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Grayson County Public Schools

General school information

Division: Grayson County Public Schools
Address: 412 E Main St Independence, VA 24348-0888
Superintendent: Mr. Kelly Wilmore
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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 13 76 64 24 14 72 58 28 14 75 61 25
Female 17 90 73 10 19 80 61 20 18 82 63 18
Male 9 65 56 35 9 65 56 35 9 67 59 33
Black < < < < < < < < < < < <
Hispanic 10 60 50 40 24 65 41 35 < 100 < 0
White 12 78 65 22 13 73 60 27 14 72 58 28
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 5 26 21 74 4 35 31 65 20 40 20 60
Students without Disabilities 14 84 70 16 16 80 64 20 12 82 69 18
Economically Disadvantaged 10 68 58 32 11 68 57 32 5 77 73 23
Not Economically Disadvantaged 15 85 70 15 20 79 60 21 23 71 48 29
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 76 57 24 22 75 52 25 14 71 57 29
Female 29 90 60 10 32 83 51 17 20 82 61 18
Male 11 66 55 34 12 65 53 35 8 61 53 39
Black < < < < < 100 < 0 < < < <
Hispanic < < < < 40 70 30 30 < 100 < 0
White 18 78 59 23 20 74 54 26 15 69 53 31
Students with Disabilities 5 21 16 79 4 36 32 64 11 33 22 67
Students without Disabilities 21 86 64 14 27 85 57 15 15 80 65 20
Economically Disadvantaged 14 70 56 30 16 70 54 30 6 75 69 25
Not Economically Disadvantaged 26 85 59 15 42 88 45 12 24 67 43 33
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 7 76 69 24 5 69 64 31 10 90 80 10
Female 7 90 83 10 3 75 72 25 9 82 73 18
Male 7 64 57 36 7 65 58 35 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 8 78 71 22 5 71 66 29 11 89 79 11
Students with Disabilities 5 32 26 68 5 35 30 65 < 100 < 0
Students without Disabilities 7 82 75 18 5 75 70 25 - 89 89 11
Economically Disadvantaged 6 66 60 34 2 63 62 37 - 90 90 10
Not Economically Disadvantaged 8 86 78 14 9 75 67 25 20 90 70 10
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 11 76 65 24 13 79 67 21 12 81 68 19
Female 12 82 69 18 16 84 69 16 14 88 74 12
Male 9 70 61 30 10 75 65 25 11 74 63 26
American Indian < 100 < 0 < 100 < 0 < < < <
Black - 74 74 26 - 65 65 35 - 71 71 29
Hispanic 14 70 55 30 8 71 63 29 12 72 60 28
White 11 76 65 24 13 80 67 20 13 82 69 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 46 38 54 7 46 38 54 4 51 47 49
Students without Disabilities 11 81 70 19 14 86 73 14 14 87 73 13
Economically Disadvantaged 8 70 62 30 9 75 66 25 9 77 67 23
Not Economically Disadvantaged 15 84 69 16 18 86 67 14 18 88 70 12
English Learners 8 67 58 33 13 80 67 20 < < < <
Migrant < < < < < 100 < 0 < 100 < 0
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 12 81 68 19 21 89 68 11 11 87 76 13
Female 16 82 66 18 21 84 63 16 9 96 87 4
Male 9 79 70 21 20 93 73 7 12 78 65 22
Black < 100 < 0 < 100 < 0 < < < <
Hispanic - 67 67 33 < < < < < < < <
White 14 81 67 19 21 91 70 9 12 88 75 12
Students with Disabilities 19 54 35 46 8 68 60 32 - 68 68 32
Students without Disabilities 11 87 76 13 24 95 70 5 13 92 78 8
Economically Disadvantaged 8 75 67 25 16 89 73 11 8 84 75 16
Not Economically Disadvantaged 21 92 71 8 29 88 59 12 17 97 79 3
English Learners < < < < < < < < < < < <
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 24 90 66 10 19 85 66 15 24 85 61 15
Female 22 90 68 10 21 82 61 18 22 85 63 15
Male 27 91 64 9 17 87 70 13 26 85 60 15
Black < < < < < < < < < < < <
Hispanic < < < < - 73 73 27 14 64 50 36
White 24 92 68 8 22 86 65 14 27 90 63 10
Students with Disabilities 15 55 40 45 18 54 36 46 12 56 44 44
Students without Disabilities 26 98 72 2 19 93 74 7 27 93 66 7
Economically Disadvantaged 21 86 65 14 12 81 69 19 19 84 65 16
Not Economically Disadvantaged 32 100 68 0 31 92 60 8 34 88 54 12
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 19 79 61 21 24 93 69 7 26 81 56 19
Female 25 89 63 11 29 96 67 4 26 85 59 15
Male 11 69 57 31 19 89 70 11 26 78 53 22
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 23 62 38 38
White 21 80 60 20 24 93 69 7 28 85 57 15
Students with Disabilities 5 41 36 59 7 53 47 47 4 54 50 46
Students without Disabilities 22 88 66 12 27 99 72 1 31 88 57 12
Economically Disadvantaged 11 77 66 23 18 91 73 9 16 77 61 23
Not Economically Disadvantaged 34 84 50 16 39 97 58 3 44 90 46 10
English Learners < 100 < 0 < < < < < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 92 74 8 19 88 70 12 15 87 72 13
Female 20 94 74 6 29 95 66 5 20 96 76 4
Male 16 89 73 11 7 82 75 18 11 79 68 21
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < < < < 30 60 30 40
White 19 90 71 10 19 89 70 11 14 90 76 10
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 11 61 50 39 - 63 63 38 - 64 64 36
Students without Disabilities 19 99 79 1 22 93 71 7 17 90 73 10
Economically Disadvantaged 13 90 77 10 9 85 76 15 12 86 73 14
Not Economically Disadvantaged 26 94 68 6 33 93 60 7 24 91 68 9
Migrant < 100 < 0 < 100 < 0
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 65 55 35 < 100 < 0 3 64 60 36
Female 10 69 59 31 < 100 < 0 5 74 68 26
Male 9 61 52 39 < 100 < 0 2 57 55 43
Black < 100 < 0 < 100 < 0
Hispanic 23 77 54 23 < 100 < 0
White 8 63 55 37 < 100 < 0 4 63 59 37
Students with Disabilities - 24 24 76 < 100 < 0 - 28 28 72
Students without Disabilities 12 75 64 25 4 73 68 27
Economically Disadvantaged 6 54 48 46 3 60 57 40
Not Economically Disadvantaged 15 81 67 19 < 100 < 0 4 71 68 29
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 3 61 58 39 6 61 54 39 16 76 60 24
Female 3 74 71 26 11 71 61 29 24 85 61 15
Male 2 52 50 48 3 51 49 49 7 66 59 34
Black < < < < < < < < < < < <
Hispanic < < < < - 80 80 20 < 100 < 0
White 3 61 58 39 7 59 53 41 18 75 58 25
Students with Disabilities 12 24 12 76 3 24 22 76 11 39 28 61
Students without Disabilities - 71 71 29 8 72 65 28 18 91 73 9
Economically Disadvantaged - 54 54 46 3 53 49 47 8 64 56 36
Not Economically Disadvantaged 7 74 67 26 12 75 63 25 27 92 65 8
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 1 74 74 26 1 75 75 25 4 76 73 24
Female 2 84 83 16 1 88 86 12 4 91 87 9
Male - 65 65 35 - 65 65 35 3 61 58 39
Black < < < < < < < < < 100 < 0
Hispanic < < < < - 70 70 30 - 83 83 17
White 1 77 76 23 1 77 77 23 4 74 70 26
Students with Disabilities - 68 68 32 - 43 43 57 - 38 38 63
Students without Disabilities 1 75 74 25 1 80 80 20 4 84 80 16
Economically Disadvantaged - 68 68 32 - 66 66 34 2 71 69 29
Not Economically Disadvantaged 2 82 81 18 1 86 84 14 7 88 80 12
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 54 51 46 5 68 63 32 3 79 76 21
Female 2 59 58 41 5 76 71 24 4 83 79 17
Male 4 49 46 51 4 60 56 40 1 75 73 25
Black < < < < < < < < < < < <
Hispanic < < < < < < < < 9 64 55 36
White 3 56 53 44 5 69 64 31 2 82 80 18
Two or more races < < < < < < < <
Students with Disabilities - 44 44 56 - 15 15 85 - 61 61 39
Students without Disabilities 3 55 52 45 5 77 72 23 3 81 78 19
Economically Disadvantaged - 43 43 57 4 60 56 40 4 73 69 27
Not Economically Disadvantaged 5 63 58 37 5 75 71 25 1 85 83 15
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 96 89 4 11 89 77 11 10 93 83 7
Female 6 94 89 6 9 91 82 9 13 92 79 8
Male 11 100 89 0 14 86 73 14 7 93 87 7
Hispanic < 100 < 0 < < < < < < < <
White 6 96 90 4 13 90 77 10 11 95 84 5
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 8 96 89 4 12 88 76 12 11 92 82 8
Economically Disadvantaged 9 91 82 9 10 90 79 10 11 86 76 14
Not Economically Disadvantaged 6 100 94 0 12 88 76 12 9 100 91 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 81 69 19 8 78 70 22 10 84 74 16
Female 12 82 70 18 6 81 74 19 9 86 77 14
Male 12 80 68 20 10 76 67 24 11 82 71 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 75 67 25 - 72 72 28 - 81 81 19
Hispanic 4 65 62 35 6 69 63 31 3 67 64 33
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 82 69 18 8 79 71 21 11 85 74 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 10 50 40 50 1 33 32 67 3 49 46 51
Students without Disabilities 13 86 73 14 9 86 77 14 11 91 80 9
Economically Disadvantaged 8 74 65 26 5 71 67 29 7 80 72 20
Not Economically Disadvantaged 17 90 73 10 11 86 75 14 13 90 77 10
English Learners < < < < < < < < < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 84 59 16 12 73 62 27 16 81 65 19
Female 29 89 60 11 13 71 58 29 13 84 70 16
Male 23 79 57 21 10 76 66 24 19 80 61 20
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < - 57 57 43
White 28 86 58 14 12 75 63 25 19 85 65 15
Students with Disabilities 9 55 45 45 - 38 38 63 4 46 42 54
Students without Disabilities 30 91 62 9 13 79 66 21 19 90 71 10
Economically Disadvantaged 17 79 63 21 9 68 59 33 13 77 64 23
Not Economically Disadvantaged 45 95 50 5 18 88 70 12 23 90 67 10
English Learners < < < < < < < < < < < <
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 8 80 72 20 5 75 70 25 10 83 73 17
Female 11 79 68 21 4 77 73 23 10 82 73 18
Male 6 81 75 19 6 73 67 27 10 83 73 17
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < < < < 8 69 62 31 < 100 < 0
White 8 81 73 19 5 76 71 24 10 82 71 18
Students with Disabilities 12 29 18 71 4 37 33 63 5 47 42 53
Students without Disabilities 7 88 81 12 5 85 79 15 11 91 80 9
Economically Disadvantaged 8 75 67 25 1 67 66 33 7 79 72 21
Not Economically Disadvantaged 8 87 79 13 9 85 75 15 16 91 75 9
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 83 72 17 12 79 67 21 12 83 71 17
Female 8 89 80 11 7 82 75 18 14 88 74 12
Male 12 78 66 22 16 76 60 24 10 78 68 22
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 10 85 75 15 12 80 67 20 13 84 71 16
Two or more races < < < < < 100 < 0
Students with Disabilities 6 65 59 35 - 22 22 78 - 33 33 67
Students without Disabilities 11 85 74 15 14 88 75 12 14 89 76 11
Economically Disadvantaged 8 76 68 24 5 75 71 25 11 77 66 23
Not Economically Disadvantaged 12 89 77 11 19 83 64 17 13 89 77 11
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 73 70 27 7 85 79 15 5 95 91 5
Female 4 70 66 30 5 86 82 14 - 97 97 3
Male - 77 77 23 10 84 74 16 9 94 85 6
Hispanic < < < < < < < < < 100 < 0
White 3 71 69 29 7 87 79 13 5 95 90 5
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Students without Disabilities 1 72 71 28 7 86 80 14 5 95 90 5
Economically Disadvantaged - 57 57 43 5 86 81 14 3 97 93 3
Not Economically Disadvantaged 5 86 81 14 7 85 78 15 6 94 89 6
English Learners < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 82 71 18 5 81 76 19 3 83 80 17
Female 7 82 75 18 4 88 84 12 4 87 83 13
Male 15 82 67 18 6 77 71 23 1 79 78 21
Black < < < < < < < < < 100 < 0
Hispanic < < < < < < < < - 58 58 42
Native Hawaiian < 100 < 0
White 12 82 70 18 6 82 76 18 3 85 82 15
Two or more races < 100 < 0
Students with Disabilities 5 45 40 55 - 33 33 67 - 57 57 43
Students without Disabilities 12 88 76 12 6 90 84 10 4 90 86 10
Economically Disadvantaged 4 72 68 28 4 73 68 27 - 80 80 20
Not Economically Disadvantaged 21 95 74 5 6 92 85 8 8 89 81 11
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 21 82 62 18 21 84 64 16 24 82 58 18
Female 17 77 60 23 17 86 69 14 19 82 64 18
Male 25 88 63 12 24 83 59 17 29 81 52 19
Black - 70 70 30 15 75 60 25 - 85 85 15
Hispanic 26 77 51 23 19 77 58 23 20 66 46 34
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 21 83 62 17 21 85 64 15 25 83 58 17
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 12 49 37 51 10 41 31 59 12 52 41 48
Students without Disabilities 22 88 66 12 22 91 69 9 26 87 61 13
Economically Disadvantaged 16 75 59 25 17 78 61 22 18 77 59 23
Not Economically Disadvantaged 27 92 65 8 25 91 67 9 33 89 56 11
English Learners < < < < < < < < < < < <
Migrant < < < < < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 79 72 21 15 85 70 15 18 84 66 16
Female 6 71 66 29 11 84 74 16 5 85 80 15
Male 8 86 79 14 19 85 67 15 31 84 52 16
Hispanic < < < < < < < < < < < <
White 7 78 72 22 15 85 70 15 21 83 63 17
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 50 50 50 8 25 17 75 6 59 53 41
Students without Disabilities 7 82 75 18 16 91 75 9 20 88 68 12
Economically Disadvantaged 1 72 70 28 9 75 66 25 10 79 69 21
Not Economically Disadvantaged 12 86 74 14 20 92 72 8 30 92 62 8
English Learners < 100 < 0
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 81 63 19 8 82 73 18 20 81 62 19
Female 13 73 60 27 4 88 84 13 14 83 70 17
Male 24 89 65 11 12 78 66 22 26 79 53 21
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < < < < < 33 75 42 25
Native Hawaiian < 100 < 0 < 100 < 0
White 19 81 62 19 8 81 73 19 18 82 63 18
Two or more races < 100 < 0
Students with Disabilities 6 47 41 53 - 27 27 73 4 46 42 54
Students without Disabilities 21 86 66 14 9 89 79 11 23 89 66 11
Economically Disadvantaged 12 72 60 28 8 77 69 23 11 75 63 25
Not Economically Disadvantaged 27 93 66 7 8 87 79 13 33 92 59 8
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 16 88 72 12 21 93 72 7 11 85 74 15
Female 7 81 74 19 9 91 83 9 - 79 79 21
Male 27 97 70 3 33 94 61 6 24 91 68 9
Black < < < < < 100 < 0 < 100 < 0
Hispanic < < < < < 100 < 0 < < < <
White 16 91 75 9 22 92 70 8 11 86 74 14
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Students without Disabilities 15 88 73 12 22 97 75 3 10 85 75 15
Economically Disadvantaged 16 78 63 22 20 92 72 8 11 83 71 17
Not Economically Disadvantaged 16 95 79 5 22 93 72 7 11 87 76 13
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 22 82 61 18 16 85 68 15 21 77 56 23
Female 23 79 56 21 15 85 70 15 28 80 52 20
Male 21 87 66 13 18 84 66 16 14 74 60 26
Black < 100 < 0 < < < < < 100 < 0
Hispanic 36 71 36 29 < 100 < 0 < < < <
White 21 83 63 17 18 84 66 16 23 78 55 22
Students with Disabilities 8 36 28 64 7 64 57 36 6 31 25 69
Students without Disabilities 25 93 68 7 18 88 70 12 24 84 60 16
Economically Disadvantaged 17 75 58 25 13 79 66 21 14 70 56 30
Not Economically Disadvantaged 30 94 64 6 23 94 71 6 34 89 55 11
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 41 85 44 15 40 82 42 18 46 86 39 14
Female 32 81 49 19 41 86 46 14 43 83 41 17
Male 51 89 38 11 40 79 39 21 50 88 38 12
Black < < < < < < < < < < < <
Hispanic < < < < 18 64 45 36 29 57 29 43
White 43 86 43 14 43 86 43 14 50 92 42 8
Students with Disabilities 21 58 37 42 8 33 25 67 22 74 52 26
Students without Disabilities 45 91 45 9 48 93 46 7 53 89 36 11
Economically Disadvantaged 33 80 47 20 31 75 45 25 40 83 43 17
Not Economically Disadvantaged 61 97 36 3 59 95 36 5 59 92 33 8
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

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: 83.19 State: 89.72 Division: 85.37 State: 88.34 Division: 92.73 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-kindergarten475245
Kindergarten128111125
Grade 1112125110
Grade 2111113119
Grade 3124103113
Grade 413811499
Grade 5119130115
Grade 6112119129
Grade 798120116
Grade 813895123
Grade 912913297
Grade 10125129125
Grade 11126120116
Grade 12137121110
Total Students1,6441,5841,542
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 Students164415841542
Female804772753
Male840812789
American Indian222
Asian11
Black434645
Hispanic106122124
Native Hawaiian111
White147413951356
Two or more races171714
Students with Disabilities270252265
Students without Disabilities137413321277
Economically Disadvantaged10131040988
Not Economically Disadvantaged631544554
English Learners202326
Not English Learners162415611516
Migrant374
Homeless796
Foster Care398
Military Connected7610
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 55 57 3 0 10 2
State 50983 36022 2734 1046 5399 1777
Female Division 32 20 0 0 3 0
State 27838 15824 920 366 1921 654
Male Division 23 37 3 0 7 2
State 23145 20198 1814 680 3478 1123
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division < < < < < <
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 51 53 2 0 9 1
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 1 5 3 0 3 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 17 34 3 0 6 2
State 10704 17348 1682 460 2637 1090
Homeless Division < < < < < <
State 232 695 90 42 302 61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students12711590.611590.6107.9
Female555294.55294.535.5
Male726387.56387.579.7
Asian0<100<10000
Black0<<<<<<
Hispanic0<<<<00
White11610691.410691.497.8
Two or more races0<100<10000
Students with Disabilities12975975325
Economically Disadvantaged625487.15487.169.7
Homeless0<<<<<<
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 Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment164 / 30.15%154 / 29.79%163 / 32.47%
Governor's School Enrollment - - -
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 119 74 38
State 82483 57560 30
Female Division 61 44 28
State 41546 31230 25
Male Division 58 30 48
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Hispanic Division 0 < 100
State 8548 5341 38
White Division 111 69 38
State 46319 33154 28
Students with Disabilities Division 10 < 100
State 5986 3008 50
Economically Disadvantaged Division 52 25 52
State 23516 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 AssessmentsDivision20157
 State413936233479
State LicensuresDivision31222
 State244022791843
Industry CertificationDivision314397332
 State99894109275103743
Workplace ReadinessDivision--24
 State307754231349889
Total Credentials EarnedDivision337424385
 State137248157490158954
Students Earning One or More CredentialsDivision127178168
 State109089126113127648
CTE CompletersDivision114127103
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
62.6 64.3 61.8

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,299.006,585.001,655.00
2015-20163,740.006,192.001,400.00
2016-20173,952.007,044.001,475.00

Statewide Per-Pupil Spending

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

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

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students139222713212611331197
Female695104656118635104
Male69712366514369693
American Indian<<<<<<
Asian<<<<<<
Black29932113811
Hispanic902184179918
Native Hawaiian<<<<<<
White125719711922291182163
Two or more races1209385
Students with Disabilities215462066420438
Economically Disadvantaged822184771203837168
English Learners264252261
Homeless<<<<<<
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 <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 77
Disorderly or Disruptive Behavior Offenses 45
Alcohol, Tobacco, and Other Drug Offenses 35
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1220.1261.06
Asian0.0610.063
Black2.6164.62.9046.38
Hispanic6.4482.37.70211.7
Native Hawaiian0.0610.063
White89.65990.888.06878.72
Two or more races1.0342.31.0732.13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1220.126
Asian0.0610.063
Black2.6162.904
Hispanic6.4487.702
Native Hawaiian0.0610.063
White89.65988.068
Two or more races1.0341.073
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.1220.126
Asian0.0610.063
Black2.6162.904
Hispanic6.4487.702
Native Hawaiian0.0610.063
White89.65988.068
Two or more races1.0341.073
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 62.7562.6561.77
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 51.1249.3448.47
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 80.9378.2176.9
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: 9.52 : 1

student 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: 9.16 : 1

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

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 1.1% 5.9% 5.7% 8.2% 8% 8.2%
High Poverty 1.1% 7.1% 5.7% 7.1% 8% 7.1%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%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
2015-201663%35%0%2%
2016-201761%37%0%2%
2017-201859%39%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students82%81%73%75%
Asian<<87%75%
Black79%77%60%75%
Hispanic71%71%63%75%
White84%82%81%75%
Economically Disadvantaged78%76%62%75%
English Learners<45%53%75%
Students with Disabilities49%46%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students83%81%74%70%
Asian<<89%70%
Black75%80%60%70%
Hispanic75%76%64%70%
White84%82%81%70%
Economically Disadvantaged79%77%63%70%
English Learners<68%57%70%
Students with Disabilities52%49%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students84%
Asian<
Black73%
Hispanic79%
White85%
Economically Disadvantaged79%
English Learners<
Students with Disabilities49%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students84%85%
Asian--
Black82%78%
Hispanic72%83%
White85%86%
Economically Disadvantaged79%82%
English Learners<<
Students with Disabilities61%62%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student GroupCurrent RateAnnual TargetLong Term Goal
All Students93%84%84%
Asian-90%84%
Black-82%84%
Hispanic<81%84%
White93%86%84%
Economically Disadvantaged91%78%84%
English Learners<65%84%
Students with Disabilities64%56%84%
Homeless<--
Foster Care---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students13%14%9%10%
Asian<<5%10%
Black22%24%9%10%
Hispanic15%17%9%10%
White12%14%9%10%
Economically Disadvantaged17%19%13%10%
English Learners4%8%8%10%
Students with Disabilities16%19%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the school year, regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress<46%58%
English Learner Proficiency20%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency31520%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian<<<
Black100%100%100%
Hispanic100%100%100%
White100%99%98%
Economically Disadvantaged100%99%98%
Not Economically Disadvantaged100%100%100%
English Learners<<<
Students with Disabilities100%98%96%
Students without Disabilities100%99%99%
Female100%99%98%
Male100%100%99%
Migrant<<-

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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