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Frederick County Public Schools

General school information

Division: Frederick County Public Schools
Address: 1415 Amherst St Winchester, VA 22601
Superintendent: Dr. David T. Sovine
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 77 62 23 15 76 61 24 14 76 62 24
Female 16 80 64 20 17 79 63 21 16 80 64 20
Male 13 74 61 26 13 73 60 27 12 73 60 27
American Indian 10 60 50 40 8 46 38 54 8 50 42 50
Asian 21 89 68 11 20 90 70 10 27 89 62 11
Black 9 66 57 34 8 64 55 36 8 62 54 38
Hispanic 8 66 57 34 7 64 57 36 7 63 56 37
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 16 80 64 20 17 79 62 21 16 80 64 20
Two or more races 15 72 58 28 15 78 63 22 15 75 60 25
Students with Disabilities 9 38 29 62 8 39 31 61 10 41 31 59
Economically Disadvantaged 8 64 56 36 8 62 54 38 8 62 54 38
English Learners 3 46 43 54 4 49 45 51 5 50 45 50
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 12 69 57 31 14 67 53 33 15 70 55 30
Female 10 70 60 30 16 72 56 28 16 73 57 27
Male 13 68 55 32 12 62 50 38 14 67 53 33
American Indian < < < < < < < < < < < <
Asian 13 80 67 20 6 94 89 6 35 76 41 24
Black 7 39 32 61 15 60 45 40 11 50 39 50
Hispanic 5 54 49 46 4 52 48 48 5 56 51 44
White 13 74 61 26 18 71 53 29 17 76 58 24
Two or more races 16 64 48 36 9 77 68 23 15 63 48 37
Students with Disabilities 9 30 22 70 9 40 31 60 7 35 28 65
Economically Disadvantaged 7 56 49 44 7 53 46 47 8 53 45 47
English Learners 2 43 41 57 2 43 42 57 3 46 44 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 16 73 57 27 18 72 54 28 16 73 57 27
Female 20 77 57 23 19 72 53 28 19 76 58 24
Male 12 69 57 31 17 71 55 29 14 70 56 30
American Indian < < < < < < < < < < < <
Asian 20 93 73 7 18 88 71 12 26 95 68 5
Black 9 65 56 35 11 47 37 53 10 68 59 32
Hispanic 6 58 52 42 7 60 53 40 8 58 50 42
White 18 76 58 24 20 75 55 25 19 78 59 22
Two or more races 13 63 50 37 27 75 48 25 18 69 51 31
Students with Disabilities 7 35 28 65 11 38 26 62 12 40 28 60
Economically Disadvantaged 9 60 51 40 11 60 49 40 10 61 51 39
English Learners 4 51 47 49 6 52 46 48 7 52 45 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 79 55 21 18 78 60 22 19 74 54 26
Female 28 82 54 18 21 81 60 19 21 76 55 24
Male 20 76 56 24 15 75 60 25 18 72 53 28
American Indian < 100 < 0 < < < < < 100 < 0
Asian - 75 75 25 37 89 53 11 44 88 44 13
Black 15 66 51 34 4 68 64 32 7 45 39 55
Hispanic 15 69 53 31 8 66 57 34 9 59 51 41
White 26 82 56 18 21 81 60 19 22 79 56 21
Two or more races 26 75 49 25 10 79 69 21 21 70 49 30
Students with Disabilities 12 41 29 59 5 45 40 55 10 41 31 59
Economically Disadvantaged 13 66 53 34 11 66 54 34 10 60 51 40
English Learners 4 54 50 46 3 53 49 47 6 50 44 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 18 75 57 25 20 76 56 24 14 77 63 23
Female 20 77 57 23 22 78 56 22 16 83 67 17
Male 16 73 57 27 17 74 56 26 12 71 59 29
Asian 36 100 64 0 8 83 75 17 40 95 55 5
Black 21 62 41 38 12 60 48 40 4 60 56 40
Hispanic 9 59 51 41 11 67 56 33 7 65 57 35
White 20 79 59 21 22 79 57 21 15 80 64 20
Two or more races 17 79 63 21 19 74 56 26 16 84 67 16
Students with Disabilities 9 35 26 65 9 35 26 65 7 43 36 57
Economically Disadvantaged 10 60 51 40 9 60 52 40 7 65 57 35
English Learners 4 34 30 66 5 58 53 42 4 53 49 47
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 78 63 22 14 79 65 21 15 79 64 21
Female 17 84 67 16 16 83 67 17 19 83 64 17
Male 13 72 59 28 11 76 64 24 11 76 64 24
American Indian < < < < < < < <
Asian 42 92 50 8 31 85 54 15 15 100 85 0
Black 7 68 61 32 6 70 64 30 9 64 55 36
Hispanic 9 70 61 30 10 71 61 29 9 68 59 32
White 16 80 64 20 15 82 67 18 17 83 65 17
Two or more races 14 76 62 24 12 72 60 28 11 82 71 18
Students with Disabilities 11 37 26 63 6 38 31 62 9 42 33 58
Economically Disadvantaged 7 67 60 33 8 64 56 36 7 64 57 36
English Learners 3 32 29 68 5 53 48 47 4 55 51 45
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 10 73 63 27 15 72 58 28 12 74 63 26
Female 12 77 65 23 16 79 63 21 14 77 63 23
Male 8 70 62 30 13 65 52 35 9 71 62 29
Asian 17 75 58 25 38 100 62 0 20 80 60 20
Black 7 73 66 27 5 63 59 37 9 64 55 36
Hispanic 6 66 60 34 6 59 53 41 7 63 56 37
Native Hawaiian < < < < < 100 < 0
White 11 75 64 25 16 75 58 25 13 78 65 22
Two or more races 5 73 68 28 15 77 63 23 7 71 64 29
Students with Disabilities 8 25 17 75 10 29 20 71 10 38 28 62
Economically Disadvantaged 4 59 55 41 9 60 50 40 7 56 50 44
English Learners - 18 18 82 4 30 26 70 4 35 30 65
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 91 84 9 6 88 82 12 7 86 79 14
Female 8 92 85 8 6 90 84 10 8 90 82 10
Male 7 91 84 9 5 85 80 15 7 82 75 18
Asian 18 100 82 0 - 91 91 9 - 92 92 8
Black - 82 82 18 6 75 69 25 6 79 73 21
Hispanic 4 92 88 8 2 79 77 21 5 76 71 24
White 8 92 84 8 6 89 83 11 8 88 80 12
Two or more races 7 87 80 13 6 97 92 3 8 87 79 13
Students with Disabilities 6 66 59 34 6 52 47 48 16 46 30 54
Economically Disadvantaged 4 84 80 16 3 77 74 23 4 77 73 23
English Learners - 74 74 26 3 44 42 56 5 52 48 48
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 21 79 58 21 23 78 55 22 19 76 56 24
Female 26 85 59 15 27 85 57 15 24 81 57 19
Male 17 74 57 26 19 72 53 28 15 70 55 30
Asian 38 97 59 3 29 92 63 8 32 86 54 14
Black 13 73 60 27 18 72 55 28 10 67 57 33
Hispanic 12 71 59 29 12 68 56 32 11 67 56 33
Native Hawaiian < < < < < 100 < 0
White 23 80 57 20 25 80 55 20 21 78 57 22
Two or more races 17 90 73 10 25 81 57 19 24 69 44 31
Students with Disabilities 8 37 29 63 7 34 26 66 10 35 25 65
Economically Disadvantaged 10 67 57 33 11 64 53 36 9 59 51 41
English Learners 2 50 48 50 4 38 34 62 5 44 39 56
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 21 70 49 30 23 72 49 28 14 68 54 32
Female 27 78 51 22 27 82 55 18 17 75 58 25
Male 15 63 47 37 19 62 43 38 10 61 50 39
Asian 36 91 55 9 38 92 54 8 27 80 53 20
Black 21 62 41 38 12 63 51 37 6 59 53 41
Hispanic 11 62 51 38 10 59 49 41 10 60 49 40
Native Hawaiian < < < < < 100 < 0
White 23 71 48 29 26 75 49 25 15 70 56 30
Two or more races 18 87 69 13 21 73 52 27 18 57 39 43
Students with Disabilities 8 25 16 75 7 27 19 73 6 27 21 73
Economically Disadvantaged 10 56 46 44 11 59 48 41 7 51 44 49
English Learners 5 29 24 71 4 28 24 72 5 34 29 66
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 22 88 66 12 23 83 60 17 25 83 58 17
Female 24 91 67 9 27 87 60 13 30 87 57 13
Male 19 85 66 15 19 80 61 20 19 79 60 21
Asian 39 100 61 0 18 91 73 9 38 92 54 8
Black 7 81 74 19 21 79 57 21 13 73 60 27
Hispanic 13 82 69 18 13 77 64 23 12 78 67 22
Native Hawaiian < 100 < 0 < 100 < 0
White 24 89 65 11 24 84 60 16 27 85 57 15
Two or more races 16 94 78 6 30 94 64 6 29 76 48 24
Students with Disabilities 8 51 43 49 7 42 34 58 15 45 30 55
Economically Disadvantaged 9 80 71 20 11 69 58 31 11 70 59 30
English Learners - 68 68 32 3 50 47 50 5 57 52 43
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 14 78 63 22 15 77 61 23 15 75 60 25
Female 14 80 65 20 15 78 64 22 14 77 63 23
Male 15 76 61 24 16 75 59 25 15 73 58 27
American Indian 9 73 64 27 - 57 57 43 6 59 53 41
Asian 31 91 60 9 32 92 60 8 34 92 59 8
Black 8 67 59 33 9 62 53 38 7 63 56 37
Hispanic 9 71 62 29 9 66 57 34 8 67 58 33
Native Hawaiian < < < < < < < < < < < <
White 16 79 64 21 17 79 63 21 16 78 62 22
Two or more races 14 78 63 22 12 77 64 23 15 72 58 28
Students with Disabilities 8 41 33 59 8 40 32 60 9 38 29 62
Economically Disadvantaged 8 66 57 34 8 63 55 37 8 62 54 38
English Learners 7 58 50 42 6 57 50 43 7 57 50 43
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 73 58 27 17 71 54 29 16 69 53 31
Female 12 72 60 28 16 70 54 30 15 69 54 31
Male 18 74 55 26 17 71 54 29 17 69 52 31
American Indian < < < < < < < < < < < <
Asian 47 93 47 7 28 89 61 11 41 82 41 18
Black 5 49 44 51 5 58 53 43 13 53 39 47
Hispanic 5 62 57 38 9 56 47 44 5 55 51 45
White 18 76 59 24 20 76 56 24 19 73 54 27
Two or more races 17 72 55 28 16 69 53 31 8 68 60 32
Students with Disabilities 10 37 27 63 12 42 29 58 9 32 23 68
Economically Disadvantaged 8 58 50 42 8 58 50 42 7 53 47 47
English Learners 4 52 48 48 7 52 45 48 4 51 46 49
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 27 84 57 16 25 78 53 22 23 79 55 21
Female 27 86 59 14 21 76 55 24 21 78 57 22
Male 27 82 55 18 28 80 51 20 26 79 53 21
American Indian < 100 < 0 < < < < < < < <
Asian 44 88 44 13 59 88 29 12 50 95 45 5
Black 16 77 60 23 11 55 45 45 10 71 62 29
Hispanic 17 73 57 27 12 69 56 31 13 70 57 30
White 30 87 57 13 28 81 53 19 27 81 55 19
Two or more races 22 78 56 22 25 82 57 18 22 78 55 22
Students with Disabilities 9 49 39 51 12 44 32 56 12 44 32 56
Economically Disadvantaged 18 74 56 26 15 66 51 34 12 69 56 31
English Learners 13 65 52 35 11 65 55 35 11 68 57 32
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 25 79 54 21 26 80 53 20 24 73 49 27
Female 27 80 53 20 25 82 57 18 24 73 49 27
Male 23 78 55 22 27 78 51 22 25 74 49 26
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 33 100 67 0 42 100 58 0 56 100 44 0
Black 11 70 60 30 17 66 49 34 2 45 43 55
Hispanic 18 69 51 31 18 70 52 30 16 62 46 38
White 27 82 54 18 29 82 54 18 27 77 50 23
Two or more races 25 75 51 25 17 73 56 27 22 71 49 29
Students with Disabilities 11 40 29 60 6 44 38 56 9 35 26 65
Economically Disadvantaged 15 67 51 33 15 68 53 32 15 59 44 41
English Learners 13 62 48 38 11 61 51 39 12 58 47 42
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 6 75 69 25 5 73 68 27 5 74 70 26
Female 6 77 70 23 5 74 70 26 5 78 73 22
Male 6 73 67 27 5 72 67 28 5 71 66 29
Asian 17 92 75 8 < 100 < 0 - 90 90 10
Black 14 69 55 31 9 64 56 36 7 73 67 27
Hispanic 5 74 70 26 6 64 58 36 6 64 58 36
White 6 75 68 25 5 75 71 25 5 77 72 23
Two or more races - 82 82 18 3 78 75 23 5 78 73 22
Students with Disabilities 7 46 38 54 8 46 38 54 7 40 32 60
Economically Disadvantaged 4 66 62 34 4 60 56 40 4 64 60 36
English Learners 6 69 63 31 4 61 57 39 3 53 49 47
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 11 63 52 37 14 68 54 32 11 63 52 37
Female 10 64 54 36 16 72 56 28 11 66 55 34
Male 12 62 50 38 12 64 53 36 12 61 50 39
American Indian < < < < < < < <
Asian 50 80 30 20 8 83 75 17 37 100 63 0
Black 3 50 48 50 13 42 29 58 5 45 40 55
Hispanic 5 62 57 38 7 53 46 47 5 53 48 47
White 12 64 52 36 15 72 57 28 12 67 55 33
Two or more races 7 61 54 39 16 74 58 26 12 48 36 52
Students with Disabilities 9 28 18 72 7 26 19 74 9 25 15 75
Economically Disadvantaged 6 48 42 52 6 50 44 50 7 50 43 50
English Learners 6 39 33 61 4 39 35 61 5 45 40 55
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 6 73 68 27 5 73 68 27 5 67 62 33
Female 7 78 72 22 5 79 74 21 6 71 66 29
Male 5 69 64 31 6 67 62 33 5 63 58 38
Asian < < < < < 100 < 0 - 100 100 0
Black 8 68 59 32 5 58 53 42 4 41 37 59
Hispanic 4 67 63 33 6 76 70 24 4 64 60 36
Native Hawaiian < < < < < < < <
White 5 75 70 25 5 73 68 27 5 68 63 32
Two or more races 13 69 56 31 3 72 69 28 14 71 57 29
Students with Disabilities 8 32 23 68 8 32 24 68 9 33 24 67
Economically Disadvantaged 4 62 58 38 4 63 59 37 5 57 52 43
English Learners - 32 32 68 2 60 58 40 4 52 48 48
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 7 82 75 18 8 80 73 20 9 82 73 18
Female 8 88 80 12 9 83 74 17 12 86 74 14
Male 5 76 71 24 6 78 72 22 5 78 72 22
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 8 92 83 8 31 94 63 6 9 82 73 18
Black 5 71 65 29 2 77 74 23 3 74 70 26
Hispanic 1 77 76 23 4 72 68 28 6 78 73 22
Native Hawaiian < 100 < 0 < 100 < 0
White 7 83 75 17 8 82 74 18 10 83 73 17
Two or more races 12 88 77 12 2 77 75 23 12 85 73 15
Students with Disabilities 1 42 41 58 1 42 42 58 1 49 49 51
Economically Disadvantaged 3 74 71 26 3 70 67 30 4 72 67 28
English Learners - 54 54 46 2 62 60 38 3 63 60 37
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 80 69 20 13 77 64 23 10 77 67 23
Female 10 81 71 19 13 79 66 21 10 80 69 20
Male 11 79 67 21 14 75 61 25 11 75 65 25
American Indian < < < < < 100 < 0 < 100 < 0
Asian 21 100 79 0 33 83 50 17 31 81 50 19
Black - 67 67 33 - 58 58 43 6 77 71 23
Hispanic 7 77 70 23 8 70 63 30 5 74 69 26
Native Hawaiian < 100 < 0 < < < <
White 12 80 68 20 15 79 65 21 11 78 67 22
Two or more races 5 95 89 5 12 73 61 27 7 70 64 30
Students with Disabilities 4 41 37 59 - 33 33 67 1 29 28 71
Economically Disadvantaged 3 70 67 30 6 60 54 40 5 67 62 33
English Learners - 63 63 37 3 48 45 52 - 60 60 40
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 91 68 9 22 91 69 9 26 92 66 8
Female 25 92 67 8 20 92 72 8 23 91 68 9
Male 21 91 70 9 24 90 66 10 30 94 64 6
Asian 33 100 67 0 38 92 54 8 50 100 50 0
Black 13 87 73 13 15 81 67 19 19 85 67 15
Hispanic 24 85 61 15 17 83 67 17 20 94 75 6
Native Hawaiian < < < < < 100 < 0
White 23 92 69 8 23 93 70 7 27 92 66 8
Two or more races 14 89 75 11 11 96 85 4 41 95 55 5
Students with Disabilities 4 87 83 13 20 80 60 20 6 69 63 31
Economically Disadvantaged 15 83 68 17 14 86 72 14 18 89 71 11
English Learners < < < < 6 72 67 28 31 94 63 6
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 12 83 71 17 12 83 71 17 12 79 67 21
Female 11 83 72 17 11 84 73 16 11 79 69 21
Male 13 83 70 17 14 83 69 17 13 79 65 21
American Indian < < < < < < < < < < < <
Asian 17 88 71 12 26 90 64 10 27 87 60 13
Black 4 69 65 31 6 72 66 29 6 65 59 35
Hispanic 6 76 70 24 5 75 70 25 5 68 63 32
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 13 85 72 15 14 85 72 15 14 83 69 17
Two or more races 10 82 72 18 10 81 72 19 12 76 64 24
Students with Disabilities 5 45 40 55 4 46 42 54 6 40 35 60
Economically Disadvantaged 6 72 66 28 6 72 66 28 6 65 59 35
English Learners 1 51 50 49 2 55 53 45 1 46 45 54
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 19 75 56 25 18 76 58 24 14 71 57 29
Female 20 76 57 24 17 76 59 24 12 68 56 32
Male 19 74 55 26 19 77 58 23 16 74 57 26
American Indian < 100 < 0 < < < < < < < <
Asian 25 92 67 8 37 89 53 11 31 100 69 0
Black 4 53 49 47 6 60 53 40 2 36 34 64
Hispanic 8 67 59 33 7 64 57 36 5 56 51 44
White 23 78 56 22 21 80 59 20 17 76 59 24
Two or more races 21 75 55 25 8 69 60 31 14 70 56 30
Students with Disabilities 9 40 31 60 4 41 38 59 6 35 29 65
Economically Disadvantaged 10 62 52 38 10 62 52 38 6 56 50 44
English Learners 3 53 49 47 3 53 49 47 1 46 45 54
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 82 70 18 14 82 67 18 9 78 68 22
Female 11 80 70 20 12 83 71 17 7 78 71 22
Male 13 83 70 17 16 80 64 20 11 77 66 23
Asian 21 71 50 29 25 100 75 0 20 87 67 13
Black 15 78 63 22 10 63 53 38 6 70 64 30
Hispanic 4 76 72 24 4 73 69 27 4 66 62 34
Native Hawaiian < < < < < 100 < 0
White 14 83 70 17 16 84 68 16 11 81 70 19
Two or more races 8 83 75 18 15 81 67 19 7 71 64 29
Students with Disabilities 5 40 34 60 9 44 35 56 6 36 30 64
Economically Disadvantaged 4 72 68 28 8 71 63 29 5 60 55 40
English Learners - 30 30 70 - 51 51 49 1 40 39 60
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 83 74 17 11 85 73 15 15 83 68 17
Female 8 84 76 16 10 86 76 14 15 85 70 15
Male 11 83 72 17 13 83 71 17 15 81 66 19
American Indian < < < < < 100 < 0 < 100 < 0
Asian - 91 91 9 29 93 64 7 29 76 47 24
Black - 64 64 36 6 79 73 21 4 67 62 33
Hispanic 7 78 71 22 4 76 71 24 5 76 71 24
White 11 85 75 15 12 86 74 14 16 85 69 15
Two or more races 10 94 84 6 10 80 70 20 21 86 65 14
Students with Disabilities 2 43 41 57 3 46 43 54 2 39 38 61
Economically Disadvantaged 5 73 68 27 4 73 69 27 8 72 64 28
English Learners - 53 53 47 - 50 50 50 - 50 50 50
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 89 79 11 11 90 79 10 14 89 75 11
Female 8 88 80 12 9 88 78 12 12 88 76 12
Male 12 90 78 10 13 93 80 7 17 91 74 9
Asian < 100 < 0 17 92 75 8 31 85 54 15
Black 6 77 71 23 - 73 73 27 14 86 72 14
Hispanic 6 86 80 14 8 85 77 15 5 85 80 15
Native Hawaiian < < < <
White 10 90 80 10 12 91 80 9 16 90 74 10
Two or more races 5 75 70 25 12 92 80 8 4 91 87 9
Students with Disabilities - 75 75 25 - 86 86 14 9 55 45 45
Economically Disadvantaged 3 78 75 22 6 84 78 16 7 83 75 17
English Learners < < < < - 63 63 38 - 61 61 39
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 8 87 79 13 6 86 80 14 6 79 73 21
Female 7 86 79 14 5 86 81 14 5 81 76 19
Male 9 88 80 12 6 86 79 14 7 77 70 23
Asian 9 91 82 9 15 77 62 23 < < < <
Black - 78 78 22 3 85 83 15 7 72 65 28
Hispanic 4 81 77 19 2 80 78 20 3 67 64 33
Native Hawaiian < 100 < 0 < 100 < 0
White 9 89 79 11 6 87 81 13 7 83 76 17
Two or more races 3 86 84 14 3 92 89 8 7 70 64 30
Students with Disabilities 3 51 48 49 - 50 50 50 1 45 43 55
Economically Disadvantaged 3 80 77 20 2 79 77 21 4 68 64 32
English Learners - 59 59 41 - 62 62 38 - 45 45 55
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 27 87 60 13 26 87 61 13 24 84 60 16
Female 23 87 63 13 22 87 64 13 21 83 62 17
Male 30 88 58 12 29 88 59 12 27 85 58 15
American Indian < 100 < 0 < < < < < < < <
Asian 49 97 48 3 47 95 47 5 49 92 43 8
Black 16 79 63 21 17 80 63 20 11 73 62 27
Hispanic 22 83 61 17 21 83 62 17 17 77 60 23
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 28 88 60 12 27 88 61 12 26 86 60 14
Two or more races 27 90 64 10 24 89 64 11 26 81 55 19
Students with Disabilities 9 57 48 43 8 56 48 44 8 51 42 49
Economically Disadvantaged 17 78 61 22 15 78 63 22 14 74 60 26
English Learners 9 67 58 33 11 71 60 29 9 62 52 38
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 19 90 71 10 15 89 74 11 17 84 67 16
Female 13 89 76 11 11 87 77 13 13 81 68 19
Male 25 91 66 9 19 91 72 9 22 88 65 12
Asian 38 100 63 0 27 91 64 9 29 79 50 21
Black 6 77 72 23 7 79 72 21 11 81 70 19
Hispanic 15 87 71 13 13 84 71 16 6 79 72 21
White 20 91 71 9 15 90 75 10 19 85 66 15
Two or more races 20 90 70 10 26 97 71 3 14 83 69 17
Students with Disabilities 7 65 59 35 1 63 62 37 6 44 38 56
Economically Disadvantaged 7 80 73 20 8 82 74 18 9 78 69 22
English Learners 4 65 61 35 3 68 65 32 - 63 63 38
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 24 90 66 10 21 91 71 9 27 88 61 12
Female 20 90 70 10 16 91 75 9 24 87 63 13
Male 28 91 63 9 25 91 66 9 30 88 58 12
Asian 50 100 50 0 38 94 56 6 79 100 21 0
Black 13 87 73 13 15 93 78 7 16 76 60 24
Hispanic 18 89 71 11 18 87 69 13 22 79 57 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 25 90 65 10 21 91 70 9 28 91 63 9
Two or more races 19 90 71 10 17 98 80 2 26 83 57 17
Students with Disabilities 10 60 50 40 4 62 58 38 7 62 54 38
Economically Disadvantaged 14 83 69 17 11 86 75 14 17 77 60 23
English Learners 7 73 66 27 2 80 77 20 10 65 56 35
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 24 84 60 16 27 84 57 16 19 82 63 18
Female 19 82 63 18 21 83 62 17 16 81 66 19
Male 29 86 57 14 32 85 53 15 22 83 61 17
American Indian < 100 < 0 < 100 < 0
Asian 64 100 36 0 40 93 53 7 47 87 40 13
Black 11 70 60 30 19 75 56 25 10 80 70 20
Hispanic 26 83 57 17 24 80 56 20 17 79 62 21
White 24 84 60 16 28 85 57 15 19 83 64 17
Two or more races 31 100 69 0 22 83 61 17 14 83 69 17
Students with Disabilities 7 51 44 49 11 50 39 50 3 36 33 64
Economically Disadvantaged 19 74 55 26 15 71 56 29 10 75 64 25
English Learners 10 74 65 26 10 56 46 44 4 54 50 46
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 31 88 58 12 33 87 54 13 24 86 62 14
Female 29 89 59 11 32 88 56 12 22 87 65 13
Male 32 88 56 12 35 87 52 13 26 85 59 15
American Indian < 100 < 0 < 100 < 0
Asian 46 92 46 8 69 100 31 0 27 100 73 0
Black 29 85 56 15 26 71 45 29 13 84 72 16
Hispanic 21 82 61 18 22 82 61 18 11 77 66 23
Native Hawaiian < 100 < 0 < 100 < 0
White 33 89 56 11 35 89 54 11 27 88 61 12
Two or more races 23 95 72 5 32 85 53 15 29 82 54 18
Students with Disabilities 5 50 45 50 4 47 43 53 6 50 44 50
Economically Disadvantaged 16 82 65 18 18 79 61 21 10 74 64 26
English Learners - 48 48 52 4 71 67 29 3 54 51 46
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 84 46 16 34 85 51 15 33 79 47 21
Female 36 84 48 16 32 84 52 16 31 79 48 21
Male 39 84 45 16 36 85 50 15 35 80 45 20
American Indian < 100 < 0 < < < < < < < <
Asian 55 91 36 9 58 95 37 5 63 94 31 6
Black 26 79 52 21 16 81 65 19 9 49 40 51
Hispanic 26 75 49 25 26 79 53 21 23 71 48 29
Native Hawaiian < 100 < 0 < 100 < 0
White 40 86 46 14 37 86 49 14 36 83 48 17
Two or more races 37 83 46 17 23 81 58 19 36 74 38 26
Students with Disabilities 12 50 38 50 15 53 38 47 8 43 35 57
Economically Disadvantaged 24 73 49 27 21 74 52 26 18 68 50 32
English Learners 13 66 53 34 23 75 52 25 15 64 49 36
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 94.46 State: 89.72 Division: 91.31 State: 88.34 Division: 92.19 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division132520
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten7872112
Kindergarten886915919
Grade 1970921921
Grade 2977991958
Grade 31,0431,0031,011
Grade 49991,0791,039
Grade 51,0291,0241,087
Grade 61,0161,0401,054
Grade 71,0331,0341,063
Grade 89911,0451,084
Grade 91,1241,0721,134
Grade 101,1101,0701,060
Grade 119871,0571,018
Grade 129601,0151,065
Total Students13,20313,33813,525
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 Students132031333813525
Female639565136608
Male680868256917
American Indian253129
Asian193206207
Black580578571
Hispanic192321072283
Native Hawaiian659
White992298209803
Two or more races554591623
Students with Disabilities164816961722
Not Students with Disabilities115551164211803
Economically Disadvantaged479240324528
Not Economically Disadvantaged841193068997
English Learners76510191021
Not English Learners124381231912504
Migrant1012
Homeless716997
Military Connected3639
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 579 416 19 4 50 19
State 50979 36013 2733 1046 5404 1786
Female Division 302 189 6 2 16 5
State 27837 15823 920 366 1922 656
Male Division 277 227 13 2 34 14
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 8 2 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 19 23 3 0 3 3
State 7955 11090 1111 244 1359 744
Hispanic Division 69 58 1 1 13 4
State 5086 5583 317 105 2172 323
White Division 465 319 15 3 34 10
State 30218 16420 1139 617 1589 596
Two or more races Division 18 13 0 0 0 2
State 2468 1542 87 58 163 73
Students with Disabilities Division 8 84 19 0 14 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 93 133 11 2 21 7
State 10704 17342 1680 460 2640 1096
English Learners Division 7 20 1 0 11 1
State 1418 3757 272 31 1847 115
Homeless Division 6 2 0 0 4 1
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1087101493.3102294504.6
Female52049795.650096.2163.1
Male56751791.252292.1346
American Indian0<100<10000
Asian10101001010000
Black514588.24690.235.9
Hispanic14612887.713290.4138.9
White84679994.480294.8344
Two or more races333193.93193.900
Students with Disabilities12711187.411288.21411
Economically Disadvantaged26723788.823989.5217.9
English Learners4028702972.51127.5
Homeless13861.5861.5430.8
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken266 / 6.36% - 197 / 4.61%
Advanced Placement Course Enrollment846 / 20.23% - 856 / 20.01%
Dual Enrollment470 / 11.24%646 / 15.33%660 / 15.43%
Governor’s School Enrollment35 / .84% - -
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 890 574 36
State 82482 57560 30
Female Division 452 320 29
State 41546 31230 25
Male Division 438 254 42
State 40936 26330 36
Asian Division 13 < 100
State 5492 4724 14
Black Division 46 29 37
State 18272 11640 36
Hispanic Division 96 48 50
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 705 470 33
State 46319 33154 28
Two or more races Division 28 17 39
State 3521 2499 29
Students with Disabilities Division 59 30 49
State 5986 3008 50
Economically Disadvantaged Division 216 107 50
State 23515 13119 44
English Learners Division 33 15 55
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 AssessmentsDivision27917797
 State413936233471
State LicensuresDivision433346
 State179019641412
Industry CertificationDivision119613731473
 State100544109590103892
Workplace ReadinessDivision799525638
 State307754231350242
Total Credentials EarnedDivision231721082254
 State137248157490159017
Students Earning One or More CredentialsDivision165916501573
 State109089126113127744
CTE CompletersDivision464573617
 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 208 357 239 66.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 185 329 212 64.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 257 452 290 64.2%
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
68 67.4 66.6

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
2014-20155,245.005,220.00543.00
2015-20165,607.005,263.00531.00
2016-20175,858.005,406.00560.00

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 Students120849353664171209994137441612021105741853512274979390491
Female5850480184213590143518421358405152182665998490191238
Male6234455182204619850619020361815422002696276489199253
American Indian21501183242420426102
Asian182711193115119220501881388
Black551402118547471520544471634519501927
Hispanic16841245653185412750561998155598921491707672
Native Hawaiian0000000000000000
White9158724271322896270428431186997883153858801697263367
Two or more races483351722518491824556452323583482415
Students with Disabilities14151547210414481857394153217479133149718779119
Economically Disadvantaged4032480223255439150321827841304982102634249522204277
English Learners79346181581247171710607515341059723130
Homeless13428182589301835105311647180452250
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 72
Offenses Against Staff 15
Weapons Offenses 11
Property Offenses <
All Other Offenses 26
Other Offenses Against Persons 183
Disorderly or Disruptive Behavior Offenses 286
Alcohol, Tobacco, and Other Drug Offenses 106
Technology Offenses 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

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 Indian0.2051.110.1890.660.2320.72
Asian1.3660.321.4620.491.5440.54
Black4.4088.394.3937.724.3337.59
Hispanic13.4667.7514.5657.7215.79711.57
Native Hawaiian0.0380.0450.160.037
White76.58877.8575.1576.8573.62474.32
Two or more races3.934.594.1966.44.4315.24
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 Indian0.2050.1890.232
Asian1.3661.4621.544
Black4.40812.54.3934.33333.33
Hispanic13.46618.7514.5658.3315.797
Native Hawaiian0.0380.0450.037
White76.58862.575.1583.3373.62466.67
Two or more races3.936.254.1968.334.431
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 Indian0.2050.1890.232
Asian1.3661.4621.544
Black4.4084.3934.333
Hispanic13.46614.56515.797
Native Hawaiian0.0380.0450.037
White76.58875.1573.624
Two or more races3.934.1964.431
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 33.9133.1732.63
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 27.0327.3530.03
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 75.9574.6573.3
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: 13.93 : 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: 12.38 : 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
Provisional6%6%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201645%52%1%2%
2016-201748%49%1%2%
2017-201847%50%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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