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Giles County Public Schools

General school information

Division: Giles County Public Schools
Address: 151 School Rd Pearisburg, VA 24134
Superintendent: Dr. Terry E. Arbogast II
Region: 7
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 13 79 66 21 15 81 66 19 15 80 65 20
Female 13 80 67 20 16 84 68 16 16 84 68 16
Male 12 77 65 23 15 78 63 22 14 77 63 23
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black - 53 53 47 5 48 43 52 5 70 65 30
Hispanic 14 77 64 23 15 95 80 5 29 86 57 14
White 13 79 66 21 15 81 66 19 15 80 65 20
Two or more races 12 81 69 19 26 79 53 21 - 68 68 32
Students with Disabilities 5 40 34 60 6 48 41 52 6 49 43 51
Students without Disabilities 14 85 71 15 17 87 70 13 17 86 69 14
Economically Disadvantaged 6 69 62 31 8 71 63 29 8 72 64 28
Not Economically Disadvantaged 18 87 69 13 21 89 68 11 22 88 67 12
English Learners < < < < < < < < < 100 < 0
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 77 62 23 14 71 57 29 12 68 56 32
Female 19 80 61 20 12 74 62 26 10 76 66 24
Male 13 74 62 26 16 68 52 32 14 61 47 39
Hispanic < 100 < 0 < 100 < 0 < < < <
White 16 77 61 23 14 71 57 29 12 70 58 30
Two or more races < < < < < < < < < < < <
Students with Disabilities 10 45 35 55 9 50 41 50 7 38 31 62
Students without Disabilities 16 82 65 18 15 76 60 24 13 75 61 25
Economically Disadvantaged 7 67 60 33 6 60 54 40 5 58 53 42
Not Economically Disadvantaged 21 84 63 16 25 86 61 14 21 80 59 20
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 15 75 60 25 24 83 59 17 12 80 68 20
Female 16 79 63 21 26 90 64 10 15 83 68 17
Male 14 70 57 30 22 77 55 23 9 76 67 24
Black < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 15 74 60 26 23 83 60 17 13 79 67 21
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 7 48 41 52 11 63 53 37 - 55 55 45
Students without Disabilities 16 79 63 21 26 86 60 14 14 85 70 15
Economically Disadvantaged 7 67 61 33 9 77 68 23 7 76 69 24
Not Economically Disadvantaged 24 82 59 18 34 87 53 13 19 85 66 15
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 18 76 57 24 22 80 59 20 25 82 57 18
Female 16 75 59 25 25 85 60 15 26 84 59 16
Male 20 76 55 24 19 76 57 24 25 80 55 20
White 19 76 57 24 22 81 58 19 26 82 56 18
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities - 31 31 69 10 50 40 50 8 60 52 40
Students without Disabilities 22 85 63 15 24 87 62 13 29 86 58 14
Economically Disadvantaged 10 71 61 29 9 75 66 25 10 70 60 30
Not Economically Disadvantaged 27 80 53 20 34 86 52 14 38 92 54 8
English Learners < 100 < 0 < 100 < 0
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 15 82 67 18 18 85 67 15 22 84 62 16
Female 13 88 75 12 15 87 72 13 27 87 59 13
Male 17 76 59 24 20 83 63 17 16 80 64 20
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 16 83 67 17 17 85 68 15 22 83 61 17
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 17 47 30 53 3 48 45 52 12 55 42 45
Students without Disabilities 14 90 75 10 21 93 72 7 24 90 66 10
Economically Disadvantaged 9 70 61 30 12 82 71 18 12 77 65 23
Not Economically Disadvantaged 20 93 73 7 24 88 64 13 33 91 57 9
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 11 84 73 16 16 83 68 17 17 79 63 21
Female 14 82 68 18 19 91 72 9 16 81 65 19
Male 8 86 78 14 12 76 63 24 18 78 60 22
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 11 84 73 16 16 85 70 15 17 80 63 20
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 27 27 73 7 45 38 55 - 42 42 58
Students without Disabilities 13 94 82 6 17 90 73 10 20 88 67 12
Economically Disadvantaged 2 71 69 29 8 71 63 29 10 70 60 30
Not Economically Disadvantaged 16 92 76 8 21 93 71 7 23 88 65 12
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 70 59 30 11 74 62 26 8 76 68 24
Female 13 72 59 28 11 73 62 27 7 78 71 22
Male 9 68 59 32 12 75 62 25 9 73 65 27
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 11 70 60 30 11 74 63 26 8 77 68 23
Two or more races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 3 24 22 76 11 39 29 61
Students without Disabilities 12 74 63 26 13 83 70 17 7 83 75 17
Economically Disadvantaged 5 58 53 42 6 58 52 42 8 65 58 35
Not Economically Disadvantaged 16 82 66 18 16 86 70 14 8 85 77 15
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 86 80 14 7 93 86 7 9 90 81 10
Female 5 86 81 14 8 93 86 7 13 94 82 6
Male 7 87 79 13 6 92 87 8 6 86 79 14
Asian < < < < < < < < < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 5 87 81 13 7 93 86 7 9 90 80 10
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 4 54 50 46 - 76 76 24 - 57 57 43
Students without Disabilities 6 91 85 9 7 95 87 5 11 94 83 6
Economically Disadvantaged 4 82 79 18 8 87 79 13 3 86 83 14
Not Economically Disadvantaged 7 88 81 12 6 95 89 5 13 92 79 8
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 75 59 25 19 79 61 21 13 76 63 24
Female 24 83 59 17 23 83 61 17 16 81 65 19
Male 8 68 60 32 15 76 61 24 10 70 60 30
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 15 75 60 25 18 79 61 21 14 75 62 25
Two or more races < < < < < 100 < 0 - 82 82 18
Students with Disabilities 4 26 22 74 4 23 19 77 - 38 38 63
Students without Disabilities 17 82 65 18 21 88 67 12 15 80 66 20
Economically Disadvantaged 9 64 56 36 12 67 55 33 8 64 57 36
Not Economically Disadvantaged 20 82 62 18 22 87 64 13 17 85 67 15
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 14 69 55 31 15 76 61 24 7 70 63 30
Female 22 76 55 24 17 79 62 21 7 79 72 21
Male 7 62 55 38 14 73 59 27 7 60 53 40
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 13 68 55 32 15 75 60 25 8 71 63 29
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 20 20 80 6 19 14 81 - 39 39 61
Students without Disabilities 15 74 59 26 17 87 70 13 8 76 67 24
Economically Disadvantaged 4 59 55 41 9 62 54 38 5 55 50 45
Not Economically Disadvantaged 24 78 55 22 20 85 65 15 9 82 74 18
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 17 80 63 20 22 83 61 17 19 81 62 19
Female 26 89 63 11 29 88 59 12 25 84 59 16
Male 9 73 64 27 16 79 63 21 13 79 66 21
Asian < < < < < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < < < < < 100 < 0
White 17 81 64 19 22 83 61 17 20 80 60 20
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 6 29 24 71 - 29 29 71 - 33 33 67
Students without Disabilities 18 89 70 11 25 90 65 10 20 85 64 15
Economically Disadvantaged 14 71 57 29 17 74 57 26 10 74 64 26
Not Economically Disadvantaged 18 85 67 15 25 88 64 12 25 87 61 13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 82 67 18 14 81 67 19 14 81 67 19
Female 14 85 71 15 13 85 71 15 14 84 70 16
Male 15 78 63 22 14 77 64 23 14 78 64 22
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 62 57 38 5 64 59 36 10 76 67 24
Hispanic 19 85 67 15 25 75 50 25 14 86 71 14
White 15 82 67 18 13 81 68 19 14 81 67 19
Two or more races 8 85 77 15 4 65 61 35 4 83 78 17
Students with Disabilities 6 46 40 54 7 51 44 49 6 47 41 53
Students without Disabilities 16 87 71 13 15 85 71 15 15 86 71 14
Economically Disadvantaged 8 73 65 27 8 72 65 28 6 73 66 27
Not Economically Disadvantaged 19 88 69 12 18 87 69 13 21 88 67 12
English Learners < < < < < < < < < < < <
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 23 88 65 12 11 81 69 19 13 73 61 27
Female 19 87 69 13 10 84 74 16 6 78 71 23
Male 26 89 62 11 12 78 65 22 19 70 51 30
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 23 88 65 12 11 81 70 19 12 74 62 26
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 20 70 50 30 6 58 52 42 3 38 34 62
Students without Disabilities 23 91 67 9 12 86 73 14 15 81 66 19
Economically Disadvantaged 15 82 68 18 8 72 64 28 7 67 60 33
Not Economically Disadvantaged 29 92 63 8 15 93 77 7 20 82 62 18
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 23 75 52 25 30 87 56 13 14 81 67 19
Female 23 77 55 23 28 90 62 10 14 84 70 16
Male 24 73 49 27 33 84 51 16 14 78 64 22
Black < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 24 75 51 25 31 87 56 13 15 80 65 20
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 11 46 36 54 17 61 44 39 - 57 57 43
Students without Disabilities 26 81 55 19 32 90 58 10 17 86 69 14
Economically Disadvantaged 13 67 54 33 17 83 66 17 6 76 70 24
Not Economically Disadvantaged 35 84 49 16 40 90 49 10 27 88 61 12
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 30 85 54 15 28 86 58 14 36 87 50 13
Female 32 89 57 11 31 88 57 12 36 87 51 13
Male 29 80 51 20 25 84 58 16 37 86 49 14
White 30 85 55 15 29 85 57 15 36 86 50 14
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 4 50 46 50 10 58 48 42 16 48 32 52
Students without Disabilities 36 92 56 8 32 92 60 8 40 94 54 6
Economically Disadvantaged 18 82 64 18 16 81 65 19 19 79 60 21
Not Economically Disadvantaged 43 88 44 12 40 90 51 10 51 93 43 7
English Learners < 100 < 0 < 100 < 0
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 90 77 10 14 82 68 18 14 81 68 19
Female 9 96 87 4 11 86 75 14 14 85 71 15
Male 19 85 65 15 17 78 61 22 13 78 64 22
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 15 91 76 9 13 83 70 17 14 82 68 18
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 13 67 53 33 3 55 52 45 6 55 48 45
Students without Disabilities 14 95 82 5 16 88 71 13 15 87 72 13
Economically Disadvantaged 11 83 71 18 8 78 69 22 5 70 65 30
Not Economically Disadvantaged 16 97 81 3 20 86 66 14 23 94 71 6
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 9 74 65 26 5 69 63 31 10 69 59 31
Female 7 73 66 27 2 75 73 25 9 75 66 25
Male 10 74 64 26 8 63 54 37 11 64 53 36
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 9 74 65 26 6 70 64 30 10 70 60 30
Two or more races < < < < < < < < < < < <
Students with Disabilities - 24 24 76 11 44 33 56 3 29 26 71
Students without Disabilities 11 84 73 16 4 74 69 26 12 79 67 21
Economically Disadvantaged 2 60 58 40 5 56 51 44 5 63 58 37
Not Economically Disadvantaged 13 83 70 17 5 79 73 21 15 75 60 25
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 4 70 67 30 2 68 66 32 4 76 72 24
Female 3 79 76 21 2 74 72 26 4 84 80 16
Male 4 64 61 36 1 63 61 38 4 66 61 34
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 4 71 67 29 2 70 68 30 4 77 72 23
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 33 33 67 - 26 26 74 14 39 25 61
Students without Disabilities 4 77 73 23 2 80 78 20 2 84 83 16
Economically Disadvantaged - 66 66 34 1 56 55 44 4 65 61 35
Not Economically Disadvantaged 8 77 68 23 2 80 78 20 4 86 82 14
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 83 75 17 7 83 76 17 9 87 78 13
Female 10 89 79 11 4 91 87 9 12 88 77 12
Male 7 78 72 22 9 75 66 25 7 87 80 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 8 83 75 17 7 82 75 18 9 87 78 13
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 41 41 59 - 70 70 30 - 62 62 38
Students without Disabilities 9 89 80 11 7 83 76 17 10 90 80 10
Economically Disadvantaged 3 74 71 26 1 72 71 28 2 81 78 19
Not Economically Disadvantaged 12 88 77 12 11 90 79 10 15 93 78 7
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 84 77 16 6 83 77 17 6 83 77 17
Female 8 89 81 11 8 80 72 20 7 82 75 18
Male 5 78 73 22 4 86 82 14 6 84 79 16
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 7 84 77 16 5 84 78 16 7 82 76 18
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 86 79 14 6 84 78 16 7 85 78 15
Economically Disadvantaged 2 71 69 29 - 77 77 23 - 75 75 25
Not Economically Disadvantaged 9 90 81 10 9 86 77 14 11 90 79 10
English Learners < < < < < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 88 71 12 27 95 69 5 23 89 67 11
Female 16 89 72 11 30 98 69 2 25 92 67 8
Male 19 88 69 13 22 90 68 10 20 87 67 13
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 87 70 13 24 95 71 5 21 89 68 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Students without Disabilities 18 89 71 11 27 96 69 4 23 89 66 11
Economically Disadvantaged 15 78 63 22 14 95 82 5 14 83 69 17
Not Economically Disadvantaged 18 91 73 9 30 95 65 5 26 92 66 8
English Learners < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 86 73 14 13 86 73 14 16 89 73 11
Female 12 86 74 14 12 85 73 15 12 89 77 11
Male 13 86 73 14 14 87 73 13 20 89 68 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 93 93 7 9 73 64 27 < < < <
Hispanic 18 71 53 29 13 94 81 6 14 93 79 7
White 13 86 73 14 13 86 73 14 16 89 73 11
Two or more races 12 76 65 24 31 92 62 8 7 87 80 13
Students with Disabilities 3 55 53 45 3 48 45 52 6 55 49 45
Students without Disabilities 14 90 76 10 14 91 77 9 17 93 76 7
Economically Disadvantaged 8 77 69 23 6 77 70 23 7 81 74 19
Not Economically Disadvantaged 16 92 76 8 17 92 75 8 22 94 72 6
English Learners < < < < < < < < < 100 < 0
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 24 83 59 17 26 89 63 11 31 89 58 11
Female 21 80 60 20 25 88 63 13 24 89 64 11
Male 27 85 59 15 26 90 64 10 36 89 53 11
White 25 84 59 16 25 88 63 12 31 88 57 12
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 7 54 46 46 10 58 48 42 12 60 48 40
Students without Disabilities 27 89 62 11 29 95 66 5 34 94 60 6
Economically Disadvantaged 14 78 64 22 13 84 72 16 13 83 70 17
Not Economically Disadvantaged 33 88 54 12 38 93 55 7 45 93 48 7
English Learners < 100 < 0 < 100 < 0
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 78 70 22 6 74 67 26 6 80 74 20
Female 7 76 69 24 5 67 62 33 4 81 77 19
Male 8 79 71 21 7 80 73 20 7 78 71 22
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 7 79 72 21 6 74 68 26 6 81 75 19
Two or more races < < < < < < < < < < < <
Students with Disabilities - 42 42 58 - 28 28 72 7 52 45 48
Students without Disabilities 8 83 74 17 7 82 75 18 5 85 80 15
Economically Disadvantaged 4 67 63 33 3 57 54 43 5 69 64 31
Not Economically Disadvantaged 11 89 78 11 9 86 77 14 6 89 83 11
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 89 80 11 8 85 77 15 19 90 71 10
Female 9 91 81 9 6 91 85 9 17 91 74 9
Male 9 88 79 12 10 78 68 22 20 89 68 11
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 9 89 80 11 8 84 76 16 19 90 71 10
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 4 67 63 33 - 40 40 60 - 60 60 40
Students without Disabilities 10 92 82 8 9 91 82 9 21 93 72 7
Economically Disadvantaged 6 83 77 17 3 77 74 23 10 86 76 14
Not Economically Disadvantaged 11 92 82 8 11 89 78 11 26 93 67 7
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 95 80 5 8 99 91 1 18 100 82 0
Female 8 94 86 6 12 100 88 0 13 100 87 0
Male 28 97 69 3 - 96 96 4 30 100 70 0
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 95 79 5 7 99 92 1 16 100 84 0
Two or more races < 100 < 0 < 100 < 0
Students without Disabilities 16 95 80 5 8 99 91 1 18 100 82 0
Economically Disadvantaged 21 95 74 5 17 92 75 8 5 100 95 0
Not Economically Disadvantaged 14 95 81 5 6 100 94 0 22 100 78 0
English Learners < 100 < 0 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 89 78 11 17 95 78 5 11 91 80 9
Female 14 90 76 10 16 91 75 9 7 88 81 12
Male 8 88 80 12 19 99 80 1 15 95 79 5
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 11 89 78 11 18 95 77 5 11 91 80 9
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 61 61 39 - 92 92 8 - 50 50 50
Students without Disabilities 13 94 81 6 19 95 77 5 12 96 84 4
Economically Disadvantaged 5 80 75 20 6 91 86 9 3 83 81 17
Not Economically Disadvantaged 15 95 80 5 26 98 72 2 15 95 80 5
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 22 87 65 13 24 91 67 9 27 88 61 12
Female 18 85 67 15 22 90 68 10 22 85 63 15
Male 27 90 63 10 25 92 67 8 31 90 60 10
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 8 77 69 23 - 70 70 30 33 92 58 8
Hispanic 33 100 67 0 38 92 54 8 55 100 45 0
White 22 87 65 13 24 92 68 8 26 87 62 13
Two or more races 47 100 53 0 13 100 87 0 < 100 < 0
Students with Disabilities 6 54 47 46 10 70 60 30 8 66 59 34
Students without Disabilities 25 92 67 8 25 94 68 6 29 91 62 9
Economically Disadvantaged 17 82 66 18 17 85 68 15 18 81 63 19
Not Economically Disadvantaged 26 91 64 9 28 95 67 5 33 93 60 7
English Learners < 100 < 0 < 100 < 0 < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 83 67 17 9 90 80 10 23 87 65 13
Female 7 79 72 21 8 83 75 17 20 84 64 16
Male 25 87 62 13 11 94 84 6 27 92 66 8
American Indian < 100 < 0
Asian < < < < < < < <
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 14 82 68 18 9 91 82 9 22 87 65 13
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities - 48 48 52 - 71 71 29 - 83 83 17
Students without Disabilities 19 88 70 12 10 91 81 9 24 88 63 12
Economically Disadvantaged 10 77 67 23 7 85 78 15 13 78 65 22
Not Economically Disadvantaged 19 86 67 14 10 92 81 8 28 93 65 7
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 11 86 75 14 21 92 71 8 21 88 67 12
Female 10 86 76 14 20 94 74 6 15 83 69 17
Male 13 86 74 14 22 91 68 9 28 94 66 6
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 11 86 75 14 21 92 70 8 20 88 68 12
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 52 52 48 - 81 81 19 5 65 60 35
Students without Disabilities 13 91 78 9 23 93 70 7 23 91 68 9
Economically Disadvantaged 9 82 73 18 13 88 75 13 11 77 67 23
Not Economically Disadvantaged 12 89 77 11 27 95 68 5 27 95 68 5
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 21 99 78 1 21 97 75 3 40 94 55 6
Female 19 100 81 0 13 95 82 5 32 96 64 4
Male 23 97 74 3 35 100 65 0 46 93 46 7
Hispanic < 100 < 0 < 100 < 0
White 20 98 78 2 22 97 75 3 40 94 54 6
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Students without Disabilities 21 99 78 1 22 97 75 3 40 94 55 6
Economically Disadvantaged 25 100 75 0 31 94 63 6 31 92 62 8
Not Economically Disadvantaged 20 98 79 2 18 98 80 2 43 95 53 5
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 100 79 0 12 98 86 2 8 92 85 8
Female 25 100 75 0 5 95 90 5 < < < <
Male 19 100 81 0 17 100 83 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 22 100 78 0 10 97 87 3 8 92 85 8
Students without Disabilities 21 100 79 0 12 98 86 2 8 92 85 8
Economically Disadvantaged < 100 < 0 8 100 92 0 < 100 < 0
Not Economically Disadvantaged 26 100 74 0 13 97 83 3 < < < <
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 20 85 65 15 17 85 67 15 16 81 65 19
Female 14 80 66 20 23 86 63 14 11 79 68 21
Male 26 90 64 10 10 83 72 17 21 84 62 16
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 21 85 65 15 18 85 67 15 16 81 66 19
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 3 44 41 56 8 42 33 58 3 53 50 47
Students without Disabilities 23 93 70 7 18 91 73 9 19 88 69 12
Economically Disadvantaged 7 75 67 25 7 72 65 28 6 74 68 26
Not Economically Disadvantaged 28 92 63 8 25 93 69 7 26 88 62 12
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 48 92 44 8 59 96 36 4 45 91 46 9
Female 47 91 44 9 54 97 43 3 46 92 46 8
Male 49 93 44 7 65 95 30 5 44 90 46 10
Black < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 47 91 45 9 60 96 36 4 44 91 47 9
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 24 76 52 24 20 80 60 20 17 72 55 28
Students without Disabilities 52 95 43 5 64 98 34 2 51 95 44 5
Economically Disadvantaged 36 89 53 11 44 91 47 9 37 89 52 11
Not Economically Disadvantaged 61 95 34 5 71 100 29 0 57 94 37 6
English Learners < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 85.98 State: 89.72 Division: 87.72 State: 88.34 Division: 85.26 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten08489
Kindergarten171197193
Grade 1178181200
Grade 2162168164
Grade 3172170160
Grade 4154167167
Grade 5184160170
Grade 6167184158
Grade 7183168182
Grade 8231191186
Grade 9197217179
Grade 10212189216
Grade 11198211172
Grade 12192197212
Total Students2,4012,4842,448
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 Students240124842448
Female116211961198
Male123912881250
American Indian533
Asian863
Black363233
Hispanic373836
Native Hawaiian3
White227123652337
Two or more races414036
Students with Disabilities345389391
Students without Disabilities205620952057
Economically Disadvantaged104711201265
Not Economically Disadvantaged135413641183
English Learners799
Not English Learners239424752439
Homeless9184
Foster Care7126
Military Connected432
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 54 124 12 0 14 1
State 50983 36022 2734 1046 5399 1777
Female Division 33 42 7 0 4 0
State 27838 15824 920 366 1921 654
Male Division 21 82 5 0 10 1
State 23145 20198 1814 680 3478 1123
Black Division < < < < < <
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 50 118 11 0 12 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 19 12 0 4 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 11 49 8 0 10 0
State 10704 17348 1682 460 2637 1090
Homeless Division < < < < 0 <
State 232 695 90 42 302 61
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 Students20519092.719092.7146.8
Female868295.38295.344.7
Male11910890.810890.8108.4
Black0<<<<<<
Hispanic0<100<10000
White19217993.217993.2126.3
Two or more races0<<<<<<
Students with Disabilities353188.63188.6411.4
Economically Disadvantaged786887.26887.21012.8
Homeless0<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 Taken4 / .5% - -
Advanced Placement Course Enrollment4 / .5% - -
Dual Enrollment238 / 29.79%247 / 30.91%255 / 31.33%
Governor's School Enrollment19 / 2.38%20 / 2.5%20 / 2.46%
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 157 103 34
State 82483 57560 30
Female Division 82 55 33
State 41546 31230 25
Male Division 75 48 36
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 149 97 35
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 14 < 100
State 5986 3008 50
Economically Disadvantaged Division 49 27 45
State 23516 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
State LicensuresDivision221816
 State244022791881
Industry CertificationDivision390385372
 State99894109275104601
Workplace ReadinessDivision2910267
 State307754231350241
Total Credentials EarnedDivision441505455
 State137248157490160248
Students Earning One or More CredentialsDivision319375339
 State109089126113128672
CTE CompletersDivision10914190
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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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 12 14 5 35.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
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
64.9 65.7 64.3

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
2014-20153,060.006,276.00732.00
2015-20163,095.006,362.00946.00
2016-20173,184.006,044.001,057.00

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 Students205532120493312092291
Female10131559861571012142
Male104216610631741080149
American Indian<<<<<<
Asian110<<<<
Black298315256
Hispanic352391362
Native Hawaiian<<
White193030719333201988277
Two or more races424355346
Students with Disabilities273732829532376
Economically Disadvantaged865213922236937210
English Learners<<<<<<
Homeless<<65104
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 Staff 19
Weapons Offenses 13
Property Offenses 10
All Other Offenses <
Other Offenses Against Persons 90
Disorderly or Disruptive Behavior Offenses 124
Alcohol, Tobacco, and Other Drug Offenses 45
Offenses Against Student 47
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2080.1210.43
Asian0.3330.242
Black1.4992.871.2881.74
Hispanic1.5410.961.530.87
Native Hawaiian0.125
White94.58693.395.20996.52
Two or more races1.7082.871.610.43
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

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 Indian0.2080.121
Asian0.3330.242
Black1.4991.288
Hispanic1.5411.53
Native Hawaiian0.125
White94.58695.209100
Two or more races1.7081.61
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 Indian0.2080.121
Asian0.3330.242
Black1.4991.288
Hispanic1.5411.53
Native Hawaiian0.125
White94.58610095.209100
Two or more races1.7081.61
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 44.5846.2846.94
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 37.8137.9140.32
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 71.8769.368.12
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.78 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.02 : 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

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 - 1.1% 5.5% 4.4% 3.9% 2.2%
High Poverty - - - - - -
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 Education3%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
2015-201661%36%0%3%
2016-201761%35%0%4%
2017-201861%36%0%3%
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 GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students81%80%73%75%
Asian<64%87%75%
Black65%54%60%75%
Hispanic86%83%63%75%
White81%80%81%75%
Economically Disadvantaged72%70%62%75%
English Learners<71%53%75%
Students with Disabilities50%44%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 GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students80%81%74%70%
Asian<82%89%70%
Black71%63%60%70%
Hispanic76%79%64%70%
White81%81%81%70%
Economically Disadvantaged72%73%63%70%
English Learners<77%57%70%
Students with Disabilities45%45%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 GroupCurrent Rate
All Students86%
Asian-
Black<
Hispanic<
White86%
Economically Disadvantaged77%
English Learners<
Students with Disabilities58%

< = 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 GroupGrowth English ReadingGrowth Mathematics
All Students81%81%
Asian<<
Black75%92%
Hispanic90%82%
White81%81%
Economically Disadvantaged74%75%
English Learners<<
Students with Disabilities58%55%

< = 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 GroupCurrent RateAnnual TargetLong Term Goal
All Students82%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White82%86%84%
Economically Disadvantaged72%78%84%
English Learners<65%84%
Students with Disabilities51%56%84%
Homeless<--
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 GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students12%13%9%10%
Asian<-5%10%
Black19%18%9%10%
Hispanic5%4%9%10%
White12%13%9%10%
Economically Disadvantaged18%19%13%10%
English Learners<8%8%10%
Students with Disabilities19%22%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 Progress<46%58%
English Learner Proficiency<--
< = 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 LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian<<-
Black94%100%<
Hispanic100%94%<
White99%99%98%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged99%99%99%
English Learners<<<
Students with Disabilities94%96%92%
Students without Disabilities100%100%99%
Female99%99%98%
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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