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Fredericksburg City Public Schools

General school information

Division: Fredericksburg City Public Schools
Address: 210 Ferdinand Street Fredericksburg, VA 22401
Superintendent: Dr. David G. Melton
Region: 3
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

ESSA

Every Student Succeeds Act


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

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 13 74 62 26 13 74 62 26 11 72 61 28
Female 12 75 63 25 12 75 63 25 11 73 63 27
Male 13 73 60 27 13 74 60 26 12 72 60 28
American Indian < < < < < < < < < 100 < 0
Asian 19 76 57 24 23 80 57 20 23 81 58 19
Black 3 62 58 38 4 58 55 42 4 61 57 39
Hispanic 9 70 61 30 9 71 62 29 5 65 60 35
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 90 66 10 22 91 68 9 21 88 66 12
Two or more races 20 80 60 20 16 84 68 16 10 76 67 24
Students with Disabilities 2 36 34 64 - 39 39 61 7 30 23 70
Economically Disadvantaged 5 62 57 38 5 58 54 42 3 59 56 41
English Learners 3 49 46 51 3 54 51 46 2 57 55 43
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 25 70 45 30 14 63 48 37 12 63 51 37
Female 24 66 42 34 14 62 47 38 10 60 50 40
Male 26 74 48 26 15 64 50 36 13 65 52 35
Asian < 100 < 0 36 64 27 36 8 77 69 23
Black 12 55 43 45 5 45 41 55 7 50 42 50
Hispanic 20 64 44 36 9 61 52 39 1 56 54 44
White 38 87 49 13 26 83 57 17 26 85 59 15
Two or more races < < < < 17 75 58 25 20 65 45 35
Students with Disabilities 5 25 20 75 - 44 44 56 7 30 23 70
Economically Disadvantaged 13 57 44 43 6 44 38 56 5 48 43 52
English Learners 7 56 49 44 3 49 46 51 2 61 59 39
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 13 74 61 26 15 77 62 23 8 71 64 29
Female 15 78 63 23 16 80 64 20 4 71 67 29
Male 11 71 60 29 14 74 60 26 11 72 60 28
Asian 23 85 62 15 < < < < < < < <
Black 3 60 57 40 9 65 56 35 2 61 59 39
Hispanic 9 70 60 30 8 71 63 29 7 56 49 44
White 24 89 65 11 26 90 64 10 14 94 80 6
Two or more races < 100 < 0 < 100 < 0 - 77 77 23
Students with Disabilities 5 19 14 81 - 50 50 50 10 34 24 66
Economically Disadvantaged 5 64 59 36 6 60 54 40 2 61 59 39
English Learners - 50 50 50 - 50 50 50 5 54 49 46
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 79 71 21 10 77 67 23 14 78 64 22
Female 6 81 75 19 8 79 71 21 19 83 65 17
Male 10 77 67 23 12 74 63 26 9 72 63 28
American Indian < 100 < 0 < < < < < 100 < 0
Asian 7 57 50 43 36 79 43 21 20 80 60 20
Black 2 72 71 28 - 59 59 41 2 67 64 33
Hispanic 2 73 71 27 5 68 63 32 9 78 69 22
White 18 94 76 6 18 96 78 4 24 85 61 15
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 47 47 53 - 39 39 61 - 17 17 83
Economically Disadvantaged 2 68 66 32 4 57 53 43 4 68 65 32
English Learners - 33 33 67 - 46 46 54 - 59 59 41
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 75 68 25 17 82 65 18 18 87 69 13
Female 8 75 68 25 13 79 67 21 17 88 71 12
Male 6 74 68 26 21 84 63 16 18 86 67 14
Asian < < < < < < < < 45 91 45 9
Black - 53 53 47 4 68 64 32 3 78 75 23
Hispanic 4 75 71 25 17 83 67 17 7 79 71 21
White 14 89 75 11 31 95 65 5 25 94 68 6
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 2 63 62 37 4 71 68 29 6 81 75 19
English Learners < < < < - 83 83 17 < < < <
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 73 63 27 10 75 65 25 7 72 65 28
Female 10 75 65 25 12 75 63 25 5 71 67 29
Male 11 71 60 29 8 74 66 26 9 73 64 27
American Indian < < < < < 100 < 0
Asian 15 69 54 31 22 89 67 11 < < < <
Black 1 61 60 39 2 58 56 42 3 61 58 39
Hispanic 4 70 66 30 11 76 65 24 2 72 70 28
White 24 90 66 10 16 89 73 11 15 85 69 15
Two or more races < < < < < < < < < < < <
Students with Disabilities - 43 43 57 - 27 27 73 - 24 24 76
Economically Disadvantaged 1 57 56 43 4 61 58 39 1 56 55 44
English Learners 3 50 47 50 8 58 50 42 - 54 54 46
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 18 81 63 19 18 76 58 24 12 71 59 29
Female 16 80 64 20 15 76 61 24 10 71 61 29
Male 19 81 62 19 21 76 55 24 14 70 56 30
American Indian < < < < < < < < < < < <
Asian 36 89 53 11 32 88 55 13 21 77 56 23
Black 6 70 64 30 7 63 56 37 6 61 55 39
Hispanic 11 78 67 22 15 74 59 26 9 70 61 30
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 33 93 60 7 30 90 60 10 20 81 60 19
Two or more races 23 88 65 13 15 81 67 19 3 76 73 24
Students with Disabilities 3 42 38 58 5 35 30 65 4 29 24 71
Economically Disadvantaged 8 71 63 29 8 63 55 37 4 59 54 41
English Learners 9 66 57 34 15 67 53 33 6 61 55 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 12 79 68 21 14 77 63 23 10 74 64 26
Female 7 73 65 27 11 75 64 25 6 72 67 28
Male 15 86 70 14 17 79 62 21 15 76 61 24
Asian < 100 < 0 < < < < 27 64 36 36
Black 4 66 62 34 1 64 63 36 3 60 57 40
Hispanic 8 83 75 17 12 68 56 32 2 71 68 29
White 23 92 69 8 29 93 64 7 19 91 72 9
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 40 40 60 - 24 24 76 - 39 39 61
Economically Disadvantaged 5 69 63 31 3 63 60 37 4 59 55 41
English Learners - 60 60 40 5 57 52 43 5 55 50 45
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 16 81 66 19 16 76 59 24 13 75 62 25
Female 13 84 71 16 15 77 62 23 7 77 70 23
Male 19 79 59 21 18 74 56 26 19 73 54 27
American Indian < < < < < 100 < 0
Asian 27 67 40 33 47 93 47 7 < < < <
Black 5 73 69 27 3 56 53 44 8 65 57 35
Hispanic 9 82 74 18 12 80 68 20 11 74 63 26
White 31 96 66 4 27 88 61 12 21 86 64 14
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 8 46 38 54 4 29 25 71 - 20 20 80
Economically Disadvantaged 7 69 62 31 6 63 57 37 3 58 55 42
English Learners 13 65 52 35 10 69 59 31 - 40 40 60
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 5 80 75 20 13 66 54 34 7 63 55 37
Female 4 77 73 23 6 68 61 32 7 65 58 35
Male 7 83 76 17 19 65 46 35 8 61 53 39
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < < < < 15 77 62 23
Black - 69 69 31 3 49 46 51 1 39 38 61
Hispanic - 71 71 29 14 64 50 36 8 80 73 20
White 10 90 80 10 21 87 66 13 13 71 59 29
Two or more races < < < < < < < < < < < <
Economically Disadvantaged - 67 67 33 6 47 41 53 3 52 50 48
English Learners < < < < 6 44 39 56 - 47 47 53
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 77 62 23 9 75 66 25 3 73 71 27
Female 16 75 59 25 8 77 70 23 2 73 71 27
Male 13 78 65 22 11 73 61 27 3 73 70 27
American Indian < 100 < 0
Asian 33 100 67 0 < < < < < < < <
Black - 61 61 39 3 62 59 38 - 66 66 34
Hispanic 4 73 69 27 10 69 59 31 2 66 64 34
Native Hawaiian < 100 < 0 < 100 < 0
White 33 91 58 9 18 88 70 13 8 89 81 11
Two or more races < 100 < 0 < 100 < 0 - 67 67 33
Students with Disabilities - 18 18 82 - 33 33 67 - 30 30 70
Economically Disadvantaged 2 67 65 33 2 60 58 40 - 63 63 37
English Learners 4 63 59 37 - 48 48 52 2 56 54 44
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 29 85 57 15 20 79 60 21 24 74 50 26
Female 29 85 56 15 14 79 65 21 24 76 53 24
Male 28 85 57 15 25 79 54 21 24 72 48 28
Asian < < < < < 100 < 0 < 100 < 0
Black 11 78 68 22 7 70 63 30 16 63 47 37
Hispanic 27 79 52 21 15 74 59 26 21 73 52 27
White 48 95 47 5 36 94 59 6 37 82 45 18
Two or more races < < < < 17 67 50 33 6 81 75 19
Students with Disabilities - 38 38 62 - 24 24 76 - 23 23 77
Economically Disadvantaged 12 74 62 26 8 71 63 29 13 64 51 36
English Learners 11 53 42 47 10 70 60 30 15 71 56 29
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 29 82 53 18 32 82 50 18 13 65 52 35
Female 27 85 58 15 31 80 49 20 14 64 51 36
Male 32 79 47 21 33 83 51 17 12 66 54 34
Asian < 100 < 0 60 90 30 10 33 83 50 17
Black 13 72 59 28 21 72 51 28 8 64 56 36
Hispanic 18 79 62 21 23 83 60 17 8 59 51 41
White 46 91 45 9 52 94 42 6 21 68 47 32
Two or more races < 100 < 0 17 75 58 25 6 65 59 35
Students with Disabilities - 50 50 50 5 41 36 59 3 25 22 75
Economically Disadvantaged 18 76 58 24 20 70 50 30 4 58 54 42
English Learners 13 78 65 22 34 87 53 13 11 79 68 21
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: 87.26 State: 89.72 Division: 82.7 State: 88.34 Division: 71.62 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division152918
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten195175185
Kindergarten298293340
Grade 1270297302
Grade 2283264274
Grade 3296267266
Grade 4298302273
Grade 5230293296
Grade 6245228278
Grade 7229254243
Grade 8210240242
Grade 9291263286
Grade 10264262231
Grade 11262248254
Grade 12206231240
Post Graduate401
Total Students3,5813,6173,711
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 Students358136173711
Female172317651800
Male185818521911
American Indian1589
Asian176202208
Black130612471218
Hispanic777841897
Native Hawaiian459
White110610931118
Two or more races197221252
Students with Disabilities336366391
Students without Disabilities324532513320
Economically Disadvantaged188318271742
Not Economically Disadvantaged169817901969
English Learners584645630
Not English Learners299729723081
Homeless99129151
Foster Care5614
Military Connected519499
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 121 87 6 4 34 7
State 50983 36022 2734 1046 5399 1777
Female Division 63 44 2 2 9 3
State 27838 15824 920 366 1921 654
Male Division 58 43 4 2 25 4
State 23145 20198 1814 680 3478 1123
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division 37 48 5 0 5 3
State 7955 11092 1113 243 1359 742
Hispanic Division 16 13 0 2 17 3
State 5086 5584 317 105 2171 325
White Division 60 22 1 1 11 1
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < < <
State 2468 1543 86 58 162 72
Students with Disabilities Division 0 10 6 0 4 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 37 39 4 4 17 3
State 10704 17348 1682 460 2637 1090
English Learners Division 4 4 0 0 16 0
State 1418 3759 272 31 1845 117
Homeless Division 2 4 0 2 2 0
State 232 695 90 42 302 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students25921482.621884.23413.1
Female12310988.611190.297.3
Male13610577.210778.72518.4
Asian0<<<<00
Black989091.89091.855.1
Hispanic512956.93160.81733.3
White968386.58487.51111.5
Two or more races0<<<<<<
Students with Disabilities2016801680420
Economically Disadvantaged1048076.98480.81716.3
English Learners24833.3833.31666.7
Homeless10660880220
Foster Care0<<<<<<
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken82 / 7.92%6 / .59%129 / 12.85%
Advanced Placement Course Enrollment138 / 13.32%6 / .59%165 / 16.43%
Dual Enrollment11 / 1.06%4 / .39%23 / 2.29%
Governor’s School Enrollment - - -
IB Course Enrollment - - 24 / 2.39%
Senior Enrolled in IB Program - - 8 / .8%
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 237 162 32
State 82483 57560 30
Female Division 142 100 30
State 41546 31230 25
Male Division 95 62 35
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 107 68 36
State 18272 11640 36
Hispanic Division 22 < 100
State 8548 5341 38
White Division 95 75 21
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 84 46 45
State 23516 13119 44
English Learners Division 24 14 42
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
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 91 186 137 73.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 101 212 152 71.7%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 81 174 125 71.8%
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
64.2 64.8 61.7

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20157,995.003,755.001,194.00
2015-20168,150.003,904.001,186.00
2016-20178,116.004,026.001,356.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students308720430682803072337
Female15308814911241508160
Male155711615771561564177
American Indian10183<<
Asian1495154615812
Black11888210831151052124
Hispanic631356866069792
Native Hawaiian<<<<<<
White1000659807497477
Two or more races106161532217832
Students with Disabilities261352646329359
Economically Disadvantaged158014415021991349224
English Learners449195524356163
Homeless9521973711541
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 24
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 14
Other Offenses Against Persons 235
Disorderly or Disruptive Behavior Offenses 309
Alcohol, Tobacco, and Other Drug Offenses 12
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4190.460.221
Asian4.9150.685.5851.31
Black36.4761.4234.47658.21
Hispanic21.69820.5523.25119.26
Native Hawaiian0.1120.1380.22
White30.8859.1330.21814.44
Two or more races5.5017.766.116.56
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4190.221
Asian4.9155.585
Black36.4710034.47650
Hispanic21.69823.251
Native Hawaiian0.1120.138
White30.88530.21850
Two or more races5.5016.11
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.4190.221
Asian4.9155.585
Black36.4734.476
Hispanic21.69823.251
Native Hawaiian0.1120.138
White30.88530.218
Two or more races5.5016.11
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 57.1957.0562.22
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced 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 46.948.5146.89
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 85.385.7185.04
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: 11.71 : 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 13.5 : 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

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - - 10.9% 15.8% 8% 3.2%
High Poverty - - 10.9% - 8% -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%2%
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
2015-201638%58%2%2%
2016-201738%58%2%2%
2017-201840%58%2%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students67%71%73%75%
Asian64%74%87%75%
Black60%62%60%75%
Hispanic61%65%63%75%
White82%86%81%75%
Economically Disadvantaged55%60%62%75%
English Learners52%58%53%75%
Students with Disabilities34%34%39%75%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students64%69%74%70%
Asian72%79%89%70%
Black53%59%60%70%
Hispanic57%63%64%70%
White79%83%81%70%
Economically Disadvantaged50%57%63%70%
English Learners52%58%57%70%
Students with Disabilities29%26%42%70%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student Group​Current Rate​
All Students72%
Asian85%
Black62%
Hispanic59%
White91%
Economically Disadvantaged60%
English Learners57%
Students with Disabilities34%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student Group​Growth English ReadingGrowth Mathematics
All Students71%65%
Asian64%74%
Black64%55%
Hispanic66%59%
White83%79%
Economically Disadvantaged61%52%
English Learners57%56%
Students with Disabilities46%41%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student Group​Current Rate​Annual Target​Long Term Goal​
All Students80%84%84%
Asian60%90%84%
Black84%82%84%
Hispanic70%81%84%
White84%86%84%
Economically Disadvantaged73%78%84%
English Learners48%65%84%
Students with Disabilities63%56%84%
Homeless58%--
Foster Care---

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students10%8%9%10%
Asian7%5%5%10%
Black11%9%9%10%
Hispanic12%9%9%10%
White7%7%9%10%
Economically Disadvantaged14%11%13%10%
English Learners10%7%8%10%
Students with Disabilities17%16%14%10%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress57%46%58%
English Learner Proficiency10%--
< = Results suppressed to protect student privacy​
— = Not applicable or no students​
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumerator​Denominator​Rate
English Learner Progress17631157%
English Learner Proficiency4344510%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian100%100%100%
Black99%99%99%
Hispanic99%100%98%
White99%99%99%
Economically Disadvantaged99%100%99%
Not Economically Disadvantaged99%99%98%
English Learners99%100%100%
Students with Disabilities98%100%99%
Students without Disabilities99%99%99%
Female99%100%99%
Male99%99%98%
Migrant---

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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