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Goochland County Public Schools

General school information

Division: Goochland County Public Schools
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.

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 20 86 66 14 20 85 65 15 18 85 67 15
Female 22 89 67 11 23 88 65 12 22 87 65 13
Male 18 84 65 16 16 82 66 18 15 83 68 17
Asian 29 88 59 12 26 58 32 42 24 82 59 18
Black 8 71 63 29 10 68 59 32 11 69 59 31
Hispanic 5 69 64 31 12 80 68 20 7 74 67 26
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 24 92 67 8 23 90 67 10 21 90 68 10
Two or more races 18 82 64 18 16 78 62 22 11 81 69 19
Students with Disabilities 7 52 45 48 6 54 48 46 6 52 46 48
Economically Disadvantaged 8 73 65 27 8 72 65 28 9 73 64 27
English Learners 3 56 53 44 7 68 61 32 4 65 61 35
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 12 79 67 21 19 74 55 26 20 76 56 24
Female 15 81 67 19 19 73 54 27 20 71 51 29
Male 10 78 68 22 19 75 57 25 20 79 59 21
Asian < 100 < 0 < < < < < < < <
Black 3 67 64 33 12 48 36 52 15 40 25 60
Hispanic < < < < 20 73 53 27 11 67 56 33
White 15 84 69 16 22 83 61 17 23 83 60 17
Two or more races < < < < 10 70 60 30 < < < <
Students with Disabilities 3 34 31 66 7 48 41 52 - 32 32 68
Economically Disadvantaged 9 70 61 30 4 53 49 47 13 61 48 39
English Learners < < < < < < < < - 55 55 45
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 33 92 59 8 21 82 61 18 29 87 58 13
Female 36 92 56 8 21 82 61 18 29 87 58 13
Male 30 92 62 8 21 82 61 18 29 87 58 13
Asian < < < < < 100 < 0 < 100 < 0
Black 13 78 65 22 14 69 54 31 25 81 56 19
Hispanic 9 82 73 18 10 80 70 20 33 75 42 25
White 38 95 57 5 24 88 64 12 29 89 60 11
Two or more races < 100 < 0 8 58 50 42 30 90 60 10
Students with Disabilities 16 74 58 26 4 50 46 50 21 68 46 32
Economically Disadvantaged 11 83 72 17 11 75 64 25 12 72 60 28
English Learners < < < < < < < < < < < <
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 34 87 53 13 27 89 62 11 21 80 59 20
Female 35 90 54 10 31 90 58 10 30 77 47 23
Male 33 84 51 16 22 88 65 12 14 83 69 17
Asian < 100 < 0 < < < < < 100 < 0
Black 28 72 45 28 8 75 67 25 19 64 44 36
Hispanic < < < < 18 91 73 9 - 70 70 30
White 37 90 53 10 30 93 63 7 23 88 65 12
Two or more races < 100 < 0 < 100 < 0 20 53 33 47
Students with Disabilities 9 68 59 32 13 69 56 31 4 52 48 48
Economically Disadvantaged 12 74 61 26 16 80 64 20 17 65 48 35
English Learners < < < < < < < < < < < <
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 21 77 57 23 26 90 63 10 24 86 63 14
Female 24 84 59 16 32 94 62 6 25 92 67 8
Male 18 72 54 28 21 86 65 14 22 80 58 20
Asian < < < < < 100 < 0 < < < <
Black 3 56 53 44 7 75 68 25 8 62 54 38
Hispanic 7 67 60 33 < < < < - 67 67 33
White 28 84 57 16 32 93 61 7 29 92 63 8
Two or more races 18 82 64 18 < < < < < 100 < 0
Students with Disabilities - 33 33 67 6 61 56 39 13 67 53 33
Economically Disadvantaged 4 60 56 40 8 82 74 18 12 76 64 24
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 21 91 71 9 19 85 66 15 18 87 68 13
Female 24 94 70 6 28 90 62 10 27 93 66 7
Male 17 88 72 12 12 81 70 19 10 81 71 19
Asian < 100 < 0 < < < < < 100 < 0
Black 5 82 77 18 10 73 63 27 7 60 53 40
Hispanic < < < < 6 83 78 17 10 70 60 30
White 24 95 71 5 24 89 66 11 22 93 71 7
Two or more races < < < < 18 82 64 18 < < < <
Students with Disabilities 5 58 53 42 - 41 41 59 - 53 53 47
Economically Disadvantaged 5 77 72 23 4 73 69 27 9 79 70 21
English Learners < < < < < < < < < < < <
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 14 84 70 16 19 83 64 17 11 86 76 14
Female 15 87 72 13 22 88 66 12 16 90 74 10
Male 13 80 67 20 16 77 61 23 7 83 77 17
Black 5 62 56 38 12 64 52 36 6 65 59 35
Hispanic - 60 60 40 < < < < - 79 79 21
White 17 92 74 8 20 88 68 12 13 92 78 8
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 10 30 20 70 5 60 55 40 - 50 50 50
Economically Disadvantaged 5 58 53 42 7 69 62 31 - 72 72 28
English Learners < < < < < < < < < < < <
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 7 93 86 7 6 92 86 8 6 89 83 11
Female 6 94 88 6 7 97 89 3 9 92 84 8
Male 8 93 84 7 5 88 83 12 3 86 83 14
Black 5 81 77 19 5 80 76 20 2 88 86 13
Hispanic 8 85 77 15 - 100 100 0 - 87 87 13
White 8 98 90 2 7 96 89 4 9 91 82 9
Two or more races < 100 < 0 < < < < - 80 80 20
Students with Disabilities 9 77 68 23 14 64 50 36 - 44 44 56
Economically Disadvantaged 6 86 80 14 6 81 75 19 3 88 85 12
English Learners < < < < < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

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

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: 96.13 State: 89.72 Division: 90.26 State: 88.34 Division: 91.1 State: 88.19

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

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten777291
Kindergarten150187173
Grade 1187158192
Grade 2163183169
Grade 3219171183
Grade 4191209176
Grade 5189200207
Grade 6203206203
Grade 7182208216
Grade 8207193212
Grade 9217213215
Grade 10227215213
Grade 11185215203
Grade 12197199224
Total Students2,5942,6292,677
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 Students259426292677
Female126312891311
Male133113401366
American Indian134
Asian293030
Black437424428
Hispanic180191195
Native Hawaiian111
White182618631907
Two or more races120117112
Students with Disabilities336333342
Not Students with Disabilities225822962335
Economically Disadvantaged762634731
Not Economically Disadvantaged183219951946
English Learners767381
Not English Learners251825562596
Homeless1014
Foster Care12812
Military Connected272836
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 121 61 5 1 10 2
State 50979 36013 2733 1046 5404 1786
Female Division 68 19 3 1 2 0
State 27837 15823 920 366 1922 656
Male Division 53 42 2 0 8 2
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 22 12 2 0 2 0
State 7955 11090 1111 244 1359 744
Hispanic Division 5 5 0 0 1 0
State 5086 5583 317 105 2172 323
White Division 91 40 2 1 6 1
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < < <
State 2468 1542 87 58 163 73
Students with Disabilities Division 5 10 5 0 1 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 24 20 4 0 5 1
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students20018793.518894105
Female939096.89197.822.2
Male1079790.79790.787.5
Asian0<100<10000
Black383694.73694.725.3
Hispanic111090.91090.919.1
White14113394.31349564.3
Two or more races0<<<<<<
Students with Disabilities212095.22095.214.8
Economically Disadvantaged544888.94888.959.3
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<<<<<<
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken128 / 15.59%119 / 14.41%136 / 16.23%
Advanced Placement Course Enrollment205 / 24.97%238 / 28.81%250 / 29.83%
Dual Enrollment112 / 13.64%128 / 15.5%120 / 14.32%
Governor’s School Enrollment25 / 3.05%27 / 3.27%29 / 3.46%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 196 126 36
State 82482 57560 30
Female Division 85 64 25
State 41546 31230 25
Male Division 111 62 44
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 28 14 50
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 151 100 34
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 13 < 100
State 5986 3008 50
Economically Disadvantaged Division 38 19 50
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 AssessmentsDivision---
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision189190213
 State100544109590103892
Workplace ReadinessDivision3136-
 State307754231350242
Total Credentials EarnedDivision220226213
 State137248157490159017
Students Earning One or More CredentialsDivision206212203
 State109089126113127744
CTE CompletersDivision955873
 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 117 236 130 55.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 144 311 196 63%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 126 282 195 69.1%
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
66.3 66 66.8

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
2014-20158,129.002,587.00662.00
2015-20168,035.002,733.00535.00
2016-20178,414.002,686.00541.00

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 Students23401013036239812442532348162358022872138888
Female1112529191177541618115589163111291054940
Male12284921171221702635119373194911581083948
American Indian0000000000000000
Asian28000300002920026110
Black41916494091691440527414370351617
Hispanic13871015611211709261661624
White166170222317028628351639112275016221536157
Two or more races9183498103310311210102879
Students with Disabilities273145102801571326729912274311319
Economically Disadvantaged654491222641582029696632444607884242
English Learners63500636007820373501
Homeless3341417302171226037
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 26
Offenses Against Staff <
Weapons Offenses <
All Other Offenses <
Other Offenses Against Persons 69
Disorderly or Disruptive Behavior Offenses 73
Alcohol, Tobacco, and Other Drug Offenses 77
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.0780.0390.114
Asian1.2081.1181.143
Black17.29638.7116.84731.2116.15230.56
Hispanic6.0773.236.9396.387.2764.86
Native Hawaiian0.0390.038
White71.21252.6970.39349.6570.97154.86
Two or more races4.1295.384.62612.774.4579.72
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 Indian0.0780.0390.114
Asian1.2081.1181.143
Black17.29616.84716.15242.86
Hispanic6.0776.9397.276
Native Hawaiian0.0390.038
White71.21210070.39370.97128.57
Two or more races4.1294.6264.45728.57
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 Indian0.0780.0390.114
Asian1.2081.1181.143
Black17.29616.84716.152
Hispanic6.0776.9397.276
Native Hawaiian0.0390.038
White71.21270.39370.971
Two or more races4.1294.6261004.457
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 27.5927.4526.05
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 34.0330.3335
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 73.1370.8370.59
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.45 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.95 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%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
2015-201647%49%1%3%
2016-201743%54%1%2%
2017-201847%51%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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