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Franklin County Public Schools

General school information

Division: Franklin County Public Schools
Address: 25 Bernard Road Rocky Mount, VA 24151-6614
Superintendent: Dr. W. Mark Church
Region: 6
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 14 81 67 19 16 81 65 19 15 80 65 20
Female 16 86 70 14 18 84 67 16 16 83 67 17
Male 13 77 65 23 15 78 64 22 14 77 63 23
American Indian < < < < < < < < < < < <
Asian 25 94 69 6 35 100 65 0 37 100 63 0
Black 10 69 58 31 9 66 57 34 8 65 57 35
Hispanic 11 77 66 23 10 73 63 27 11 74 62 26
White 15 84 68 16 18 84 66 16 16 83 67 17
Two or more races 7 75 68 25 9 75 66 25 12 74 63 26
Students with Disabilities 8 47 39 53 9 46 37 54 8 47 39 53
Economically Disadvantaged 8 74 66 26 10 73 63 27 9 73 64 27
English Learners 4 61 57 39 7 69 62 31 6 63 57 37
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 10 80 69 20 13 75 62 25 16 74 58 26
Female 11 83 72 17 14 74 60 26 17 76 59 24
Male 9 76 67 24 13 76 64 24 15 72 57 28
Black 4 61 57 39 7 61 54 39 8 62 54 38
Hispanic 5 75 70 25 8 50 42 50 5 65 60 35
White 11 82 71 18 15 79 64 21 19 77 58 23
Two or more races 8 73 65 27 6 74 68 26 9 64 56 36
Students with Disabilities 5 52 48 48 9 41 33 59 10 49 39 51
Economically Disadvantaged 6 72 67 28 8 70 62 30 8 66 58 34
English Learners 5 58 53 42 8 58 50 42 4 46 42 54
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 18 84 66 16 21 83 62 17 20 81 61 19
Female 19 88 68 13 22 87 64 13 21 80 59 20
Male 18 81 63 19 20 80 60 20 19 82 63 18
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 20 73 53 28 9 59 50 41 8 65 57 35
Hispanic 17 79 62 21 17 79 62 21 13 63 50 37
White 19 86 67 14 24 86 63 14 22 85 63 15
Two or more races 14 76 62 24 7 81 74 19 20 80 60 20
Students with Disabilities 8 54 46 46 10 51 41 49 12 54 43 46
Economically Disadvantaged 12 80 68 20 13 79 65 21 15 76 61 24
English Learners 7 86 79 14 14 76 62 24 10 52 43 48
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 85 61 15 22 86 63 14 20 81 61 19
Female 27 85 58 15 26 87 61 13 20 83 63 17
Male 20 84 64 16 19 85 66 15 20 79 59 21
Asian < < < < < 100 < 0 < 100 < 0
Black 10 75 65 25 15 68 54 32 9 61 52 39
Hispanic 20 83 63 17 13 75 63 25 12 78 66 22
White 26 86 60 14 24 89 65 11 22 84 63 16
Two or more races 9 80 71 20 16 77 61 23 19 67 48 33
Students with Disabilities 9 54 46 46 9 60 51 40 5 48 43 52
Economically Disadvantaged 14 79 65 21 14 79 64 21 15 76 61 24
English Learners 8 67 58 33 6 81 75 19 10 65 55 35
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 78 61 22 22 81 59 19 14 81 67 19
Female 20 86 66 14 25 83 59 17 16 82 66 18
Male 15 71 57 29 20 79 59 21 12 79 67 21
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 19 66 47 34 8 56 49 44 6 62 56 38
Hispanic 14 76 62 24 16 82 66 18 9 81 72 19
White 18 80 62 20 25 84 59 16 16 83 68 17
Two or more races 7 71 64 29 6 69 64 31 9 70 61 30
Students with Disabilities 7 35 28 65 10 43 33 57 7 50 43 50
Economically Disadvantaged 8 71 63 29 13 70 57 30 8 74 67 26
English Learners < < < < 13 87 73 13 - 92 92 8
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 16 83 67 17 14 83 69 17 19 84 65 16
Female 16 87 71 13 18 90 72 10 21 87 65 13
Male 17 80 63 20 11 77 66 23 17 81 65 19
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 74 60 26 13 77 65 23 12 61 49 39
Hispanic 11 79 68 21 10 81 71 19 26 85 59 15
White 18 86 68 14 15 84 69 16 20 86 66 14
Two or more races 8 79 71 21 10 79 69 21 8 84 76 16
Students with Disabilities 8 43 36 57 7 36 29 64 8 47 40 53
Economically Disadvantaged 9 76 67 24 8 77 69 23 10 76 66 24
English Learners < < < < - 82 82 18 9 91 82 9
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 7 72 66 28 14 73 59 27 11 77 66 23
Female 8 78 70 22 16 78 62 22 12 85 73 15
Male 6 68 62 32 12 68 56 32 11 69 59 31
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 51 44 49 9 65 56 35 12 67 55 33
Hispanic 3 66 62 34 4 64 61 36 10 67 56 33
White 7 75 68 25 16 76 60 24 12 79 68 21
Two or more races - 60 60 40 11 63 51 37 7 71 64 29
Students with Disabilities 12 35 22 65 8 32 24 68 8 36 28 64
Economically Disadvantaged 4 63 59 37 8 58 50 42 3 70 67 30
English Learners < < < < - 36 36 64 < < < <
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 7 88 81 12 5 88 83 12 5 83 78 17
Female 8 92 83 8 4 91 88 9 6 88 82 12
Male 5 84 78 16 6 84 78 16 4 78 74 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 78 78 22 - 76 76 24 3 78 75 23
Hispanic 4 79 75 21 - 83 83 17 - 82 82 18
White 8 90 82 10 5 89 84 11 5 84 79 16
Two or more races - 80 80 20 10 90 80 10 11 83 71 17
Students with Disabilities 4 53 49 47 8 60 53 40 4 38 35 62
Economically Disadvantaged 2 82 81 18 3 77 74 23 3 71 69 29
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 12 69 57 31 16 76 61 24 14 74 60 26
Female 14 76 62 24 21 84 63 16 21 85 64 15
Male 10 62 52 38 11 69 58 31 8 63 55 37
American Indian < 100 < 0 < < < < < < < <
Asian < < < < < 100 < 0 < < < <
Black 6 47 41 53 11 63 52 37 12 72 61 28
Hispanic - 50 50 50 12 78 67 22 7 68 60 32
White 13 72 59 28 16 78 61 22 15 75 61 25
Two or more races 6 65 59 35 12 80 68 20 10 58 48 42
Students with Disabilities 6 26 20 74 9 31 23 69 6 36 30 64
Economically Disadvantaged 7 55 48 45 9 67 58 33 5 63 58 37
English Learners - 21 21 79 - 50 50 50 - 64 64 36
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 13 67 53 33 21 78 58 22 15 71 56 29
Female 17 75 58 25 28 86 58 14 21 83 62 17
Male 10 59 50 41 14 71 58 29 9 59 50 41
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 44 33 56 19 66 47 34 16 78 63 22
Hispanic - 48 48 52 8 84 76 16 8 63 55 37
White 15 70 55 30 23 80 57 21 15 72 56 28
Two or more races - 53 53 47 12 85 74 15 7 54 46 46
Students with Disabilities 10 25 15 75 13 31 19 69 5 32 26 68
Economically Disadvantaged 10 54 44 46 11 70 59 30 5 59 54 41
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 11 71 60 29 12 75 63 25 13 77 64 23
Female 12 77 66 23 15 82 67 18 20 87 67 13
Male 10 65 55 35 9 67 59 33 7 68 60 32
Asian < < < < < 100 < 0 < < < <
Black 2 49 47 51 2 60 58 40 8 68 59 32
Hispanic - 52 52 48 15 73 58 27 7 73 67 27
White 12 74 62 26 12 76 64 24 14 78 65 22
Two or more races 11 74 63 26 13 75 63 25 14 64 50 36
Students with Disabilities 1 27 26 73 5 32 26 68 7 43 36 57
Economically Disadvantaged 5 57 52 43 7 65 57 35 6 68 62 32
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 17 82 65 18 16 81 65 19 16 80 64 20
Female 18 86 68 14 17 84 67 16 16 82 66 18
Male 16 79 62 21 16 79 63 21 16 78 62 22
American Indian < < < < < < < < < < < <
Asian 43 95 52 5 40 100 60 0 38 92 54 8
Black 12 68 56 32 10 71 61 29 8 68 61 32
Hispanic 15 83 68 17 11 81 69 19 12 76 63 24
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 18 84 66 16 18 83 65 17 18 83 65 17
Two or more races 10 74 64 26 13 76 63 24 12 70 58 30
Students with Disabilities 8 49 41 51 8 49 41 51 8 45 37 55
Economically Disadvantaged 11 76 65 24 10 75 65 25 9 72 63 28
English Learners 14 78 64 22 8 80 72 20 10 72 62 28
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 14 81 67 19 14 78 64 22 15 73 59 27
Female 11 86 75 14 12 77 65 23 13 72 59 28
Male 17 76 59 24 16 80 64 20 16 75 58 25
Black 7 48 41 52 13 64 51 36 8 62 54 38
Hispanic 8 83 75 18 8 61 53 39 7 74 67 26
White 16 84 68 16 15 82 67 18 16 75 59 25
Two or more races 4 77 73 23 3 70 67 30 11 66 55 34
Students with Disabilities 7 42 35 58 10 48 38 52 11 43 33 57
Economically Disadvantaged 9 75 67 25 9 72 64 28 8 66 59 34
English Learners 5 68 63 32 13 75 63 25 4 63 58 38
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 28 87 59 13 26 89 63 11 22 86 63 14
Female 31 90 60 10 25 90 65 10 17 84 67 16
Male 27 85 58 15 26 88 62 12 28 87 59 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 25 70 45 30 9 77 68 23 10 71 61 29
Hispanic 38 86 48 14 23 88 65 12 16 79 63 21
White 29 89 60 11 27 91 64 9 25 88 62 12
Two or more races 17 87 70 13 27 81 54 19 9 86 77 14
Students with Disabilities 11 56 44 44 9 58 49 42 16 56 40 44
Economically Disadvantaged 21 84 63 16 17 86 69 14 15 80 65 20
English Learners 43 86 43 14 18 82 64 18 19 81 62 19
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 28 83 55 17 25 87 62 13 23 82 59 18
Female 28 82 54 18 26 90 65 10 22 82 60 18
Male 29 84 55 16 25 84 59 16 23 82 58 18
Asian < < < < < 100 < 0 < 100 < 0
Black 20 73 53 28 14 74 60 26 7 65 59 35
Hispanic 18 85 68 15 22 88 66 13 12 83 71 17
White 31 85 54 15 27 89 62 11 25 84 59 16
Two or more races 18 65 47 35 26 81 55 19 22 63 41 37
Students with Disabilities 10 53 43 47 9 55 45 45 8 46 38 54
Economically Disadvantaged 15 77 61 23 16 83 67 17 16 77 60 23
English Learners 15 92 77 8 13 88 75 13 5 75 70 25
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 14 84 70 16 14 85 71 15 12 82 70 18
Female 17 88 71 13 13 86 73 14 12 84 73 16
Male 11 81 69 19 14 84 70 16 12 80 68 20
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 81 69 19 5 74 69 26 4 60 56 40
Hispanic 11 89 78 11 8 89 82 11 16 72 56 28
White 15 85 70 15 16 87 72 13 13 85 72 15
Two or more races 4 71 68 29 8 67 58 33 6 85 79 15
Students with Disabilities 7 48 41 52 8 55 46 45 6 47 41 53
Economically Disadvantaged 7 81 74 19 8 78 70 22 6 76 70 24
English Learners < < < < - 93 93 7 23 85 62 15
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 74 57 26 13 72 58 28 18 75 57 25
Female 18 77 59 23 15 78 63 22 20 77 57 23
Male 14 70 56 30 11 65 54 35 16 73 57 27
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 12 64 52 36 10 70 60 30 10 51 41 49
Hispanic 14 71 57 29 2 72 70 28 18 77 59 23
White 17 76 59 24 15 72 58 28 19 79 60 21
Two or more races 19 68 49 32 4 61 57 39 13 55 42 45
Students with Disabilities 8 30 22 70 7 27 20 73 9 32 23 68
Economically Disadvantaged 10 61 51 39 5 62 57 38 9 62 53 38
English Learners < < < < 5 73 68 27 - 73 73 27
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 84 73 16 11 81 70 19 8 75 67 25
Female 12 90 78 10 13 85 72 15 11 84 73 16
Male 10 78 69 22 9 77 68 23 7 68 62 32
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 86 78 14 10 73 63 27 14 79 66 21
Hispanic 14 89 75 11 15 81 67 19 14 74 60 26
White 11 83 72 17 11 82 71 18 7 77 70 23
Two or more races 7 71 64 29 10 90 81 10 4 54 50 46
Students with Disabilities 12 61 50 39 11 45 34 55 8 42 33 58
Economically Disadvantaged 10 79 69 21 8 76 69 24 6 71 65 29
English Learners < < < < - 73 73 27 < < < <
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 84 72 16 11 79 68 21 16 84 68 16
Female 13 90 76 10 16 86 71 14 19 90 71 10
Male 10 79 68 21 8 73 65 27 12 78 65 22
Black 5 81 76 19 6 77 71 23 4 83 79 17
Hispanic 9 83 74 17 3 90 87 10 6 83 77 17
White 13 85 72 15 12 78 66 22 18 85 67 15
Two or more races 3 79 76 21 20 80 60 20 10 75 65 25
Students with Disabilities 2 51 49 49 1 48 47 52 - 49 49 51
Economically Disadvantaged 6 78 72 22 6 71 65 29 6 75 69 25
English Learners < < < < - 83 83 17 - 70 70 30
Geometry 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 12 77 64 23 11 77 66 23
Female 13 83 71 17 11 77 66 23 12 81 69 19
Male 10 78 67 22 13 76 63 24 10 73 62 27
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 45 39 55 9 63 53 37 - 68 68 32
Hispanic 7 81 74 19 13 73 60 27 3 61 58 39
White 13 84 71 16 12 78 66 22 13 79 66 21
Two or more races 5 86 82 14 10 71 62 29 9 68 59 32
Students with Disabilities - 45 45 55 2 43 41 57 2 31 29 69
Economically Disadvantaged 7 73 66 27 7 67 60 33 2 65 62 35
English Learners < 100 < 0 < < < < < < < <
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 83 63 17 21 84 63 16 20 89 70 11
Female 20 87 67 13 20 85 65 15 19 90 71 10
Male 22 77 55 23 22 81 59 19 21 89 67 11
American Indian < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 67 52 33 11 63 52 37 19 81 63 19
Hispanic 16 79 63 21 11 78 67 22 26 74 47 26
White 21 86 65 14 22 85 62 15 20 92 72 8
Two or more races < < < < 13 91 78 9 23 69 46 31
Students with Disabilities - 71 71 29 < < < < 6 63 56 38
Economically Disadvantaged 15 79 65 21 13 80 68 20 8 83 74 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

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 85 72 15 14 83 70 17 14 83 69 17
Female 12 86 75 14 11 84 73 16 14 85 71 15
Male 16 84 68 16 16 82 66 18 14 81 67 19
American Indian < 100 < 0 < < < < < < < <
Asian 36 93 57 7 42 100 58 0 43 93 50 7
Black 6 71 65 29 9 67 59 33 8 69 62 31
Hispanic 9 78 68 22 9 76 66 24 5 77 72 23
White 15 87 72 13 15 86 71 14 15 85 70 15
Two or more races 7 81 74 19 8 74 65 26 7 80 73 20
Students with Disabilities 7 56 50 44 5 49 43 51 4 44 40 56
Economically Disadvantaged 8 77 69 23 8 75 67 25 7 75 68 25
English Learners 3 52 48 48 4 62 58 38 - 56 56 44
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 81 60 19 18 79 60 21 16 79 63 21
Female 21 79 59 21 16 75 59 25 14 78 64 22
Male 21 83 62 17 21 82 61 18 18 80 62 20
Asian < < < < < 100 < 0 < 100 < 0
Black 5 62 56 38 12 51 39 49 4 41 37 59
Hispanic 14 78 64 22 13 69 56 31 2 78 76 22
White 23 84 61 16 20 84 64 16 18 84 66 16
Two or more races 15 68 53 32 13 48 35 52 22 67 44 33
Students with Disabilities 8 48 40 52 8 49 41 51 5 46 41 54
Economically Disadvantaged 10 71 61 29 10 71 61 29 10 72 62 28
English Learners 8 69 62 31 13 81 69 19 - 65 65 35
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 14 84 70 16 13 81 68 19
Female 12 86 74 14 11 82 71 18 13 83 70 17
Male 15 84 69 16 16 85 69 15 13 80 67 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 71 61 29 9 78 69 22 15 76 61 24
Hispanic 4 75 71 25 6 77 71 23 5 75 70 25
White 15 87 72 13 15 86 71 14 14 82 68 18
Two or more races 6 75 69 25 11 77 66 23 - 81 81 19
Students with Disabilities 11 65 54 35 12 51 39 49 8 40 32 60
Economically Disadvantaged 9 78 69 22 7 74 67 26 4 75 71 25
English Learners < < < < - 55 55 45 < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 85 75 15 14 78 64 22 18 80 62 20
Female 8 88 80 12 11 83 72 17 23 84 61 16
Male 13 82 69 18 16 73 57 27 13 76 63 24
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 6 71 65 29 9 61 52 39 8 74 67 26
Hispanic 4 73 69 27 17 74 57 26 8 81 73 19
White 11 86 75 14 15 80 65 20 19 81 62 19
Two or more races 4 96 93 4 7 76 69 24 9 65 57 35
Students with Disabilities 4 51 47 49 1 38 37 62 - 38 38 62
Economically Disadvantaged 6 76 70 24 9 68 59 32 8 72 64 28
English Learners < < < < < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 95 78 5 15 93 78 7 17 95 78 5
Female 11 95 84 5 14 93 80 7 13 96 83 4
Male 25 94 69 6 17 93 76 7 22 93 71 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 86 81 14 16 64 48 36 18 86 68 14
Hispanic 11 89 78 11 6 88 81 13 7 79 71 21
White 18 96 78 4 15 96 81 4 18 96 79 4
Two or more races < < < < 5 100 95 0 7 100 93 0
Students with Disabilities < < < < < < < < 8 75 67 25
Economically Disadvantaged 10 91 81 9 7 88 81 12 15 92 77 8
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 9 85 77 15 8 86 78 14 6 85 79 15
Female 7 85 78 15 5 88 84 12 4 86 82 14
Male 11 86 75 14 10 84 73 16 8 84 76 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 75 73 25 - 79 79 21 - 81 81 19
Hispanic 14 81 67 19 6 77 71 23 3 73 70 27
White 10 87 77 13 9 87 79 13 7 87 79 13
Two or more races 3 84 81 16 - 81 81 19 - 90 90 10
Students with Disabilities 2 56 53 44 - 53 53 47 2 47 45 53
Economically Disadvantaged 7 78 71 22 6 81 75 19 2 77 75 23
English Learners < < < < - 53 53 47 < < < <
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 25 89 63 11 25 86 61 14 25 85 61 15
Female 22 87 65 13 21 85 63 15 23 85 63 15
Male 29 90 61 10 28 87 59 13 26 85 59 15
American Indian < 100 < 0 < < < < < 100 < 0
Asian 53 100 47 0 67 100 33 0 71 93 21 7
Black 13 78 65 23 16 77 61 23 12 79 67 21
Hispanic 19 85 65 15 17 89 72 11 18 80 62 20
White 27 90 63 10 26 87 61 13 27 87 60 13
Two or more races 15 83 69 17 19 77 58 23 13 82 69 18
Students with Disabilities 13 67 54 33 10 59 48 41 8 54 47 46
Economically Disadvantaged 17 82 66 18 18 79 61 21 16 79 63 21
English Learners 11 67 56 33 23 82 59 18 15 61 46 39
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 89 72 11 15 86 71 14 14 85 71 15
Female 13 88 75 12 7 83 76 17 10 83 72 17
Male 20 90 69 10 23 88 66 12 19 87 68 13
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 74 67 26 3 77 74 23 2 80 78 20
Hispanic 4 88 84 12 9 83 74 17 14 76 62 24
White 18 90 72 10 16 87 71 13 16 87 71 13
Two or more races 16 89 74 11 5 80 75 20 3 68 65 32
Students with Disabilities 8 76 68 24 2 54 52 46 - 45 45 55
Economically Disadvantaged 9 79 71 21 11 76 64 24 9 75 66 25
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 17 88 70 12 12 87 75 13 15 87 71 13
Female 12 87 74 13 9 88 79 12 15 86 71 14
Male 23 89 66 11 15 86 72 14 15 87 72 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 81 68 19 7 84 77 16 13 85 72 15
Hispanic 17 91 74 9 3 88 85 12 10 84 74 16
White 18 88 71 12 13 87 75 13 17 87 70 13
Two or more races 8 83 75 18 12 76 65 24 8 84 76 16
Students with Disabilities 6 62 56 38 7 64 57 36 7 55 48 45
Economically Disadvantaged 11 81 70 19 8 83 75 17 9 80 71 20
English Learners < < < < - 80 80 20 < < < <
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 14 86 72 14 14 75 61 25 13 76 63 24
Female 7 81 73 19 10 73 62 27 9 74 65 26
Male 22 92 70 8 19 79 60 21 16 76 61 24
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black - 63 63 38 4 65 61 35 8 69 62 31
Hispanic 11 84 74 16 5 95 90 5 - 62 62 38
White 16 88 72 12 15 76 61 24 15 77 62 23
Two or more races 6 81 75 19 12 61 48 39 - 82 82 18
Students with Disabilities - 86 86 14 1 38 36 62 4 45 41 55
Economically Disadvantaged 7 76 69 24 9 66 57 34 5 65 60 35
English Learners < 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 38 92 54 8 35 90 55 10 39 91 52 9
Female 40 93 53 7 37 92 54 8 43 93 51 7
Male 36 91 55 9 33 89 55 11 36 88 53 12
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 86 73 14 28 86 58 14 26 87 61 13
Hispanic 17 79 62 21 28 88 60 12 21 87 66 13
White 42 94 52 6 38 91 53 9 43 91 48 9
Two or more races 20 73 53 27 22 86 64 14 21 93 72 7
Students with Disabilities 9 67 58 33 4 56 52 44 6 54 48 46
Economically Disadvantaged 22 88 66 12 21 83 62 17 23 87 64 13
English Learners < < < < < < < < < < < <
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 38 89 51 11 47 91 44 9 40 90 49 10
Female 38 87 49 13 45 90 45 10 35 90 55 10
Male 39 91 53 9 49 93 43 7 45 89 44 11
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 21 82 61 18 30 73 43 28 9 73 64 27
Hispanic 38 84 47 16 37 90 53 10 34 85 51 15
White 41 91 49 9 50 94 43 6 44 92 48 8
Two or more races 24 85 62 15 34 83 48 17 31 81 50 19
Students with Disabilities 15 61 45 39 16 70 54 30 12 65 54 35
Economically Disadvantaged 27 84 57 16 37 86 49 14 29 84 55 16
English Learners 18 91 73 9 53 93 40 7 25 75 50 25
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: 97.66 State: 89.72 Division: 94.28 State: 88.34 Division: 91.63 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division421
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten319296261
Kindergarten500514506
Grade 1522503490
Grade 2584533483
Grade 3568586507
Grade 4544557572
Grade 5544550565
Grade 6537544526
Grade 7531533550
Grade 8540534519
Grade 9576564569
Grade 10612539532
Grade 11498537464
Grade 12477480518
Total Students7,3527,2707,062
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students735272707062
Female364135773496
Male371136933566
American Indian141313
Asian363426
Black577575587
Hispanic506503473
Native Hawaiian113
White580556935498
Two or more races413451462
Students with Disabilities112611701107
Not Students with Disabilities622661005955
Economically Disadvantaged292332583223
Not Economically Disadvantaged442940123839
English Learners208206196
Not English Learners714470646866
Homeless823
Foster Care676174
Military Connected140100118
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 267 180 12 0 36 15
State 50979 36013 2733 1046 5404 1786
Female Division 146 88 3 0 13 4
State 27837 15823 920 366 1922 656
Male Division 121 92 9 0 23 11
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 16 17 0 0 3 3
State 7955 11090 1111 244 1359 744
Hispanic Division 12 4 0 0 2 0
State 5086 5583 317 105 2172 323
White Division 226 149 12 0 29 12
State 30218 16420 1139 617 1589 596
Two or more races Division 10 9 0 0 2 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 5 35 12 0 9 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 70 85 6 0 15 8
State 10704 17342 1680 460 2640 1096
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < < <
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 Students5104599045990367.1
Female25423793.323793.3135.1
Male25622286.722286.7239
American Indian0<100<10000
Asian0<100<10000
Black393384.63384.637.7
Hispanic181688.91688.9211.1
White42838790.438790.4296.8
Two or more races211990.51990.529.5
Students with Disabilities615285.25285.2914.8
Economically Disadvantaged18416187.516187.5158.2
Foster Care0<<<<<<
Military Connected0<<<<<<
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 Taken154 / 7.12%216 / 9.99%182 / 8.58%
Advanced Placement Course Enrollment154 / 7.12% - 191 / 9.01%
Dual Enrollment551 / 25.47%404 / 18.68%440 / 20.75%
Governor’s School Enrollment29 / 1.34%29 / 1.34%29 / 1.37%
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 449 267 41
State 82482 57560 30
Female Division 232 156 33
State 41546 31230 25
Male Division 217 111 49
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 38 17 55
State 18272 11640 36
Hispanic Division 19 10 47
State 8547 5341 38
White Division 367 224 39
State 46319 33154 28
Two or more races Division 20 12 40
State 3521 2499 29
Students with Disabilities Division 36 10 72
State 5986 3008 50
Economically Disadvantaged Division 147 63 57
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision12983105
 State413936233471
State LicensuresDivision151723
 State179019641412
Industry CertificationDivision867561579
 State100544109590103892
Workplace ReadinessDivision203291307
 State307754231350242
Total Credentials EarnedDivision12149521014
 State137248157490159017
Students Earning One or More CredentialsDivision881810843
 State109089126113127744
CTE CompletersDivision357358287
 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 204 269 200 74.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 184 251 163 64.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 142 193 135 69.9%
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
66.9 66.9 66.5

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
2014-20154,330.005,330.001,009.00
2015-20164,359.005,262.001,102.00
2016-20174,679.005,618.00964.00

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 Students6261773329276600677731233758258634003266652412146182
Female31393671501253008375147180290842819914432951956882
Male312240617915129984021651572917435201182335721778100
American Indian1252112112832114000
Asian33100302103231033000
Black5517328255096025314616126225413036
Hispanic354461719377472023394553022460161111
Native Hawaiian0000000000000000
White4995604263213478961624126246346743102565202336123155
Two or more races31644191728851241929567312540229910
Students with Disabilities86115171528451596775827176917110611004646
Economically Disadvantaged2828492207163260351622822823555002392033088280105113
English Learners12812431541471018128113203651
Homeless5026639884380000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 96
Offenses Against Staff 24
Weapons Offenses 29
Property Offenses 49
All Other Offenses 70
Other Offenses Against Persons 174
Disorderly or Disruptive Behavior Offenses 738
Alcohol, Tobacco, and Other Drug Offenses 211
Technology Offenses 60
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2310.190.1790.7
Asian0.4490.20.490.468
Black8.05112.727.84810.367.90911.01
Hispanic6.3512.786.8824.016.9195.04
Native Hawaiian0.0140.0140.0140.35
White79.81875.9478.95876.5278.30874.94
Two or more races5.0868.355.6189.126.2047.96
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2310.190.179
Asian0.4490.490.468
Black8.0517.8487.909
Hispanic6.3516.8826.91950
Native Hawaiian0.0140.0140.014
White79.81810078.95810078.30850
Two or more races5.0865.6186.204
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2310.190.179
Asian0.4490.490.468
Black8.0517.8487.909
Hispanic6.3516.8826.919100
Native Hawaiian0.0140.0140.014
White79.81878.95810078.308
Two or more races5.0861005.6186.204
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 51.9951.2949.39
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 50.7251.2652.98
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 76.5574.2274.23
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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.21 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.1 : 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
Provisional3%5%
Provisional Special Education3%4%
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
2015-201646%50%1%3%
2016-201747%49%1%3%
2017-201849%47%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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