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Gloucester County Public Schools

General school information

Division: Gloucester County Public Schools
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 82 66 18 17 82 65 18 16 81 65 19
Female 19 85 66 15 20 85 66 15 18 84 66 16
Male 14 79 65 21 14 78 64 22 13 78 65 22
American Indian < < < < < < < < < < < <
Asian 38 88 50 13 12 88 76 12 7 93 86 7
Black 9 74 65 26 8 75 67 25 7 66 59 34
Hispanic 13 80 68 20 14 82 68 18 15 75 59 25
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 17 83 65 17 18 82 64 18 16 83 67 17
Two or more races 9 81 72 19 17 83 66 17 18 77 59 23
Students with Disabilities 11 40 30 60 10 41 31 59 6 44 38 56
Economically Disadvantaged 10 74 64 26 12 73 61 27 9 72 62 28
English Learners 11 70 59 30 13 69 56 31 8 64 56 36
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 17 78 61 22 19 78 59 22 17 75 58 25
Female 16 77 61 23 22 80 59 20 21 76 55 24
Male 19 79 60 21 17 76 59 24 14 74 60 26
American Indian < 100 < 0 < 100 < 0 < < < <
Black 10 76 66 24 5 81 76 19 4 57 52 43
Hispanic 10 80 70 20 20 93 73 7 19 77 58 23
White 19 77 58 23 19 77 57 23 18 77 59 23
Two or more races 12 85 73 15 27 87 60 13 9 64 55 36
Students with Disabilities 12 37 25 63 5 41 36 59 2 39 37 61
Economically Disadvantaged 9 69 59 31 13 68 55 32 11 65 54 35
English Learners < < < < < < < < < < < <
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 21 81 60 19 26 80 54 20 21 83 62 17
Female 26 84 58 16 27 81 54 19 22 85 63 15
Male 16 78 62 22 25 79 54 21 19 81 61 19
Asian < 100 < 0 < 100 < 0
Black 17 65 48 35 15 85 69 15 4 71 67 29
Hispanic 23 81 58 19 19 76 57 24 50 100 50 0
White 21 82 62 18 27 80 53 20 20 83 63 17
Two or more races 19 81 61 19 30 80 50 20 25 82 57 18
Students with Disabilities 5 33 29 67 6 31 25 69 6 54 48 46
Economically Disadvantaged 14 72 59 28 20 70 51 30 11 75 64 25
English Learners < < < < < < < < < 100 < 0
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 23 86 62 14 23 84 61 16 27 81 54 19
Female 27 92 64 8 27 85 58 15 29 82 54 18
Male 20 80 61 20 18 82 64 18 25 79 55 21
American Indian < 100 < 0 < < < < < 100 < 0
Black 7 86 79 14 18 73 55 27 17 83 67 17
Hispanic 5 74 68 26 24 84 60 16 22 74 52 26
White 26 87 60 13 24 84 60 16 27 82 55 18
Two or more races 19 81 63 19 16 88 72 12 31 69 38 31
Students with Disabilities 2 49 47 51 10 43 33 58 7 36 29 64
Economically Disadvantaged 14 79 65 21 17 76 59 24 17 71 54 29
English Learners < < < < < 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 19 82 63 18 21 81 60 19 15 81 67 19
Female 24 84 60 16 23 89 66 11 19 83 64 17
Male 15 80 65 20 19 74 55 26 10 80 70 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 63 48 37 7 72 66 28 9 73 64 27
Hispanic 20 80 60 20 5 74 68 26 10 67 57 33
White 20 83 63 17 23 83 59 17 15 83 68 17
Two or more races 8 79 71 21 18 76 59 24 19 81 62 19
Students with Disabilities 15 50 35 50 16 44 28 56 5 50 45 50
Economically Disadvantaged 16 74 58 26 13 72 59 28 6 73 66 27
English Learners < < < < < < < < < < < <
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 80 64 20 14 84 70 16 13 80 66 20
Female 19 83 64 17 19 89 70 11 15 87 72 13
Male 13 76 63 24 10 80 70 20 12 73 61 27
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 7 57 50 43 7 85 78 15 7 67 60 33
Hispanic 8 77 69 23 17 89 72 11 5 65 60 35
White 17 82 65 18 15 84 69 16 15 82 67 18
Two or more races - 69 69 31 9 83 74 17 11 79 68 21
Students with Disabilities 11 33 22 67 13 42 29 58 10 39 29 61
Economically Disadvantaged 6 68 63 32 10 74 64 26 8 69 60 31
English Learners < 100 < 0 < < < < < < < <
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 12 77 65 23 12 74 62 26 11 78 68 22
Female 14 81 67 19 16 79 63 21 15 86 71 14
Male 10 74 64 26 8 70 61 30 7 72 65 28
Black 8 78 69 22 10 59 48 41 10 43 33 57
Hispanic 12 80 68 20 - 73 73 27 4 67 63 33
White 13 77 64 23 12 75 63 25 11 82 70 18
Two or more races 6 83 78 17 10 55 45 45 5 82 77 18
Students with Disabilities 20 36 16 64 8 29 21 71 8 38 31 62
Economically Disadvantaged 8 70 62 30 6 62 56 38 7 69 62 31
English Learners < 100 < 0 < < < < < < < <
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 91 84 9 5 91 86 9 6 90 84 10
Female 9 94 85 6 6 95 89 5 8 92 85 8
Male 4 87 83 13 4 88 83 12 5 88 83 12
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black - 86 86 14 - 76 76 24 - 75 75 25
Hispanic - 100 100 0 - 82 82 18 5 80 75 20
White 8 91 83 9 6 92 86 8 6 92 86 8
Two or more races - 95 95 5 6 100 94 0 22 94 72 6
Students with Disabilities 3 50 47 50 13 62 49 38 3 56 53 44
Economically Disadvantaged 3 89 87 11 3 91 88 9 2 83 81 17
English Learners < 100 < 0 < 100 < 0 < 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 18 77 60 23 17 76 59 24 17 78 61 22
Female 22 83 61 17 24 84 60 16 21 87 66 13
Male 13 72 58 28 12 69 58 31 14 70 57 30
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < 30 90 60 10 < 100 < 0
Black 4 67 62 33 11 67 57 33 9 55 45 45
Hispanic 18 73 55 27 15 85 70 15 10 76 66 24
White 19 78 59 22 18 76 58 24 18 80 62 20
Two or more races 20 88 68 12 13 83 70 17 13 82 69 18
Students with Disabilities 10 29 19 71 9 32 22 68 9 34 26 66
Economically Disadvantaged 11 67 56 33 9 63 54 37 9 68 58 32
English Learners < 100 < 0 < 100 < 0 < < < <
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 19 69 51 31 14 66 52 34 13 71 58 29
Female 25 76 50 24 19 75 56 25 19 82 63 18
Male 12 63 51 37 10 59 49 41 8 61 53 39
Black 9 60 51 40 14 43 29 57 15 48 33 52
Hispanic 17 67 50 33 8 75 67 25 5 75 70 25
White 20 69 50 31 14 67 53 33 14 73 58 27
Two or more races 18 88 71 12 15 60 45 40 5 71 67 29
Students with Disabilities 11 26 15 74 6 19 13 81 8 24 16 76
Economically Disadvantaged 12 55 43 45 7 52 45 48 9 59 50 41
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 85 68 15 20 86 66 14 21 87 66 13
Female 19 89 70 11 29 93 64 7 22 92 70 8
Male 14 81 67 19 13 80 67 20 21 82 61 18
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black - 74 74 26 8 81 73 19 4 61 57 39
Hispanic < < < < < 100 < 0 14 76 62 24
White 18 86 68 14 22 85 63 15 23 90 67 10
Two or more races 21 88 67 13 12 97 85 3 22 94 72 6
Students with Disabilities 7 34 28 66 13 46 33 54 9 48 39 52
Economically Disadvantaged 9 82 72 18 12 78 67 22 9 80 71 20
English Learners < 100 < 0 < 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

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 79 62 21 17 82 65 18 17 81 64 19
Female 18 82 63 18 18 85 67 15 19 84 65 16
Male 16 76 60 24 16 79 63 21 15 78 63 22
American Indian < < < < < < < < < < < <
Asian 13 79 67 21 42 89 47 11 45 90 45 10
Black 9 68 59 32 10 72 62 28 10 69 59 31
Hispanic 16 81 65 19 17 84 67 16 17 78 61 22
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 18 80 62 20 17 83 65 17 17 82 65 18
Two or more races 15 75 59 25 13 79 65 21 19 77 59 23
Students with Disabilities 9 45 36 55 8 47 39 53 6 41 35 59
Economically Disadvantaged 13 72 58 28 11 76 64 24 12 73 61 27
English Learners 14 72 59 28 19 81 62 19 20 66 45 34
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 27 87 60 13 18 87 68 13 20 79 60 21
Female 25 84 58 16 18 84 66 16 19 79 60 21
Male 28 89 61 11 18 89 71 11 20 80 60 20
American Indian < 100 < 0 < 100 < 0
Black 10 86 76 14 14 86 71 14 4 61 57 39
Hispanic 16 89 74 11 7 100 93 0 26 81 55 19
White 30 87 56 13 19 86 67 14 21 81 61 19
Two or more races 15 85 70 15 21 83 62 17 15 70 55 30
Students with Disabilities 10 52 42 48 7 40 33 60 7 43 35 57
Economically Disadvantaged 16 81 65 19 9 81 72 19 16 71 55 29
English Learners < < < < < 100 < 0 < < < <
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 38 86 48 14 40 90 51 10 33 88 55 12
Female 40 87 47 13 39 88 49 12 31 88 56 12
Male 35 85 50 15 41 93 52 7 34 88 54 12
Asian < 100 < 0 < 100 < 0
Black 35 70 35 30 31 92 62 8 25 83 58 17
Hispanic 35 92 58 8 41 86 45 14 44 100 56 0
White 37 87 50 13 42 91 49 9 33 87 54 13
Two or more races 42 81 39 19 27 87 60 13 21 86 64 14
Students with Disabilities 7 38 31 62 10 63 53 37 10 52 42 48
Economically Disadvantaged 30 79 49 21 28 88 60 12 23 81 58 19
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 88 56 12 34 89 55 11 39 86 47 14
Female 36 92 56 8 35 90 55 10 41 86 45 14
Male 28 84 56 16 32 88 55 12 37 85 49 15
American Indian < 100 < 0 < < < < < 100 < 0
Black 17 83 67 17 27 86 59 14 38 88 50 13
Hispanic 37 63 26 37 44 92 48 8 39 78 39 22
White 34 90 56 10 33 89 56 11 39 87 48 13
Two or more races 24 88 65 12 32 84 52 16 44 78 34 22
Students with Disabilities 7 53 47 47 10 45 35 55 4 38 35 62
Economically Disadvantaged 25 84 59 16 26 84 58 16 30 79 49 21
English Learners < < < < < 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 23 88 64 12 18 85 67 15 17 86 69 14
Female 27 90 63 10 18 92 74 8 20 87 67 13
Male 20 86 65 14 19 79 61 21 14 86 71 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 85 70 15 7 72 66 28 18 77 59 23
Hispanic 25 80 55 20 16 79 63 21 14 81 67 19
White 25 89 64 11 20 87 67 13 16 88 72 12
Two or more races 14 82 68 18 6 88 82 12 26 81 56 19
Students with Disabilities 15 60 44 40 9 60 51 40 7 50 43 50
Economically Disadvantaged 17 81 63 19 10 82 72 18 10 77 68 23
English Learners < < < < < < < < < 100 < 0
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 69 60 31 7 67 60 33 5 66 61 34
Female 11 75 64 25 8 73 65 27 6 78 73 22
Male 8 65 57 35 6 62 56 38 5 56 51 44
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < < < < < < < <
Black 4 44 40 56 5 59 55 41 3 60 57 40
Hispanic - 75 75 25 - 69 69 31 - 50 50 50
White 10 72 63 28 8 68 60 32 6 68 62 32
Two or more races 13 54 42 46 4 65 61 35 - 63 63 38
Students with Disabilities 10 29 20 71 13 38 25 63 8 30 22 70
Economically Disadvantaged 7 59 52 41 6 56 49 44 2 61 59 39
English Learners < < < < < < < < < < < <
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 5 77 72 23 5 72 67 28 5 77 72 23
Female 4 81 77 19 3 81 77 19 8 85 77 15
Male 5 74 69 26 6 67 61 33 3 71 68 29
Black 11 86 75 14 7 54 46 46 - 65 65 35
Hispanic - 89 89 11 - 70 70 30 - 67 67 33
White 4 76 71 24 5 75 70 25 6 79 73 21
Two or more races < < < < - 60 60 40 7 73 67 27
Students with Disabilities 16 51 35 49 12 34 22 66 8 33 25 67
Economically Disadvantaged 5 68 64 32 4 63 59 37 6 73 68 27
English Learners < 100 < 0 < < < < < < < <
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 4 72 67 28 3 78 75 22 4 81 77 19
Female 4 79 74 21 5 86 81 14 5 82 77 18
Male 4 65 61 35 1 71 70 29 3 80 77 20
American Indian < < < < < < < <
Asian < < < < < < < <
Black - 58 58 42 - 76 76 24 - 63 63 37
Hispanic - 78 78 22 - 79 79 21 10 81 71 19
White 5 73 68 27 4 78 75 22 4 82 78 18
Two or more races 4 60 56 40 - 74 74 26 8 84 76 16
Students with Disabilities 2 33 32 67 - 46 46 54 2 54 52 46
Economically Disadvantaged 2 61 59 39 - 71 71 29 2 71 69 29
English Learners < 100 < 0 < 100 < 0 < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 69 59 31 10 80 71 20 9 72 63 28
Female 11 70 59 30 11 83 71 17 12 75 63 25
Male 8 68 60 32 8 78 70 22 7 69 62 31
Asian < < < < < 100 < 0 < < < <
Black - 49 49 51 3 44 42 56 3 52 48 48
Hispanic - 75 75 25 6 76 71 24 3 76 72 24
White 12 70 59 30 10 85 75 15 11 74 63 26
Two or more races 9 82 73 18 4 68 64 32 - 63 63 38
Students with Disabilities - 41 41 59 - 40 40 60 - 23 23 77
Economically Disadvantaged 5 54 49 46 6 73 67 27 5 65 60 35
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 6 75 69 25 20 92 72 8 21 93 72 7
Female 4 78 73 22 21 90 70 10 23 97 73 3
Male 9 72 64 28 20 94 75 6 19 90 71 10
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black - 57 57 43 8 88 80 12 6 89 83 11
Hispanic < < < < 14 100 86 0 < < < <
White 7 76 70 24 22 92 70 8 22 94 72 6
Two or more races - 76 76 24 11 94 83 6 17 92 75 8
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 6 72 66 28 16 88 71 12 7 91 84 9
English Learners < 100 < 0 < 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 12 86 74 14 15 87 72 13 17 88 71 12
Female 11 87 76 13 15 87 73 13 17 89 72 11
Male 14 85 72 15 16 87 71 13 18 87 69 13
American Indian < 100 < 0 < < < < < 100 < 0
Asian 7 100 93 0 31 100 69 0 55 100 45 0
Black 5 76 71 24 7 68 62 32 4 70 66 30
Hispanic 9 85 76 15 9 84 74 16 15 79 65 21
White 14 87 73 13 16 89 73 11 18 90 72 10
Two or more races 3 86 83 14 10 79 69 21 21 79 58 21
Students with Disabilities 6 56 50 44 8 53 45 47 4 52 47 48
Economically Disadvantaged 7 80 73 20 10 79 68 21 10 80 70 20
English Learners < < < < 27 80 53 20 10 45 35 55
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 26 90 64 10 23 85 61 15 25 85 60 15
Female 27 91 65 9 24 83 59 17 27 86 59 14
Male 26 89 63 11 23 86 64 14 24 84 60 16
American Indian < 100 < 0 < < < < < 100 < 0
Black 10 87 77 13 23 73 50 27 4 79 75 21
Hispanic 21 74 53 26 12 81 69 19 26 74 48 26
White 29 92 62 8 25 87 62 13 26 88 61 12
Two or more races 12 88 76 12 17 79 63 21 28 72 44 28
Students with Disabilities 2 64 62 36 5 45 40 55 4 44 40 56
Economically Disadvantaged 16 85 69 15 20 80 59 20 14 77 63 23
English Learners < < < < < 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 10 83 73 17 9 81 72 19 6 80 74 20
Female 9 82 72 18 8 81 74 19 6 83 77 17
Male 11 85 73 15 11 81 70 19 6 77 71 23
Black 9 76 68 24 7 52 45 48 3 45 41 55
Hispanic 4 88 84 12 - 79 79 21 - 65 65 35
White 11 83 72 17 10 84 74 16 6 84 77 16
Two or more races - 89 89 11 5 67 62 33 5 65 60 35
Students with Disabilities 13 46 33 54 9 49 40 51 8 38 31 62
Economically Disadvantaged 6 75 69 25 5 70 65 30 3 69 66 31
English Learners < 100 < 0 < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 79 74 21 14 88 74 12 22 91 69 9
Female 3 83 80 17 14 90 76 10 21 92 70 8
Male 7 75 68 25 15 86 71 14 23 90 68 10
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 62 62 38 - 69 69 31 3 81 77 19
Hispanic 8 85 77 15 10 80 70 20 21 92 71 8
White 6 80 74 20 17 92 75 8 23 92 69 8
Two or more races 3 80 77 20 11 68 58 32 35 95 60 5
Students with Disabilities - 42 42 58 10 50 40 50 5 55 50 45
Economically Disadvantaged 3 70 67 30 6 82 76 18 11 86 75 14
English Learners < 100 < 0 < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 90 82 10 17 93 76 7 19 98 79 2
Female 5 90 85 10 16 92 77 8 19 98 80 2
Male 11 90 79 10 19 94 75 6 19 98 79 2
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 80 80 20 - 68 68 32 - 100 100 0
Hispanic < < < < < 100 < 0 13 94 81 6
White 9 91 82 9 19 95 76 5 21 99 78 1
Two or more races - 90 90 10 5 95 89 5 < < < <
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged - 88 88 12 14 84 69 16 3 97 94 3
English Learners < 100 < 0 < 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 92 80 8 13 91 78 9 17 91 74 9
Female 10 91 81 9 10 90 80 10 14 90 76 10
Male 13 92 79 8 15 92 76 8 20 93 73 7
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 81 75 19 6 81 74 19 7 68 61 32
Hispanic 5 95 89 5 14 91 77 9 13 75 63 25
White 13 93 80 7 14 92 78 8 17 94 77 6
Two or more races - 88 88 12 12 88 76 12 17 83 67 17
Students with Disabilities - 75 75 25 - 57 57 43 2 68 66 32
Economically Disadvantaged 5 90 85 10 9 82 73 18 12 86 74 14
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 85 63 15 24 87 64 13 22 88 65 12
Female 19 85 66 15 20 89 69 11 22 88 67 12
Male 25 86 61 14 27 86 59 14 23 87 64 13
American Indian < < < < < 100 < 0 < 100 < 0
Asian 44 100 56 0 53 100 47 0 38 100 62 0
Black 9 75 66 25 12 77 65 23 7 72 64 28
Hispanic 30 91 61 9 21 90 69 10 19 85 67 15
White 22 85 63 15 24 88 64 12 24 89 65 11
Two or more races 25 91 66 9 27 85 58 15 23 87 64 13
Students with Disabilities 11 60 49 40 10 58 48 42 7 60 54 40
Economically Disadvantaged 14 78 64 22 16 80 64 20 16 79 64 21
English Learners 30 100 70 0 < < < < 13 60 47 40
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 14 88 74 12 16 87 72 13 7 90 84 10
Female 6 88 81 13 11 90 78 10 6 90 84 10
Male 22 88 66 12 19 86 66 14 8 91 83 9
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 64 64 36 8 82 73 18 - 82 82 18
Hispanic 10 100 90 0 < < < < 11 83 72 17
White 15 89 73 11 16 87 71 13 7 92 85 8
Two or more races 5 100 95 0 19 97 77 3 5 84 79 16
Students with Disabilities 12 73 62 27 5 51 46 49 - 54 54 46
Economically Disadvantaged 7 79 71 21 9 77 69 23 3 85 82 15
English Learners < 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 81 70 19 14 91 78 9 13 87 74 13
Female 10 80 70 20 10 92 82 8 11 87 76 13
Male 13 82 69 18 17 91 74 9 15 87 72 13
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 65 65 35 3 74 71 26 - 69 69 31
Hispanic 11 84 74 16 4 91 87 9 - 72 72 28
White 12 82 69 18 15 93 77 7 15 90 75 10
Two or more races 6 94 88 6 13 100 88 0 - 77 77 23
Students with Disabilities 3 50 47 50 11 72 61 28 - 60 60 40
Economically Disadvantaged 4 72 68 28 6 86 80 14 7 74 67 26
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 85 64 15 17 86 70 14 22 87 65 14
Female 15 84 69 16 11 87 76 13 22 88 66 12
Male 26 85 59 15 23 86 63 14 22 85 63 15
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 82 68 18 - 75 75 25 12 77 65 23
Hispanic < 100 < 0 18 94 76 6 23 86 64 14
White 21 84 63 16 18 88 70 12 22 87 65 13
Two or more races 28 90 62 10 7 64 57 36 27 87 60 13
Students with Disabilities 13 78 65 22 10 60 50 40 4 78 74 22
Economically Disadvantaged 14 81 68 19 10 81 71 19 15 80 64 20
English Learners < 100 < 0 < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < < < < < < < < <
Female < 100 < 0 < < < <
Male < < < < < < < < < < < <
White < < < < < < < < < < < <
Two or more races < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 87 62 13 25 84 59 16 26 85 59 15
Female 27 87 59 13 24 87 63 13 28 88 60 12
Male 23 87 64 13 26 81 55 19 24 82 58 18
Asian < 100 < 0 < 100 < 0
Black 6 83 77 17 7 63 56 37 4 56 52 44
Hispanic 40 96 56 4 20 90 70 10 9 86 77 14
White 26 87 61 13 25 85 60 15 29 87 58 13
Two or more races 28 89 61 11 30 70 40 30 15 90 75 10
Students with Disabilities 4 43 39 57 7 46 39 54 4 49 44 51
Economically Disadvantaged 16 78 62 22 15 75 59 25 16 75 59 25
English Learners < 100 < 0 < 100 < 0 < < < <
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 39 86 47 14 47 88 42 12 43 90 47 10
Female 38 87 49 13 43 88 45 12 41 89 49 11
Male 40 86 46 14 50 89 39 11 46 92 45 8
Asian < 100 < 0 < 100 < 0
Black 26 78 52 22 40 88 48 12 25 79 54 21
Hispanic 46 85 38 15 48 86 38 14 56 100 44 0
White 38 87 48 13 46 89 43 11 43 90 47 10
Two or more races 45 87 42 13 50 83 33 17 52 93 41 7
Students with Disabilities 10 59 49 41 9 55 45 45 14 66 52 34
Economically Disadvantaged 25 81 55 19 34 82 48 18 31 85 54 15
English Learners < 100 < 0 < 100 < 0 < 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: 93.01 State: 89.72 Division: 93.89 State: 88.34 Division: 94.88 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division134
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten136123149
Kindergarten359371353
Grade 1372362386
Grade 2399369368
Grade 3398414403
Grade 4396410411
Grade 5378400421
Grade 6367367395
Grade 7474387372
Grade 8441474377
Grade 9472450480
Grade 10392467462
Grade 11471379441
Grade 12445466390
Total Students5,5005,4395,408
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 Students550054395408
Female266326492621
Male283727902787
American Indian151513
Asian333230
Black389370356
Hispanic264289303
Native Hawaiian377
White444443564346
Two or more races352370353
Students with Disabilities695709723
Not Students with Disabilities480547304685
Economically Disadvantaged210220181976
Not Economically Disadvantaged339834213432
English Learners636675
Not English Learners543753735333
Foster Care222
Military Connected484552583
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 177 227 21 18 11 5
State 50979 36013 2733 1046 5404 1786
Female Division 101 96 7 7 3 1
State 27837 15823 920 366 1922 656
Male Division 76 131 14 11 8 4
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 11 31 4 0 0 0
State 7955 11090 1111 244 1359 744
Hispanic Division 3 8 0 1 1 0
State 5086 5583 317 105 2172 323
White Division 148 166 16 14 8 4
State 30218 16420 1139 617 1589 596
Two or more races Division 13 16 0 3 2 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 3 26 21 1 4 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 22 73 12 14 8 1
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Military Connected Division 15 12 0 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students45942592.644396.5112.4
Female21520494.921198.131.4
Male24422190.623295.183.3
American Indian0<100<10000
Asian0<100<10000
Black46461004610000
Hispanic131184.61292.317.7
White35633092.734496.682.2
Two or more races352982.93291.425.7
Students with Disabilities555090.95192.747.3
Economically Disadvantaged13010782.312193.186.2
English Learners0<100<10000
Homeless0<<<<00
Military Connected27271002710000
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 Taken59 / 3.41% - 64 / 3.63%
Advanced Placement Course Enrollment120 / 6.94%1 / .06%124 / 7.04%
Dual Enrollment398 / 23.01%419 / 23.54%378 / 21.45%
Governor’s School Enrollment16 / .92%19 / 1.07%21 / 1.19%
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 363 200 45
State 82482 57560 30
Female Division 189 122 35
State 41546 31230 25
Male Division 174 78 55
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 30 18 40
State 18272 11640 36
Hispanic Division 13 < 100
State 8547 5341 38
White Division 302 164 46
State 46319 33154 28
Two or more races Division 15 < 100
State 3521 2499 29
Students with Disabilities Division 25 < 100
State 5986 3008 50
Economically Disadvantaged Division 79 32 59
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision503328
 State413936233471
State LicensuresDivision1395
 State179019641412
Industry CertificationDivision297452300
 State100544109590103892
Workplace ReadinessDivision275440357
 State307754231350242
Total Credentials EarnedDivision635934690
 State137248157490159017
Students Earning One or More CredentialsDivision423666492
 State109089126113127744
CTE CompletersDivision149200182
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 101 175 112 64%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 85 146 87 59.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 92 174 111 63.8%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.3 63 63.3

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.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,384.005,093.00597.00
2015-20164,325.005,088.00591.00
2016-20174,622.005,436.00627.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students4911423172207495542215619148134171612274907342138185
Female240421375100240420181892345208809824211586676
Male250721097107255122175102246820981129248618472109
American Indian9312101221111312202
Asian34101301023312034001
Black41124131437534101235027922328261023
Hispanic23983223923611248256102691897
Native Hawaiian0000000000000000
White3938357143174399132612714438693381321703940268105139
Two or more races277291214306371120298241122318271413
Students with Disabilities537692626558722126550733631588581952
Economically Disadvantaged1887223104118175521977118190022288159182319784127
English Learners41100483066361074322
Homeless18207521551094422
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 75
Offenses Against Staff 22
Weapons Offenses 28
Property Offenses 30
All Other Offenses 93
Other Offenses Against Persons 180
Disorderly or Disruptive Behavior Offenses 366
Alcohol, Tobacco, and Other Drug Offenses 92
Technology Offenses 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

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2340.760.2730.740.2760.54
Asian0.5580.60.5880.36
Black7.37811.017.07311.66.80313.31
Hispanic4.4634.364.82.765.3133.42
Native Hawaiian0.0540.0550.129
White81.01575.1480.876.2480.08872.84
Two or more races6.2988.736.48.666.8039.53
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2340.2730.276
Asian0.5580.60.588
Black7.37816.137.07314.716.80317.86
Hispanic4.4636.454.88.825.31310.71
Native Hawaiian0.0540.0550.129
White81.01558.0680.867.6580.08860.71
Two or more races6.29819.356.48.826.80310.71
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2340.2730.276
Asian0.5580.60.588
Black7.3787.07333.336.80350
Hispanic4.4634.85.313
Native Hawaiian0.0540.0550.129
White81.0158080.866.6780.08850
Two or more races6.298206.46.803
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 36.3635.0635.6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 36.535.2133.86
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 78.5477.8175.97
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: 12.83 : 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: 14.6 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%4%
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201640%55%2%3%
2016-201739%57%1%3%
2017-201842%55%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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