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Goochland County Public Schools

General school information

Division: Goochland County Public Schools
Division Number: 37
Address: 2938-I River Rd W Goochland, VA 23063-0169
Superintendent: Dr. Jeremy J. Raley
Region: 1
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
Byrd ElementaryAccredited
Goochland ElementaryAccredited
Randolph ElementaryAccredited
Middle Schools
Goochland MiddleAccredited
High Schools
Goochland 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 20 65 85 15 18 67 85 15 19 64 83 17
Female 23 65 88 12 22 65 87 13 20 65 85 15
Male 16 66 82 18 15 68 83 17 18 63 81 19
Asian 26 32 58 42 24 59 82 18 28 61 89 11
Black 10 59 68 32 11 59 69 31 7 60 66 34
Hispanic 12 68 80 20 7 67 74 26 7 61 68 32
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 23 67 90 10 21 68 90 10 23 66 89 11
Two or more races 16 62 78 22 11 69 81 19 14 56 70 30
Students with Disabilities 6 48 54 46 6 46 52 48 7 41 48 52
Students without Disabilities 21 68 89 11 20 69 89 11 21 67 88 12
Economically Disadvantaged 8 65 72 28 9 64 73 27 8 58 66 34
Not Economically Disadvantaged 24 66 90 10 22 68 90 10 23 66 90 10
English Learners 7 61 68 32 - 57 57 43 - 42 42 58
Homeless 8 50 58 42 < < < < < < < <
Military Connected 20 80 100 0 31 63 94 6
Foster Care < < < < < < < <
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 55 74 26 20 56 76 24 20 56 77 23
Female 19 54 73 27 20 51 71 29 22 54 77 23
Male 19 57 75 25 20 59 79 21 18 59 77 23
Asian < < < < < < < < < < < <
Black 12 36 48 52 15 25 40 60 - 55 55 45
Hispanic 20 53 73 27 11 56 67 33 5 63 68 32
White 22 61 83 17 23 60 83 17 27 56 84 16
Two or more races 10 60 70 30 < < < < < < < <
Students with Disabilities 7 41 48 52 - 32 32 68 3 43 47 53
Students without Disabilities 21 58 78 22 23 59 82 18 24 59 83 17
Economically Disadvantaged 4 49 53 47 13 48 61 39 - 53 53 47
Not Economically Disadvantaged 27 59 86 14 23 60 83 17 28 58 86 14
English Learners < < < < - 55 55 45 < < < <
Military Connected < < 100 0 < < < <
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 21 61 82 18 29 58 87 13 24 56 80 20
Female 21 61 82 18 29 58 87 13 27 52 79 21
Male 21 61 82 18 29 58 87 13 22 59 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 54 69 31 25 56 81 19 11 44 56 44
Hispanic 10 70 80 20 33 42 75 25 11 50 61 39
White 24 64 88 12 29 60 89 11 28 58 86 14
Two or more races 8 50 58 42 30 60 90 10 < < < <
Students with Disabilities 4 46 50 50 21 46 68 32 8 36 44 56
Students without Disabilities 24 64 88 12 31 60 90 10 27 59 86 14
Economically Disadvantaged 11 64 75 25 12 60 72 28 13 50 63 38
Not Economically Disadvantaged 26 60 86 14 36 57 93 7 30 58 88 12
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 27 62 89 11 21 59 80 20 28 50 78 22
Female 31 58 90 10 30 47 77 23 24 54 79 21
Male 22 65 88 12 14 69 83 17 30 46 77 23
Asian < < < < < < 100 0 < < 100 0
Black 8 67 75 25 19 44 64 36 15 53 68 33
Hispanic 18 73 91 9 - 70 70 30 13 47 60 40
White 30 63 93 7 23 65 88 12 33 49 83 17
Two or more races < < 100 0 20 33 53 47 < < < <
Students with Disabilities 13 56 69 31 4 48 52 48 3 34 38 62
Students without Disabilities 28 62 91 9 24 60 85 15 31 52 84 16
Economically Disadvantaged 16 64 80 20 17 48 65 35 8 51 59 41
Not Economically Disadvantaged 31 61 92 8 24 64 88 12 36 50 86 14
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 26 63 90 10 24 63 86 14 18 62 80 20
Female 32 62 94 6 25 67 92 8 20 65 85 15
Male 21 65 86 14 22 58 80 20 16 60 76 24
Asian < < 100 0 < < < < < < 100 0
Black 7 68 75 25 8 54 62 38 6 56 62 38
Hispanic < < < < - 67 67 33 < < < <
White 32 61 93 7 29 63 92 8 22 65 88 12
Two or more races < < < < < < 100 0 13 47 60 40
Students with Disabilities 6 56 61 39 13 53 67 33 11 43 54 46
Students without Disabilities 28 64 92 8 24 63 88 12 19 65 85 15
Economically Disadvantaged 8 74 82 18 12 64 76 24 7 57 64 36
Not Economically Disadvantaged 34 59 93 7 27 62 90 10 23 65 87 13
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 19 66 85 15 18 68 87 13 22 65 88 13
Female 28 62 90 10 27 66 93 7 26 66 92 8
Male 12 70 81 19 10 71 81 19 18 65 83 17
Asian < < < < < < 100 0 < < < <
Black 10 63 73 27 7 53 60 40 8 58 67 33
Hispanic 6 78 83 17 10 60 70 30 6 71 76 24
White 24 66 89 11 22 71 93 7 26 66 92 8
Two or more races 18 64 82 18 < < < < < < < <
Students with Disabilities - 41 41 59 - 53 53 47 11 39 50 50
Students without Disabilities 23 71 94 6 20 70 90 10 23 68 91 9
Economically Disadvantaged 4 69 73 27 9 70 79 21 11 67 77 23
Not Economically Disadvantaged 25 65 90 10 22 68 90 10 26 65 91 9
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
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 19 64 83 17 11 76 86 14 13 73 86 14
Female 22 66 88 12 16 74 90 10 15 76 91 9
Male 16 61 77 23 7 77 83 17 10 70 81 19
Asian < < < < < < 100 0 < < 100 0
Black 12 52 64 36 6 59 65 35 - 63 63 37
Hispanic < < < < - 79 79 21 9 64 73 27
Native Hawaiian < < 100 0
White 20 68 88 12 13 78 92 8 15 75 90 10
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 5 55 60 40 - 50 50 50 - 50 50 50
Students without Disabilities 21 65 85 15 12 80 92 8 14 75 89 11
Economically Disadvantaged 7 62 69 31 - 72 72 28 5 64 70 30
Not Economically Disadvantaged 23 64 87 13 15 77 93 7 15 76 91 9
English Learners < < < < < < < < < < < <
Foster Care < < < < < < < <
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 6 86 92 8 6 83 89 11 9 82 91 9
Female 7 89 97 3 9 84 92 8 10 82 92 8
Male 5 83 88 12 3 83 86 14 8 83 90 10
Black 5 76 80 20 2 86 88 13 5 76 81 19
Hispanic - 100 100 0 - 87 87 13 - 70 70 30
White 7 89 96 4 9 82 91 9 11 85 96 4
Two or more races < < < < - 80 80 20 < < < <
Students with Disabilities 14 50 64 36 - 44 44 56 14 45 59 41
Students without Disabilities 5 91 96 4 6 88 95 5 8 87 95 5
Economically Disadvantaged 6 75 81 19 3 85 88 12 9 67 77 23
Not Economically Disadvantaged 6 90 96 4 7 83 89 11 9 86 95 5
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
< = 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 23 59 82 18 14 60 74 26 22 56 77 23
Female 32 56 88 12 19 64 83 17 29 55 83 17
Male 15 62 77 23 9 57 66 34 15 57 72 28
American Indian < < 100 0
Asian < < < < < < < < < < 100 0
Black 15 53 68 32 5 53 58 42 5 60 66 34
Hispanic 13 53 66 34 6 42 47 53 8 33 42 58
Native Hawaiian < < 100 0
White 28 60 88 12 18 65 83 17 25 56 82 18
Two or more races 6 83 89 11 15 54 69 31 27 53 80 20
Students with Disabilities 5 35 40 60 2 30 32 68 5 33 38 62
Students without Disabilities 26 62 88 12 16 65 81 19 23 58 81 19
Economically Disadvantaged 12 55 67 33 4 50 54 46 6 48 53 47
Not Economically Disadvantaged 28 61 88 12 18 65 82 18 27 58 85 15
English Learners < < < < - 7 7 93 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 31 52 83 17 9 57 66 34 20 52 72 28
Female 38 53 91 9 12 63 75 25 30 49 80 20
Male 23 51 74 26 6 52 58 42 10 54 64 36
Asian < < 100 0 < < < < < < 100 0
Black 20 40 60 40 6 50 56 44 - 54 54 46
Hispanic 20 30 50 50 5 32 37 63 - 40 40 60
Native Hawaiian < < 100 0
White 34 54 88 12 10 62 71 29 25 52 76 24
Two or more races < < 100 0 10 70 80 20 < < < <
Students with Disabilities 5 40 45 55 - 19 19 81 - 37 37 63
Students without Disabilities 34 53 87 13 10 63 73 27 22 53 75 25
Economically Disadvantaged 20 42 62 38 3 42 45 55 4 44 48 52
Not Economically Disadvantaged 34 55 89 11 11 64 75 25 25 54 80 20
English Learners < < < < < < < < < < < <
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 17 65 82 18 18 63 82 18 23 60 83 17
Female 26 58 84 16 25 65 90 10 28 59 87 13
Male 9 70 79 21 12 61 73 27 19 60 79 21
American Indian < < 100 0
Asian < < < < < < 100 0
Black 13 58 71 29 4 55 59 41 10 67 77 23
Hispanic 9 64 73 27 6 53 59 41 14 29 43 57
White 21 66 87 13 24 68 91 9 26 61 86 14
Two or more races - 83 83 17 < < < < < < < <
Students with Disabilities 5 32 38 62 3 41 45 55 10 30 40 60
Students without Disabilities 19 70 89 11 20 66 87 13 24 62 87 13
Economically Disadvantaged 7 62 69 31 5 58 63 37 8 51 59 41
Not Economically Disadvantaged 22 66 88 12 23 65 88 12 28 62 90 10
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
< = 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 14 72 85 15 14 70 84 16 15 68 83 17
Female 13 74 87 13 13 72 85 15 14 69 84 16
Male 14 70 83 17 16 67 83 17 16 68 83 17
Asian 35 45 80 20 15 75 90 10 19 76 95 5
Black 6 68 74 26 6 66 73 27 7 61 68 32
Hispanic 9 66 76 24 13 66 80 20 10 69 78 22
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 16 73 89 11 17 71 87 13 18 69 87 13
Two or more races 7 69 76 24 7 68 75 25 10 76 86 14
Students with Disabilities 7 49 56 44 7 45 52 48 7 49 56 44
Students without Disabilities 14 75 89 11 15 73 88 12 16 71 88 12
Economically Disadvantaged 7 69 75 25 7 67 74 26 7 65 72 28
Not Economically Disadvantaged 16 73 89 11 17 71 88 12 18 70 88 12
English Learners 11 59 70 30 - 68 68 32 5 73 78 22
Homeless 17 50 67 33 < < < < < < < <
Military Connected 27 53 80 20 29 65 94 6
Foster Care < < < < < < < <
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 24 50 75 25 23 52 76 24 33 55 88 12
Female 19 51 70 30 20 53 73 27 31 56 86 14
Male 29 50 79 21 26 51 77 23 35 54 89 11
Asian < < 100 0 < < < < < < 100 0
Black 7 44 51 49 10 38 48 52 9 59 68 32
Hispanic 27 40 67 33 17 56 72 28 20 60 80 20
White 28 55 84 16 28 54 82 18 40 54 93 7
Two or more races 18 36 55 45 < < < < 20 50 70 30
Students with Disabilities 7 37 44 56 - 32 32 68 7 63 70 30
Students without Disabilities 27 52 79 21 27 55 82 18 38 53 91 9
Economically Disadvantaged 11 47 58 42 7 51 57 43 12 54 66 34
Not Economically Disadvantaged 31 53 84 16 32 53 85 15 41 55 96 4
English Learners < < < < - 55 55 45 < < < <
Military Connected < < < < < < 100 0
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 27 60 87 13 41 46 87 13 33 58 90 10
Female 24 64 88 12 35 48 83 17 27 63 90 10
Male 30 56 86 14 46 44 91 9 37 54 91 9
Asian < < < < < < 100 0 < < 100 0
Black 17 69 86 14 24 53 76 24 17 67 83 17
Hispanic < < < < 54 23 77 23 22 72 94 6
White 32 58 90 10 44 46 90 10 38 53 91 9
Two or more races - 73 73 27 < < 100 0 < < < <
Students with Disabilities 14 43 57 43 24 38 62 38 12 60 72 28
Students without Disabilities 29 63 92 8 44 48 92 8 36 57 93 7
Economically Disadvantaged 11 71 83 17 19 60 79 21 14 71 86 14
Not Economically Disadvantaged 35 54 89 11 50 40 91 9 41 51 93 7
English Learners < < < < < < < < - 90 90 10
Military Connected < < 100 0 < < 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 26 61 87 13 18 65 83 17 15 63 78 22
Female 29 54 83 17 18 66 84 16 17 59 77 23
Male 24 69 93 7 18 64 82 18 13 67 80 20
Asian < < < < < < 100 0 < < 100 0
Black 8 75 83 17 6 72 78 22 13 47 61 39
Hispanic 27 55 82 18 20 60 80 20 - 55 55 45
White 30 58 89 11 22 65 86 14 18 68 86 14
Two or more races < < 100 0 8 54 62 38 < < < <
Students with Disabilities 20 33 53 47 8 35 42 58 4 43 46 54
Students without Disabilities 27 64 91 9 20 70 90 10 17 67 85 15
Economically Disadvantaged 19 66 85 15 12 64 76 24 9 59 67 33
Not Economically Disadvantaged 30 59 88 12 21 65 86 14 19 66 84 16
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 15 78 93 7 13 76 89 11 14 70 84 16
Female 13 82 94 6 10 73 83 17 11 71 82 18
Male 17 75 92 8 16 78 94 6 16 70 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black - 91 91 9 7 86 93 7 9 66 75 25
Hispanic < < < < 10 70 80 20 8 77 85 15
White 18 76 94 6 15 75 90 10 15 70 85 15
Two or more races < < < < < < < < 20 67 87 13
Students with Disabilities - 84 84 16 19 56 75 25 11 44 56 44
Students without Disabilities 17 78 94 6 12 78 90 10 14 75 89 11
Economically Disadvantaged 3 87 90 10 10 71 81 19 5 68 73 27
Not Economically Disadvantaged 21 74 95 5 14 78 92 8 17 71 88 12
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
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 - 24 24 76 13 65 79 21 14 70 84 16
Female < < < < 17 60 77 23 11 78 89 11
Male - 17 17 83 9 73 82 18 17 62 79 21
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White < < < < 18 66 84 16 18 75 93 7
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 8 8 92 < < < < < < < <
Students without Disabilities < < < < 13 70 83 17 15 77 91 9
Economically Disadvantaged < < < < - 58 58 42 14 50 64 36
Not Economically Disadvantaged < < < < 18 68 85 15 14 76 90 10
Military Connected < < 100 0 < < 100 0
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 6 81 87 13 7 76 83 17 6 69 75 25
Female 8 86 94 6 10 79 89 11 4 75 79 21
Male 5 77 82 18 4 73 77 23 8 64 72 28
Asian < < 100 0 < < < < < < 100 0
Black 6 78 83 17 - 71 71 29 - 46 46 54
Hispanic - 90 90 10 8 62 69 31 13 67 80 20
White 7 81 88 12 8 78 86 14 7 72 79 21
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 56 64 36 - 44 44 56 6 17 22 78
Students without Disabilities 6 85 91 9 8 81 90 10 6 74 81 19
Economically Disadvantaged 2 77 79 21 - 79 79 21 5 49 54 46
Not Economically Disadvantaged 8 82 90 10 11 74 84 16 7 77 84 16
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
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 2 80 82 18 6 81 87 13 5 78 83 17
Female 3 88 91 9 7 85 93 7 8 76 84 16
Male 1 73 73 27 4 77 82 18 3 79 82 18
Asian < < < < < < 100 0 < < 100 0
Black - 67 67 33 4 76 80 20 - 72 72 28
Hispanic - 72 72 28 - 94 94 6 - 67 67 33
Native Hawaiian < < 100 0
White 3 83 86 14 7 80 87 13 6 79 86 14
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 55 55 45 - 59 59 41 - 56 56 44
Students without Disabilities 2 84 86 14 6 83 89 11 6 82 88 12
Economically Disadvantaged - 68 68 32 3 75 78 22 - 77 77 23
Not Economically Disadvantaged 3 84 87 13 7 83 90 10 7 78 86 14
English Learners < < < < < < 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 78 84 16 3 79 82 18 4 81 85 15
Female 7 78 85 15 3 83 86 14 7 75 82 18
Male 6 78 83 17 3 74 77 23 2 86 87 13
Asian < < 100 0 < < 100 0
Black - 63 63 38 - 61 61 39 - 79 79 21
Hispanic - 75 75 25 - 70 70 30 - 86 86 14
White 9 82 91 9 4 83 87 13 6 79 86 14
Two or more races < < < < - 73 73 27 < < 100 0
Students with Disabilities - 60 60 40 - 45 45 55 - 64 64 36
Students without Disabilities 7 80 87 13 4 83 86 14 4 82 87 13
Economically Disadvantaged - 68 68 32 2 64 66 34 - 80 80 20
Not Economically Disadvantaged 8 81 89 11 4 83 87 13 6 81 87 13
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 100 0
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 8 87 95 5 7 79 87 13 4 84 88 12
Female 9 84 93 7 7 83 90 10 7 84 91 9
Male 7 89 96 4 8 75 82 18 - 85 85 15
Asian < < 100 0 < < 100 0
Black 3 90 93 7 - 69 69 31 < < < <
Hispanic < < < < - 100 100 0 < < < <
White 9 87 96 4 10 80 90 10 3 87 90 10
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 70 70 30 - 83 83 17 < < < <
Students without Disabilities 8 88 96 4 8 79 87 13 4 86 89 11
Economically Disadvantaged - 89 89 11 - 75 75 25 < < < <
Not Economically Disadvantaged 10 86 96 4 9 80 89 11 4 84 88 12
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < < <
< = 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 19 67 86 14 17 68 85 15 18 65 83 17
Female 17 70 87 13 16 69 85 15 18 66 84 16
Male 20 65 85 15 17 67 85 15 18 65 82 18
American Indian < < < < < < 100 0
Asian 17 67 83 17 < < 100 0 23 62 85 15
Black 5 64 69 31 5 62 67 33 5 58 63 37
Hispanic 8 64 72 28 8 59 68 32 13 49 62 38
Native Hawaiian < < 100 0 < < 100 0
White 23 69 92 8 20 70 90 10 21 68 89 11
Two or more races 14 65 78 22 11 69 80 20 21 70 91 9
Students with Disabilities 8 46 55 45 3 56 59 41 2 44 46 54
Students without Disabilities 20 70 90 10 18 70 88 12 20 68 88 12
Economically Disadvantaged 7 64 70 30 4 64 68 32 5 64 69 31
Not Economically Disadvantaged 23 69 92 8 21 70 91 9 23 66 89 11
English Learners 4 58 63 38 - 43 43 57 4 43 48 52
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 37 57 94 6 25 61 86 14 33 50 83 17
Female 33 60 93 7 23 60 83 17 30 49 79 21
Male 41 53 94 6 26 62 88 12 35 51 87 13
Asian < < < < < < 100 0 < < 100 0
Black 9 77 86 14 8 64 72 28 10 51 61 39
Hispanic 9 82 91 9 < < < < 38 31 69 31
White 43 52 95 5 32 59 92 8 38 53 91 9
Two or more races < < 100 0 7 60 67 33 < < < <
Students with Disabilities 25 56 81 19 3 53 57 43 7 38 45 55
Students without Disabilities 38 57 95 5 29 62 91 9 37 52 89 11
Economically Disadvantaged 16 69 86 14 8 70 77 23 13 56 69 31
Not Economically Disadvantaged 44 52 96 4 33 57 90 10 41 48 89 11
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
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 20 61 82 18 13 68 81 19 18 65 83 17
Female 19 65 84 16 14 67 81 19 18 69 87 13
Male 21 58 80 20 13 68 81 19 17 62 79 21
Asian < < 100 0 < < 100 0 < < < <
Black - 65 65 35 3 50 53 47 - 52 52 48
Hispanic 12 47 59 41 10 40 50 50 6 59 65 35
White 26 63 89 11 16 72 88 12 21 67 89 11
Two or more races 18 64 82 18 < < < < < < 100 0
Students with Disabilities 3 40 43 57 6 47 53 47 - 44 44 56
Students without Disabilities 23 66 89 11 14 70 84 16 19 67 86 14
Economically Disadvantaged 4 60 64 36 - 68 68 32 3 67 71 29
Not Economically Disadvantaged 27 62 89 11 18 68 86 14 23 65 87 13
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 73 86 14 15 67 82 18 9 75 84 16
Female 11 78 89 11 15 72 86 14 11 76 87 13
Male 14 69 82 18 15 63 78 22 8 73 81 19
American Indian < < < <
Asian < < 100 0 < < < <
Black 3 61 63 37 3 53 56 44 3 70 73 27
Hispanic 8 62 69 31 < < < < 8 46 54 46
White 16 77 93 7 18 70 89 11 10 80 90 10
Two or more races < < < < < < < < 18 82 100 0
Students with Disabilities 6 35 41 59 - 57 57 43 - 43 43 57
Students without Disabilities 13 77 90 10 17 68 85 15 10 79 89 11
Economically Disadvantaged 4 57 62 38 4 50 54 46 - 68 68 32
Not Economically Disadvantaged 15 78 93 7 18 72 90 10 13 77 90 10
English Learners < < < < < < < < - 30 30 70
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Chemistry 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 88 12 20 69 88 12 14 67 81 19
Female 16 67 83 17 18 71 90 10 17 61 78 22
Male 17 77 94 6 21 65 87 13 < < 100 0
Black 9 73 82 18 7 64 71 29 < < < <
Hispanic < < < < 9 73 82 18 < < < <
White 21 71 92 8 23 70 92 8 20 67 87 13
Two or more races < < < < < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 17 71 88 12 20 69 89 11 14 67 81 19
Economically Disadvantaged 8 69 77 23 3 60 63 37 10 60 70 30
Not Economically Disadvantaged 19 73 92 8 22 70 93 7 18 73 91 9
English Learners < < < < < < < <
Military Connected < < 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 11 72 83 17 11 77 88 12 14 69 83 17
Female 10 75 84 16 10 76 86 14 15 68 83 17
Male 12 70 82 18 12 78 90 10 13 69 82 18
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 57 57 43 3 78 81 19 7 50 57 43
Hispanic 7 64 71 29 15 55 70 30 - 67 67 33
Native Hawaiian < < 100 0
White 14 76 91 9 12 79 91 9 17 71 88 12
Two or more races - 70 70 30 < < 100 0 < < < <
Students with Disabilities - 54 54 46 - 62 62 38 - 45 45 55
Students without Disabilities 13 75 88 12 13 79 92 8 15 71 87 13
Economically Disadvantaged - 67 67 33 5 68 73 27 5 63 68 32
Not Economically Disadvantaged 15 74 89 11 14 80 95 5 17 71 88 12
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
< = 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 33 58 92 8 27 60 86 14 22 61 83 17
Female 30 61 91 9 27 60 87 13 19 64 84 16
Male 37 56 92 8 27 59 86 14 25 59 83 17
American Indian < < < < < < < <
Asian < < < < < < 100 0 < < 100 0
Black 18 65 83 17 13 60 73 27 5 60 65 35
Hispanic 22 63 85 15 20 54 74 26 13 56 69 31
Native Hawaiian < < 100 0
White 38 57 95 5 31 60 91 9 26 62 88 12
Two or more races 21 62 83 17 21 60 81 19 23 73 97 3
Students with Disabilities 14 52 66 34 8 51 59 41 4 48 52 48
Students without Disabilities 36 59 95 5 29 61 90 10 25 63 88 12
Economically Disadvantaged 20 64 84 16 12 62 74 26 10 61 71 29
Not Economically Disadvantaged 38 57 95 5 32 59 91 9 27 61 88 12
English Learners 9 45 55 45 4 52 57 43 - 63 63 37
Homeless < < 100 0 < < < < < < 100 0
Military Connected 50 43 93 7 9 64 73 27
Foster Care < < < < < < < <
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 17 75 92 8 13 73 86 14 3 34 38 63
Female 6 84 90 10 15 69 84 16 - 38 38 62
Male 26 68 94 6 11 77 88 12 9 27 36 64
Black 3 81 83 17 8 69 77 23 - 33 33 67
Hispanic < < < < 14 64 79 21 < < < <
White 21 74 95 5 16 77 93 7 7 33 40 60
Two or more races < < < < - 55 55 45 < < 100 0
Students with Disabilities 6 75 81 19 - 48 48 52 - 10 10 90
Students without Disabilities 18 75 93 7 15 76 91 9 5 45 50 50
Economically Disadvantaged 2 88 90 10 5 70 75 25 - 23 23 77
Not Economically Disadvantaged 21 72 93 7 16 74 90 10 5 42 47 53
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
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 22 66 88 12 15 61 76 24 7 72 79 21
Female 20 68 88 12 15 63 78 22 5 70 75 25
Male 24 65 89 11 15 59 74 26 8 73 81 19
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 5 62 68 32 4 46 50 50 - 71 71 29
Hispanic - 73 73 27 - 50 50 50 - 67 67 33
White 28 67 95 5 18 63 81 19 11 71 81 19
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 5 32 37 63 - 50 50 50 - 52 52 48
Students without Disabilities 23 70 93 7 17 62 79 21 9 77 85 15
Economically Disadvantaged 9 56 65 35 - 48 48 52 2 68 70 30
Not Economically Disadvantaged 25 69 94 6 19 64 83 17 10 74 84 16
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 31 60 91 9 25 56 81 19 8 60 68 32
Female 29 59 88 12 26 58 84 16 9 66 75 25
Male 34 61 95 5 23 54 78 22 6 53 60 40
American Indian < < < <
Asian < < 100 0
Black 14 72 86 14 - 52 52 48 - 38 38 63
Hispanic 14 71 86 14 7 57 64 36 < < < <
White 40 54 94 6 32 56 88 12 10 68 78 22
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 57 61 39 - 33 33 67 - 27 27 73
Students without Disabilities 34 60 95 5 27 58 85 15 9 64 73 27
Economically Disadvantaged 14 73 86 14 5 56 61 39 - 42 42 58
Not Economically Disadvantaged 38 55 93 7 30 56 86 14 11 68 79 21
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 59 100 0 22 74 97 3 17 82 99 1
Female 33 67 100 0 18 75 93 7 13 86 98 2
Male 52 48 100 0 26 74 100 0 22 78 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 9 91 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 44 56 100 0 21 74 96 4 16 82 99 1
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 41 59 100 0 22 74 96 4 18 82 99 1
Economically Disadvantaged < < 100 0 9 82 91 9 18 82 100 0
Not Economically Disadvantaged 41 59 100 0 24 73 97 3 17 82 99 1
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
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 37 57 94 7 28 65 92 8 21 67 88 12
Female 42 52 94 6 33 61 94 6 26 65 91 9
Male 32 61 93 7 23 68 91 9 16 70 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 60 84 16 13 74 87 13 - 65 65 35
Hispanic 31 46 77 23 20 60 80 20 - 73 73 27
Native Hawaiian < < 100 0
White 38 58 96 4 32 63 94 6 25 68 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 70 70 30 - 67 67 33 7 53 60 40
Students without Disabilities 41 55 96 4 32 64 96 4 22 68 91 9
Economically Disadvantaged 22 63 84 16 14 68 81 19 6 74 79 21
Not Economically Disadvantaged 42 54 97 3 33 63 97 3 27 65 92 8
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
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 56 36 92 8 57 36 93 7 51 38 89 11
Female 50 45 95 5 52 41 93 7 40 47 87 13
Male 61 29 90 10 61 32 94 6 59 32 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black 40 49 89 11 35 46 81 19 24 53 76 24
Hispanic 50 50 100 0 57 29 86 14 33 50 83 17
White 63 31 94 6 62 35 97 3 57 33 91 9
Two or more races 20 50 70 30 50 40 90 10 < < 100 0
Students with Disabilities 30 44 74 26 28 50 78 22 8 58 67 33
Students without Disabilities 61 35 95 5 62 34 96 4 58 35 93 7
Economically Disadvantaged 39 50 89 11 32 58 90 10 27 58 85 15
Not Economically Disadvantaged 65 29 94 6 67 27 94 6 62 29 91 9
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 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
Division--2
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-kindergarten729188
Kindergarten187173163
Grade 1158192171
Grade 2183169185
Grade 3171183176
Grade 4209176188
Grade 5200207176
Grade 6206203221
Grade 7208216202
Grade 8193212217
Grade 9213215221
Grade 10215213208
Grade 11215203200
Grade 12199224203
Total Students2,6292,6772,619

< = 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 Students262926772619
Female128913111290
Male134013661329
American Indian343
Asian303033
Black424428357
Hispanic191195195
Native Hawaiian111
White186319071908
Two or more races117112122
Students with Disabilities333342353
Students without Disabilities229623352266
Economically Disadvantaged634731687
Not Economically Disadvantaged199519461932
English Learners738176
Not English Learners255625962543
Homeless144
Military Connected283630
Foster Care81211
< = 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 151 64 5 1 5 2
State 50715 36614 2715 1064 5504 1801
Female Division 76 32 2 0 1 0
State 27679 16161 917 351 2003 680
Male Division 75 32 3 1 4 2
State 23036 20453 1798 713 3501 1121
Black Division 29 23 3 0 0 0
State 7794 10864 1035 246 1353 673
Hispanic Division 10 4 0 0 0 0
State 5184 6274 354 116 2441 386
White Division 106 33 2 1 3 2
State 29845 16400 1112 631 1440 605
Two or more races Division 6 4 0 0 2 0
State 2511 1633 110 56 137 79
Students with Disabilities Division 3 15 5 0 0 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 27 24 2 1 2 1
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 < < < < 0 <
State 1928 1197 49 15 36 24
Foster Care Division < < < < 0 <
State 23 134 26 19 67 18
< = 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 Students228220972219752
Female111110991109911
Male117110941119543
Black55551005510000
Hispanic14141001410000
White147141961429732
Two or more races1210831083217
Students with Disabilities23231002310000
Economically Disadvantaged575393549524
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = 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 Taken119 / 14.41%136 / 16.23%152 / 17.8%
Advanced Placement Course Enrollment238 / 28.81%250 / 29.83%268 / 31.38%
Dual Enrollment128 / 15.5%120 / 14.32%141 / 16.51%
Governor's School Enrollment27 / 3.27%29 / 3.46%28 / 3.28%
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 StudentsDivision18211338
State85,89957,72533
FemaleDivision876624
State43,22531,59927
MaleDivision954751
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision342041
State18,86811,29840
HispanicDivision10<100
State10,1025,82642
WhiteDivision1318535
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision15<100
State7,2163,25655
Economically DisadvantagedDivision442348
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
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
State LicensuresDivision5--
 State2,2791,8812,231
Industry CertificationDivision185213-
 State109,275104,601107,234
Workplace ReadinessDivision36-237
 State42,31350,24144,892
Total Credentials EarnedDivision226213237
 State157,490160,248158,452
Students Earning One or More CredentialsDivision212203237
 State126,113128,672126,041
CTE CompletersDivision587696
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision-24-
 State1,4311,5371,317

< = 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
2015-2016Division8,035.002,733.00535.00
State6,084.004,849.00812.00
2016-2017Division8,414.002,686.00541.00
State6,248.005,052.00871.00
2017-2018Division8,763.002,830.00604.00
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 Students2,2302702,1813782,306258
Female1,0981321,0821831,129125
Male1,1321381,0991951,177133
American Indian<<<<<<
Asian262253301
Black383423485934245
Hispanic158151592017514
Native Hawaiian<<<<<<
White1,5681931,5562691,660181
Two or more races951692259815
Students with Disabilities257442596426753
Economically Disadvantaged646115565168580132
English Learners733668776
Homeless132<<<<
< = 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 39
Disorderly or Disruptive Behavior Offenses 48
Other Offenses Against Persons 52
All Other Offenses <
Property Offenses <
Weapons Offenses 10
Offenses Against Staff <
Offenses Against Student 40
Technology Offenses <

< = 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 Indian00.10.1
Asian1.11.11.12
Black16.831.216.230.61631.4
Hispanic6.96.47.34.97.36.9
Native Hawaiian000
White70.449.67154.971.352.9
Two or more races4.612.84.59.74.26.9
< = 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 Indian00.10.1
Asian1.11.11.1
Black16.816.242.91633.3
Hispanic6.97.37.3
Native Hawaiian000
White70.47128.671.350
Two or more races4.64.528.64.216.7
< = 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 Indian00.10.1
Asian1.11.11.1
Black16.816.216
Hispanic6.97.37.3
Native Hawaiian000
White70.47171.3
Two or more races4.61004.54.2
< = 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 26.132.928.3
< = 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 3529.434.5
< = 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 70.660.268.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.54 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11.7 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.