 Indian0.1380.0560.139
Asian0.3310.5340.39
Black14.88814.39414.911
Hispanic4.775.0895.184
Native Hawaiian0.1380.1690.111
White73.22973.48972.631
Two or more races6.5626.2976.661
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 31.8532.1929.95
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 30.8631.6832.22
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 75.4571.9873.17
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: 13.88 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 12.1 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional1%1%
Provisional Special Education0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201649%47%1%3%
2016-201748%49%1%2%
2017-201847%49%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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