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Gloucester County Public Schools

General school information

Division: Gloucester County Public Schools
Division Number: 36
Address: 6099 T.C. Walker Road Gloucester, VA 23061
Superintendent: Dr. Walter Clemons
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.

Accreditation

Accreditation

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

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Abingdon ElementaryAccredited
Achilles ElementaryAccredited
Bethel ElementaryAccredited
Botetourt ElementaryAccredited
Petsworth ElementaryAccredited
Middle Schools
Page MiddleAccredited
Peasley MiddleAccredited
High Schools
Gloucester HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 16 65 81 19 15 67 81 19
Female 20 66 85 15 18 66 84 16 18 66 84 16
Male 14 64 78 22 13 65 78 22 12 67 79 21
American Indian < < < < < < < < < < < <
Asian 12 76 88 12 7 86 93 7 18 73 91 9
Black 8 67 75 25 7 59 66 34 6 68 73 27
Hispanic 14 68 82 18 15 59 75 25 16 66 81 19
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 64 82 18 16 67 83 17 15 67 82 18
Two or more races 17 66 83 17 18 59 77 23 17 65 83 17
Students with Disabilities 10 31 41 59 6 38 44 56 4 37 41 59
Students without Disabilities 18 69 87 13 17 69 86 14 16 71 87 13
Economically Disadvantaged 12 61 73 27 9 62 72 28 11 62 73 27
Not Economically Disadvantaged 20 68 87 13 20 67 87 13 18 70 88 12
English Learners 13 56 69 31 - 59 59 41 3 66 69 31
Homeless < < 100 0 < < < < < < < <
Military Connected 22 65 88 12 18 71 89 11
Foster Care < < 100 0 < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22 17 58 75 25 14 65 79 21
Female 22 59 80 20 21 55 76 24 17 66 83 17
Male 17 59 76 24 14 60 74 26 12 64 76 24
American Indian < < 100 0 < < < < < < < <
Asian < < < < < < 100 0
Black 5 76 81 19 4 52 57 43 4 74 78 22
Hispanic 20 73 93 7 19 58 77 23 17 60 77 23
White 19 57 77 23 18 59 77 23 15 65 80 20
Two or more races 27 60 87 13 9 55 64 36 15 64 79 21
Students with Disabilities 5 36 41 59 2 37 39 61 10 40 50 50
Students without Disabilities 21 62 83 17 19 61 80 20 15 69 83 17
Economically Disadvantaged 13 55 68 32 11 54 65 35 11 56 67 33
Not Economically Disadvantaged 24 62 86 14 22 60 82 18 17 72 88 12
English Learners < < < < < < < < < < < <
Military Connected 15 64 79 21 13 77 90 10
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 54 80 20 21 62 83 17 18 62 80 20
Female 27 54 81 19 22 63 85 15 20 61 81 19
Male 25 54 79 21 19 61 81 19 17 63 80 20
American Indian < < 100 0 < < 100 0 < < < <
Black 15 69 85 15 4 67 71 29 17 48 65 35
Hispanic 19 57 76 24 50 50 100 0 17 66 83 17
Native Hawaiian < < 100 0 < < 100 0
White 27 53 80 20 20 63 83 17 19 62 82 18
Two or more races 30 50 80 20 25 57 82 18 12 61 73 27
Students with Disabilities 6 25 31 69 6 48 54 46 2 34 36 64
Students without Disabilities 29 58 87 13 23 64 87 13 21 66 88 12
Economically Disadvantaged 20 51 70 30 11 64 75 25 13 60 73 27
Not Economically Disadvantaged 31 56 87 13 28 61 88 12 23 63 86 14
English Learners < < < < < < 100 0 < < < <
Military Connected 30 62 92 8 25 68 92 8
Foster Care < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 61 84 16 27 54 81 19 27 58 85 15
Female 27 58 85 15 29 54 82 18 31 56 87 13
Male 18 64 82 18 25 55 79 21 24 60 84 16
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 18 55 73 27 17 67 83 17 12 68 80 20
Hispanic 24 60 84 16 22 52 74 26 47 47 95 5
Native Hawaiian < < 100 0
White 24 60 84 16 27 55 82 18 27 57 84 16
Two or more races 16 72 88 12 31 38 69 31 26 63 89 11
Students with Disabilities 10 33 43 58 7 29 36 64 6 45 51 49
Students without Disabilities 24 64 88 12 30 58 88 12 30 60 90 10
Economically Disadvantaged 17 59 76 24 17 54 71 29 19 56 75 25
Not Economically Disadvantaged 27 62 89 11 33 54 88 12 34 59 93 7
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < <
Military Connected 30 57 88 13 32 64 95 5
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 81 19 15 67 81 19 16 66 82 18
Female 23 66 89 11 19 64 83 17 20 67 86 14
Male 19 55 74 26 10 70 80 20 12 66 78 22
American Indian < < < < < < 100 0
Black 7 66 72 28 9 64 73 27 4 67 70 30
Hispanic 5 68 74 26 10 57 67 33 9 64 73 27
White 23 59 83 17 15 68 83 17 16 67 83 17
Two or more races 18 59 76 24 19 62 81 19 28 59 86 14
Students with Disabilities 16 28 44 56 5 45 50 50 2 31 33 67
Students without Disabilities 21 65 86 14 16 70 86 14 18 72 90 10
Economically Disadvantaged 13 59 72 28 6 66 73 27 12 64 75 25
Not Economically Disadvantaged 26 61 87 13 21 67 88 12 19 68 87 13
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0
Military Connected 35 55 90 10 20 70 89 11
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 84 16 13 66 80 20 14 67 80 20
Female 19 70 89 11 15 72 87 13 19 65 84 16
Male 10 70 80 20 12 61 73 27 8 69 76 24
Asian < < < < < < < < < < 100 0
Black 7 78 85 15 7 60 67 33 - 70 70 30
Hispanic 17 72 89 11 5 60 65 35 15 69 85 15
White 15 69 84 16 15 67 82 18 14 66 80 20
Two or more races 9 74 83 17 11 68 79 21 18 68 86 14
Students with Disabilities 13 29 42 58 10 29 39 61 7 41 49 51
Students without Disabilities 14 75 89 11 14 72 86 14 15 70 84 16
Economically Disadvantaged 10 64 74 26 8 60 69 31 11 61 73 27
Not Economically Disadvantaged 17 73 90 10 17 70 87 13 16 71 87 13
English Learners < < < < < < < < < < < <
Military Connected 14 73 86 14 15 67 83 17
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 11 68 78 22 6 64 70 30
Female 16 63 79 21 15 71 86 14 7 71 79 21
Male 8 61 70 30 7 65 72 28 4 58 62 38
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 10 48 59 41 10 33 43 57 - 58 58 42
Hispanic - 73 73 27 4 63 67 33 5 58 63 37
Native Hawaiian < < 100 0
White 12 63 75 25 11 70 82 18 6 65 71 29
Two or more races 10 45 55 45 5 77 82 18 6 67 72 28
Students with Disabilities 8 21 29 71 8 31 38 62 4 25 29 71
Students without Disabilities 12 68 80 20 11 72 83 17 6 70 76 24
Economically Disadvantaged 6 56 62 38 7 62 69 31 3 55 58 42
Not Economically Disadvantaged 15 66 81 19 13 71 84 16 8 71 79 21
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected 3 84 88 13 3 73 75 25
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 86 91 9 6 84 90 10 7 85 92 8
Female 6 89 95 5 8 85 92 8 10 81 91 9
Male 4 83 88 12 5 83 88 12 5 88 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black - 76 76 24 - 75 75 25 3 86 90 10
Hispanic - 82 82 18 5 75 80 20 - 95 95 5
White 6 86 92 8 6 86 92 8 8 84 91 9
Two or more races 6 94 100 0 22 72 94 6 12 88 100 0
Students with Disabilities 13 49 62 38 3 53 56 44 - 43 43 57
Students without Disabilities 4 90 95 5 6 87 94 6 8 88 96 4
Economically Disadvantaged 3 88 91 9 2 81 83 17 3 86 89 11
Not Economically Disadvantaged 6 85 91 9 8 85 94 6 9 84 93 7
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected 18 77 95 5 6 87 94 6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 59 76 24 17 61 78 22 21 54 75 25
Female 24 60 84 16 21 66 87 13 27 53 80 20
Male 12 58 69 31 14 57 70 30 15 55 70 30
American Indian < < 100 0 < < 100 0 < < < <
Asian 30 60 90 10 < < 100 0 < < < <
Black 11 57 67 33 9 45 55 45 4 65 68 32
Hispanic 15 70 85 15 10 66 76 24 21 58 79 21
Native Hawaiian < < 100 0
White 18 58 76 24 18 62 80 20 23 52 75 25
Two or more races 13 70 83 17 13 69 82 18 11 63 74 26
Students with Disabilities 9 22 32 68 9 26 34 66 2 23 25 75
Students without Disabilities 18 63 82 18 18 65 83 17 23 58 81 19
Economically Disadvantaged 9 54 63 37 9 58 68 32 13 53 66 34
Not Economically Disadvantaged 21 61 82 18 21 63 84 16 25 55 80 20
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < <
Military Connected 15 62 77 23 16 57 73 27
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 52 66 34 13 58 71 29 11 50 61 39
Female 19 56 75 25 19 63 82 18 17 55 71 29
Male 10 49 59 41 8 53 61 39 6 47 52 48
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 14 29 43 57 15 33 48 52 - 58 58 42
Hispanic 8 67 75 25 5 70 75 25 25 40 65 35
Native Hawaiian < < 100 0
White 14 53 67 33 14 58 73 27 12 51 62 38
Two or more races 15 45 60 40 5 67 71 29 6 50 56 44
Students with Disabilities 6 13 19 81 8 16 24 76 2 15 17 83
Students without Disabilities 15 57 73 27 14 63 77 23 12 56 68 32
Economically Disadvantaged 7 45 52 48 9 50 59 41 6 45 51 49
Not Economically Disadvantaged 19 56 75 25 16 62 78 22 14 55 69 31
Homeless < < < <
Military Connected 9 59 69 31 8 48 55 45
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 66 86 14 21 66 87 13 29 57 86 14
Female 29 64 93 7 22 70 92 8 35 52 88 12
Male 13 67 80 20 21 61 82 18 23 62 85 15
Asian < < < < < < 100 0 < < 100 0
Black 8 73 81 19 4 57 61 39 6 71 77 23
Hispanic < < 100 0 14 62 76 24 17 74 91 9
White 22 63 85 15 23 67 90 10 32 54 86 14
Two or more races 12 85 97 3 22 72 94 6 18 76 94 6
Students with Disabilities 13 33 46 54 9 39 48 52 3 32 34 66
Students without Disabilities 21 70 91 9 23 68 91 9 31 60 91 9
Economically Disadvantaged 12 67 78 22 9 71 80 20 20 61 82 18
Not Economically Disadvantaged 23 65 89 11 27 63 91 9 33 55 88 12
English Learners < < 100 0 < < < < < < 100 0
Military Connected 25 65 90 10 26 68 94 6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 17 64 81 19 15 71 86 14
Female 18 67 85 15 19 65 84 16 15 73 89 11
Male 16 63 79 21 15 63 78 22 15 70 84 16
American Indian < < < < < < < < < < < <
Asian 42 47 89 11 45 45 90 10 23 69 92 8
Black 10 62 72 28 10 59 69 31 9 72 81 19
Hispanic 17 67 84 16 17 61 78 22 17 69 86 14
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 17 65 83 17 17 65 82 18 15 72 87 13
Two or more races 13 65 79 21 19 59 77 23 15 69 84 16
Students with Disabilities 8 39 47 53 6 35 41 59 7 49 56 44
Students without Disabilities 18 68 86 14 18 68 86 14 16 74 91 9
Economically Disadvantaged 11 64 76 24 12 61 73 27 10 71 81 19
Not Economically Disadvantaged 20 66 86 14 20 65 85 15 18 72 90 10
English Learners 19 62 81 19 12 45 58 42 - 77 77 23
Homeless < < < < < < < <
Military Connected 21 64 85 15 17 74 91 9
Foster Care < < 100 0 < < 100 0
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 68 87 13 20 60 79 21 21 70 91 9
Female 18 66 84 16 19 60 79 21 20 70 90 10
Male 18 71 89 11 20 60 80 20 22 70 92 8
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 14 71 86 14 4 57 61 39 15 74 89 11
Hispanic 7 93 100 0 26 55 81 19 17 73 90 10
White 19 67 86 14 21 61 81 19 22 71 93 7
Two or more races 21 62 83 17 15 55 70 30 24 59 82 18
Students with Disabilities 7 33 40 60 7 35 43 57 12 50 62 38
Students without Disabilities 20 73 92 8 21 63 85 15 22 73 95 5
Economically Disadvantaged 9 72 81 19 16 55 71 29 14 75 89 11
Not Economically Disadvantaged 26 65 91 9 22 63 85 15 26 66 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected 15 72 87 13 27 67 94 6
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 51 90 10 33 55 88 12 25 63 88 12
Female 39 49 88 12 31 56 88 12 23 67 90 10
Male 41 52 93 7 34 54 88 12 27 59 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Black 31 62 92 8 25 58 83 17 17 61 78 22
Hispanic 41 45 86 14 44 56 100 0 23 63 86 14
Native Hawaiian < < 100 0 < < 100 0
White 42 49 91 9 33 54 87 13 27 64 90 10
Two or more races 27 60 87 13 21 64 86 14 19 56 75 25
Students with Disabilities 10 53 63 37 10 42 52 48 2 54 56 44
Students without Disabilities 44 50 94 6 35 57 93 7 29 65 94 6
Economically Disadvantaged 28 60 88 12 23 58 81 19 15 69 84 16
Not Economically Disadvantaged 48 44 92 8 39 53 93 7 34 58 91 9
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 33 56 89 11 25 68 92 8
Foster Care < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 55 89 11 39 47 86 14 28 64 92 8
Female 35 55 90 10 41 45 86 14 29 64 92 8
Male 32 55 88 12 37 49 85 15 28 64 92 8
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 27 59 86 14 38 50 88 13 24 68 92 8
Hispanic 44 48 92 8 39 39 78 22 47 53 100 0
Native Hawaiian < < 100 0
White 33 56 89 11 39 48 87 13 28 64 92 8
Two or more races 32 52 84 16 44 34 78 22 22 70 93 7
Students with Disabilities 10 35 45 55 4 35 38 62 10 58 67 33
Students without Disabilities 37 57 94 6 45 49 94 6 31 65 96 4
Economically Disadvantaged 26 58 84 16 30 49 79 21 19 69 88 13
Not Economically Disadvantaged 39 53 93 7 45 46 91 9 35 60 96 4
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < <
Military Connected 45 48 93 7 30 65 95 5
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 67 85 15 17 69 86 14 10 70 80 20
Female 18 74 92 8 20 67 87 13 9 72 81 19
Male 19 61 79 21 14 71 86 14 11 69 80 20
American Indian < < 100 0 < < 100 0
Black 7 66 72 28 18 59 77 23 9 65 74 26
Hispanic 16 63 79 21 14 67 81 19 10 60 70 30
White 20 67 87 13 16 72 88 12 10 73 83 17
Two or more races 6 82 88 12 26 56 81 19 6 61 67 33
Students with Disabilities 9 51 60 40 7 43 50 50 4 38 42 58
Students without Disabilities 20 69 89 11 18 73 91 9 11 77 89 11
Economically Disadvantaged 10 72 82 18 10 68 77 23 12 59 72 28
Not Economically Disadvantaged 24 64 88 12 23 71 93 7 8 81 88 12
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0
Military Connected 28 68 95 5 11 79 89 11
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 67 33 5 61 66 34 3 74 77 23
Female 8 65 73 27 6 73 78 22 3 78 80 20
Male 6 56 62 38 5 51 56 44 4 70 73 27
Asian < < < < < < < < < < 100 0
Black 5 55 59 41 3 57 60 40 - 77 77 23
Hispanic - 69 69 31 - 50 50 50 - 71 71 29
White 8 60 68 32 6 62 68 32 3 74 77 23
Two or more races 4 61 65 35 - 63 63 38 7 73 80 20
Students with Disabilities 13 25 38 63 8 22 30 70 5 53 58 43
Students without Disabilities 6 65 71 29 5 68 73 27 3 78 81 19
Economically Disadvantaged 6 49 56 44 2 59 61 39 2 73 74 26
Not Economically Disadvantaged 7 67 74 26 7 63 70 30 5 75 80 20
English Learners < < < < < < < < < < < <
Military Connected 5 65 70 30 5 73 77 23
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 67 72 28 5 72 77 23 8 75 83 17
Female 3 77 81 19 8 77 85 15 10 80 90 10
Male 6 61 67 33 3 68 71 29 6 71 77 23
American Indian < < < <
Asian < < < <
Black 7 46 54 46 - 65 65 35 3 77 80 20
Hispanic - 70 70 30 - 67 67 33 12 76 88 12
Native Hawaiian < < 100 0
White 5 70 75 25 6 73 79 21 7 75 83 17
Two or more races - 60 60 40 7 67 73 27 13 74 87 13
Students with Disabilities 12 22 34 66 8 25 33 67 6 35 40 60
Students without Disabilities 4 76 80 20 4 80 85 15 8 80 89 11
Economically Disadvantaged 4 59 63 37 6 68 73 27 6 72 78 22
Not Economically Disadvantaged 6 74 80 20 5 75 80 20 9 77 87 13
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected 4 76 80 20 8 82 90 10
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 75 78 22 4 77 81 19 6 77 83 17
Female 5 81 86 14 5 77 82 18 9 79 88 12
Male 1 70 71 29 3 77 80 20 4 75 78 22
American Indian < < < <
Asian < < < < < < 100 0
Black - 76 76 24 - 63 63 37 - 78 78 23
Hispanic - 79 79 21 10 71 81 19 8 75 83 17
White 4 75 78 22 4 78 82 18 6 77 83 17
Two or more races - 74 74 26 8 76 84 16 12 80 92 8
Students with Disabilities - 46 46 54 2 52 54 46 2 66 68 32
Students without Disabilities 3 78 82 18 4 80 84 16 7 78 85 15
Economically Disadvantaged - 71 71 29 2 69 71 29 3 71 74 26
Not Economically Disadvantaged 5 77 82 18 5 81 86 14 8 81 89 11
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0
Military Connected - 85 85 15 11 81 91 9
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 71 80 20 9 63 72 28 12 79 91 9
Female 11 71 83 17 12 63 75 25 12 80 91 9
Male 8 70 78 22 7 62 69 31 13 78 91 9
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 3 42 44 56 3 48 52 48 - 72 72 28
Hispanic 6 71 76 24 3 72 76 24 19 75 94 6
White 10 75 85 15 11 63 74 26 13 79 93 7
Two or more races 4 64 68 32 - 63 63 38 7 79 86 14
Students with Disabilities - 40 40 60 - 23 23 77 18 45 64 36
Students without Disabilities 11 74 85 15 10 67 77 23 12 80 92 8
Economically Disadvantaged 6 67 73 27 5 60 65 35 10 77 87 13
Not Economically Disadvantaged 11 73 84 16 11 64 76 24 13 79 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected 12 59 71 29 8 75 83 17
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 72 92 8 21 72 93 7 14 78 92 8
Female 21 70 90 10 23 73 97 3 15 79 93 7
Male 20 75 94 6 19 71 90 10 14 77 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 80 88 12 6 83 89 11 < < < <
Hispanic 14 86 100 0 < < < < < < < <
White 22 70 92 8 22 72 94 6 16 76 93 7
Two or more races 11 83 94 6 17 75 92 8 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 21 71 92 8 21 72 94 6 14 79 93 7
Economically Disadvantaged 16 71 88 12 7 84 91 9 5 86 91 9
Not Economically Disadvantaged 22 72 94 6 25 69 94 6 18 75 93 7
English Learners < < 100 0
Military Connected 24 65 88 12 - 91 91 9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 72 87 13 17 71 88 12 18 68 86 14
Female 15 73 87 13 17 72 89 11 17 69 87 13
Male 16 71 87 13 18 69 87 13 18 67 86 14
American Indian < < < < < < 100 0 < < < <
Asian 31 69 100 0 55 45 100 0 25 67 92 8
Black 7 62 68 32 4 66 70 30 5 66 71 29
Hispanic 9 74 84 16 15 65 79 21 15 68 83 17
Native Hawaiian < < 100 0
White 16 73 89 11 18 72 90 10 19 68 88 12
Two or more races 10 69 79 21 21 58 79 21 11 72 83 17
Students with Disabilities 8 45 53 47 4 47 52 48 6 51 56 44
Students without Disabilities 16 75 91 9 19 73 92 8 19 71 90 10
Economically Disadvantaged 10 68 79 21 10 70 80 20 11 66 78 22
Not Economically Disadvantaged 18 74 92 8 22 71 92 8 22 70 92 8
English Learners 27 53 80 20 6 29 35 65 13 60 73 27
Homeless < < 100 0 < < < <
Military Connected 21 70 91 9 22 72 94 6
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 61 85 15 25 60 85 15 35 52 88 12
Female 24 59 83 17 27 59 86 14 36 51 87 13
Male 23 64 86 14 24 60 84 16 35 53 88 12
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 23 50 73 27 4 75 79 21 20 56 76 24
Hispanic 12 69 81 19 26 48 74 26 42 53 95 5
Native Hawaiian < < 100 0
White 25 62 87 13 26 61 88 12 37 50 87 13
Two or more races 17 63 79 21 28 44 72 28 26 67 93 7
Students with Disabilities 5 40 45 55 4 40 44 56 11 47 58 42
Students without Disabilities 26 64 89 11 29 63 92 8 39 53 92 8
Economically Disadvantaged 20 59 80 20 14 63 77 23 23 59 82 18
Not Economically Disadvantaged 25 63 88 12 33 57 91 9 45 47 92 8
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < <
Military Connected 29 63 91 9 44 53 97 3
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 72 81 19 6 74 80 20 11 66 77 23
Female 8 74 81 19 6 77 83 17 9 67 76 24
Male 11 70 81 19 6 71 77 23 12 65 77 23
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 7 45 52 48 3 41 45 55 - 69 69 31
Hispanic - 79 79 21 - 65 65 35 15 50 65 35
Native Hawaiian < < 100 0
White 10 74 84 16 6 77 84 16 11 67 79 21
Two or more races 5 62 67 33 5 60 65 35 6 65 71 29
Students with Disabilities 9 40 49 51 8 31 38 62 2 43 45 55
Students without Disabilities 9 76 86 14 6 79 85 15 12 70 82 18
Economically Disadvantaged 5 65 70 30 3 66 69 31 8 61 69 31
Not Economically Disadvantaged 12 76 88 12 7 79 86 14 13 70 83 17
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected 3 75 78 22 - 85 85 15
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 12 22 69 91 9 17 71 88 12
Female 14 76 90 10 21 70 92 8 14 76 90 10
Male 15 71 86 14 23 68 90 10 19 67 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 69 69 31 3 77 81 19 3 61 63 37
Hispanic 10 70 80 20 21 71 92 8 6 83 89 11
White 17 75 92 8 23 69 92 8 19 72 91 9
Two or more races 11 58 68 32 35 60 95 5 5 67 71 29
Students with Disabilities 10 40 50 50 5 50 55 45 7 39 46 54
Students without Disabilities 15 77 92 8 24 71 95 5 18 74 92 8
Economically Disadvantaged 6 76 82 18 11 75 86 14 11 66 77 23
Not Economically Disadvantaged 19 73 92 8 28 66 94 6 20 74 94 6
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0
Military Connected 24 71 94 6 23 73 97 3
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 76 93 7 19 79 98 2 6 83 89 11
Female 16 77 92 8 19 80 98 2 7 86 93 7
Male 19 75 94 6 19 79 98 2 5 82 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 68 68 32 - 100 100 0 < < 100 0
Hispanic < < 100 0 13 81 94 6 < < < <
White 19 76 95 5 21 78 99 1 7 83 90 10
Two or more races 5 89 95 5 < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 17 76 93 7 19 79 98 2 6 83 89 11
Economically Disadvantaged 14 69 84 16 3 94 97 3 < < < <
Not Economically Disadvantaged 18 78 96 4 22 77 98 2 7 89 96 4
English Learners < < 100 0 < < 100 0
Military Connected 13 88 100 0 < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 78 91 9 17 74 91 9 9 82 91 9
Female 10 80 90 10 14 76 90 10 10 83 93 7
Male 15 76 92 8 20 73 93 7 8 81 89 11
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 74 81 19 7 61 68 32 - 74 74 26
Hispanic 14 77 91 9 13 63 75 25 - 87 87 13
White 14 78 92 8 17 77 94 6 11 82 93 7
Two or more races 12 76 88 12 17 67 83 17 5 86 90 10
Students with Disabilities - 57 57 43 2 66 68 32 2 71 73 27
Students without Disabilities 14 80 94 6 19 75 94 6 10 83 93 7
Economically Disadvantaged 9 73 82 18 12 74 86 14 5 77 82 18
Not Economically Disadvantaged 16 81 97 3 20 74 94 6 12 84 97 3
English Learners < < < < < < < < < < < <
Military Connected 25 69 94 6 6 91 97 3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 64 87 13 22 65 88 12 22 61 83 17
Female 20 69 89 11 22 67 88 12 22 62 83 17
Male 27 59 86 14 23 64 87 13 23 60 83 17
American Indian < < 100 0 < < 100 0 < < < <
Asian 53 47 100 0 38 62 100 0 36 64 100 0
Black 12 65 77 23 7 64 72 28 7 61 68 32
Hispanic 21 69 90 10 19 67 85 15 21 63 84 16
Native Hawaiian < < 100 0 < < 100 0
White 24 64 88 12 24 65 89 11 24 60 85 15
Two or more races 27 58 85 15 23 64 87 13 13 66 78 22
Students with Disabilities 10 48 58 42 7 54 60 40 5 46 51 49
Students without Disabilities 25 66 91 9 24 66 90 10 25 63 88 12
Economically Disadvantaged 16 64 80 20 16 64 79 21 16 60 76 24
Not Economically Disadvantaged 28 64 91 9 26 66 92 8 27 61 89 11
English Learners < < < < 15 38 54 46 8 50 58 42
Homeless < < < < < < < <
Military Connected 32 60 93 7 26 65 90 10
Foster Care < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 72 87 13 7 84 90 10 8 67 75 25
Female 11 78 90 10 6 84 90 10 6 58 64 36
Male 19 66 86 14 8 83 91 9 9 74 83 17
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 73 82 18 - 82 82 18 - 60 60 40
Hispanic < < < < 11 72 83 17 < < < <
White 16 71 87 13 7 85 92 8 9 67 76 24
Two or more races 19 77 97 3 5 79 84 16 < < < <
Students with Disabilities 5 46 51 49 - 54 54 46 - 43 43 57
Students without Disabilities 17 75 91 9 7 86 94 6 10 72 82 18
Economically Disadvantaged 9 69 77 23 3 82 85 15 6 61 67 33
Not Economically Disadvantaged 18 73 92 8 8 84 93 7 9 71 80 20
English Learners < < < < < < 100 0
Homeless < < 100 0
Military Connected 14 73 86 14 - 90 90 10
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 78 91 9 13 74 87 13 15 70 85 15
Female 10 82 92 8 11 76 87 13 17 71 88 13
Male 17 74 91 9 15 72 87 13 14 70 83 17
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 71 74 26 - 69 69 31 6 63 69 31
Hispanic 4 87 91 9 - 72 72 28 4 76 80 20
White 15 77 93 7 15 75 90 10 17 70 87 13
Two or more races 13 88 100 0 - 77 77 23 9 82 91 9
Students with Disabilities 11 61 72 28 - 60 60 40 13 54 67 33
Students without Disabilities 14 79 93 7 14 75 90 10 15 72 87 13
Economically Disadvantaged 6 80 86 14 7 67 74 26 10 67 76 24
Not Economically Disadvantaged 18 76 94 6 16 78 94 6 19 72 91 9
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected 23 70 93 7 14 78 92 8
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 70 86 14 22 65 87 14 26 60 87 13
Female 11 76 87 13 22 66 88 12 24 60 84 16
Male 23 63 86 14 22 63 85 15 28 60 89 11
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 75 75 25 12 65 77 23 4 65 70 30
Hispanic 18 76 94 6 23 64 86 14 - 100 100 0
White 18 70 88 12 22 65 87 13 30 58 88 12
Two or more races 7 57 64 36 27 60 87 13 18 53 71 29
Students with Disabilities 10 50 60 40 4 74 78 22 5 55 60 40
Students without Disabilities 17 71 88 12 23 64 87 13 28 60 88 12
Economically Disadvantaged 10 71 81 19 15 64 80 20 20 52 72 28
Not Economically Disadvantaged 20 69 89 11 25 65 90 10 29 64 93 7
English Learners < < 100 0 < < < < < < 100 0
Military Connected 21 74 94 6 31 62 93 7
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < <
Male < < < < < < < <
Black < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Military Connected < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 59 84 16 26 59 85 15 20 57 77 23
Female 24 63 87 13 28 60 88 12 17 65 82 18
Male 26 55 81 19 24 58 82 18 23 50 73 27
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 7 56 63 37 4 52 56 44 8 54 63 38
Hispanic 20 70 90 10 9 77 86 14 25 40 65 35
Native Hawaiian < < 100 0
White 25 60 85 15 29 58 87 13 21 58 79 21
Two or more races 30 40 70 30 15 75 90 10 17 67 83 17
Students with Disabilities 7 39 46 54 4 44 49 51 - 28 28 72
Students without Disabilities 27 61 88 12 28 61 89 11 23 61 84 16
Economically Disadvantaged 15 59 75 25 16 59 75 25 14 55 69 31
Not Economically Disadvantaged 31 58 89 11 31 59 90 10 25 59 83 17
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
Military Connected 25 69 94 6 18 63 80 20
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 42 88 12 43 47 90 10 34 52 86 14
Female 43 45 88 12 41 49 89 11 33 52 85 15
Male 50 39 89 11 46 45 92 8 36 51 87 13
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0
Black 40 48 88 12 25 54 79 21 17 61 78 22
Hispanic 48 38 86 14 56 44 100 0 42 48 91 9
Native Hawaiian < < 100 0 < < 100 0
White 46 43 89 11 43 47 90 10 37 50 88 12
Two or more races 50 33 83 17 52 41 93 7 12 61 73 27
Students with Disabilities 9 45 55 45 14 52 66 34 5 49 54 46
Students without Disabilities 51 41 93 7 47 46 93 7 39 52 92 8
Economically Disadvantaged 34 48 82 18 31 54 85 15 24 59 83 17
Not Economically Disadvantaged 56 37 93 7 52 42 94 6 44 45 89 11
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < <
Military Connected 56 41 97 3 42 54 96 4
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division34-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten123149136
Kindergarten371353354
Grade 1362386367
Grade 2369368383
Grade 3414403367
Grade 4410411401
Grade 5400421422
Grade 6367395412
Grade 7387372400
Grade 8474377375
Grade 9450480375
Grade 10467462459
Grade 11379441431
Grade 12466390424
Total Students5,4395,4085,306

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students543954085306
Female264926212553
Male279027872753
American Indian151311
Asian323024
Black370356328
Hispanic289303302
Native Hawaiian776
White435643464264
Two or more races370353371
Students with Disabilities709723726
Students without Disabilities473046854580
Economically Disadvantaged201819762066
Not Economically Disadvantaged342134323240
English Learners667573
Not English Learners537353335233
Homeless4511
Military Connected552583611
Foster Care221
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 178 162 16 12 12 4
State 50715 36614 2715 1064 5504 1801
Female Division 101 79 6 5 5 2
State 27679 16161 917 351 2003 680
Male Division 77 83 10 7 7 2
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 6 14 3 1 3 2
State 7794 10864 1035 246 1353 673
Hispanic Division 9 11 2 0 0 0
State 5184 6274 354 116 2441 386
White Division 151 128 9 10 8 1
State 29845 16400 1112 631 1440 605
Two or more races Division 6 9 2 1 1 1
State 2511 1633 110 56 137 79
Students with Disabilities Division 6 20 16 1 4 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 32 72 12 8 8 4
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < 0 <
State 1263 4111 306 32 2060 159
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Military Connected Division 13 5 0 0 1 0
State 1928 1197 49 15 36 24
< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students3843569336896123
Female198186941919753
Male186170911779574
American Indian<<100<10000
Asian<<100<10000
Black2923792483310
Hispanic22221002210000
White307288942989783
Two or more races201785189015
Students with Disabilities474289439249
Economically Disadvantaged136116851249186
English Learners<<100<10000
Homeless<<100<10000
Military Connected191895189515
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - 64 / 3.63%48 / 2.71%
Advanced Placement Course Enrollment1 / .06%124 / 7.04%108 / 6.09%
Dual Enrollment419 / 23.54%378 / 21.45%262 / 14.78%
Governor's School Enrollment19 / 1.07%21 / 1.19%25 / 1.41%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision40320050
State85,89957,72533
FemaleDivision19612835
State43,22531,59927
MaleDivision2077265
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision<<100
State6,0845,29213
BlackDivision421760
State18,86811,29840
HispanicDivision11<100
State10,1025,82642
WhiteDivision31315850
State46,44832,34030
Two or more racesDivision291355
State3,9902,71532
Students with DisabilitiesDivision28<100
State7,2163,25655
Economically DisadvantagedDivision943266
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
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
2016-20172017-20182018-2019
NOCTI AssessmentsDivision332818
 State3,6233,5254,095
State LicensuresDivision2355
 State2,2791,8812,231
Industry CertificationDivision438300228
 State109,275104,601107,234
Workplace ReadinessDivision440357377
 State42,31350,24144,892
Total Credentials EarnedDivision934690628
 State157,490160,248158,452
Students Earning One or More CredentialsDivision666492478
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationDivision402547
 State1,4311,5371,317
CTE CompletersDivision200184142
 State40,51641,43840,209

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,325.005,088.00591.00
State6,084.004,849.00812.00
2016-2017Division4,622.005,436.00627.00
State6,248.005,052.00871.00
2017-2018Division4,754.005,563.00654.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,5757804,7036134,594626
Female2,2323682,3232752,254287
Male2,3434122,3803382,340339
American Indian104113111
Asian314311243
Black335553154930443
Hispanic232332553226731
Native Hawaiian<<<<<<
White3,6826333,7864703,685503
Two or more races282512995729844
Students with Disabilities486141547123526119
Economically Disadvantaged1,7864321,7173631,822408
English Learners626697687
Homeless<<37<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 227
Disorderly or Disruptive Behavior Offenses 354
Other Offenses Against Persons 217
All Other Offenses 73
Property Offenses 24
Weapons Offenses 19
Offenses Against Staff 14
Offenses Against Student 73
Technology Offenses 27

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.70.30.50.2
Asian0.60.60.40.60.3
Black7.111.66.813.36.613.4
Hispanic4.82.85.33.45.64.8
Native Hawaiian0.10.10.10.3
White80.876.280.172.880.474
Two or more races6.48.76.89.56.57.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.2
Asian0.60.60.63
Black7.114.76.817.96.624.2
Hispanic4.88.85.310.75.63
Native Hawaiian0.10.10.1
White80.867.680.160.780.466.7
Two or more races6.48.86.810.76.53
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.2
Asian0.60.60.6
Black7.133.36.8506.6
Hispanic4.85.35.616.7
Native Hawaiian0.10.10.1
White80.866.780.15080.483.3
Two or more races6.46.86.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 35.637.837.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 33.936.335.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 75.973.271.2
< = A group below state definition for personally identi