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Greensville County Public Schools

General school information

Division: Greensville County Public Schools
Division Number: 40
Address: 105 Ruffin Street Emporia, VA 23847
Superintendent: Dr. Kim F. Evans
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 50 56 44 4 51 55 45 5 43 48 52
Female 8 60 68 32 6 57 63 37 6 55 61 39
Male 4 40 44 56 2 45 47 53 4 29 34 66
Asian < < < < < < < < < < < <
Black 3 43 47 53 2 50 52 48 4 38 42 58
Hispanic < < < < - 47 47 53 < < < <
White 13 60 72 28 12 57 69 31 10 56 66 34
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 8 15 23 77 - 23 23 77 2 17 20 80
Students without Disabilities 6 55 60 40 5 55 59 41 6 47 53 47
Economically Disadvantaged 3 42 45 55 2 47 49 51 6 36 42 58
Not Economically Disadvantaged 11 62 72 28 8 58 65 35 5 49 54 46
English Learners < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 41 46 54 2 45 47 53 4 34 38 62
Female 6 57 63 37 1 54 55 45 7 44 51 49
Male 3 28 31 69 2 38 41 59 1 24 25 75
Asian < < 100 0 < < < < < < < <
Black 2 35 38 62 1 44 45 55 4 29 33 67
Hispanic < < < < - 40 40 60 < < < <
White 7 53 60 40 4 58 63 38 3 55 59 41
Two or more races < < < < < < < <
Students with Disabilities - 12 12 88 - 19 19 81 6 13 19 81
Students without Disabilities 5 46 51 49 2 48 50 50 4 37 41 59
Economically Disadvantaged 2 35 38 62 1 39 40 60 7 25 32 68
Not Economically Disadvantaged 8 54 63 37 3 55 59 41 1 44 45 55
Foster Care < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 66 34 6 56 62 38 6 51 57 43
Female 10 63 73 27 9 60 69 31 6 65 71 29
Male 5 53 58 42 2 51 53 47 7 35 42 58
Asian < < < < < < 100 0 < < 100 0
Black 4 51 55 45 3 56 59 41 3 49 52 48
Hispanic < < 100 0 < < < < < < < <
White 18 67 86 14 16 56 72 28 14 57 71 29
Two or more races < < 100 0 < < < <
Students with Disabilities 17 17 35 65 - 26 26 74 - 20 20 80
Students without Disabilities 6 64 70 30 7 60 67 33 8 57 64 36
Economically Disadvantaged 4 50 54 46 3 53 56 44 5 47 52 48
Not Economically Disadvantaged 12 67 79 21 11 60 71 29 8 55 63 37
English Learners < < < < < < < <
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 59 65 35 3 57 61 39 5 57 61 39
Female 6 61 67 33 2 61 63 37 3 64 68 32
Male 7 57 64 36 4 54 58 42 6 50 56 44
American Indian < < < < < < < < < < 100 0
Asian 18 64 82 18 9 64 73 27 < < < <
Black 3 55 58 42 2 52 54 46 2 53 55 45
Hispanic 4 56 59 41 3 59 62 38 10 52 62 38
White 16 68 84 16 8 74 82 18 10 68 78 22
Two or more races - 73 73 27 < < < < < < < <
Students with Disabilities 4 29 33 67 4 26 30 70 2 27 29 71
Students without Disabilities 7 63 70 30 3 63 66 34 5 61 66 34
Economically Disadvantaged 3 54 57 43 3 52 55 45 3 50 53 47
Not Economically Disadvantaged 11 67 78 22 5 75 80 20 7 66 73 27
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 45 52 48 8 47 55 45 8 52 60 40
Female 5 44 49 51 6 43 49 51 5 57 62 38
Male 10 46 56 44 9 51 60 40 11 47 58 42
Black 2 41 44 56 5 47 52 48 4 49 53 47
Hispanic < < < < 8 58 67 33 < < < <
White 23 52 75 25 29 43 71 29 19 63 81 19
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 32 32 68 9 26 34 66 - 24 24 76
Students without Disabilities 9 48 56 44 7 53 60 40 9 56 66 34
Economically Disadvantaged 1 38 39 61 7 47 55 45 5 46 51 49
Not Economically Disadvantaged 15 54 69 31 < < < < 14 64 77 23
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 52 57 43 2 49 51 49 2 58 61 39
Female 4 56 60 40 - 57 57 43 1 64 65 35
Male 6 48 54 46 4 43 46 54 3 52 55 45
Asian < < < < < < < < < < < <
Black 2 46 48 52 1 44 45 55 2 54 56 44
Hispanic < < < < - 70 70 30 < < 100 0
White 11 68 79 21 8 64 72 28 - 76 76 24
Two or more races < < < < < < 100 0
Students with Disabilities 11 7 19 81 13 13 25 75 11 22 33 67
Students without Disabilities 4 59 63 37 1 53 54 46 1 64 65 35
Economically Disadvantaged 3 46 49 51 2 46 48 52 3 53 56 44
Not Economically Disadvantaged 9 66 74 26 5 68 74 26 2 65 67 33
Foster Care < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 79 21 2 60 62 38 4 51 55 45
Female 13 67 80 20 1 66 67 33 4 55 59 41
Male 5 73 78 22 3 53 55 45 4 47 51 49
Asian < < < < < < 100 0 < < 100 0
Black 3 75 78 22 - 55 55 45 1 47 48 52
Hispanic < < < < < < < < < < < <
White 24 60 83 17 7 76 83 17 11 60 70 30
Students with Disabilities - 73 73 27 - 27 27 73 - 17 17 83
Students without Disabilities 10 70 80 20 2 65 67 33 5 57 62 38
Economically Disadvantaged 6 71 77 23 1 55 56 44 2 39 41 59
Not Economically Disadvantaged 14 69 83 17 4 69 73 27 6 66 73 27
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 84 97 3 5 92 97 3 - 76 76 24
Female 10 89 98 2 5 91 96 4 - 90 90 10
Male 18 76 94 6 3 94 97 3 < < < <
Asian < < 100 0 < < 100 0
Black 9 87 96 4 4 92 96 4 - 71 71 29
Hispanic < < 100 0 < < < <
White 17 80 97 3 4 96 100 0 < < < <
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 12 85 97 3 5 92 96 4 - 76 76 24
Economically Disadvantaged 12 86 98 2 4 91 96 4 - 83 83 17
Not Economically Disadvantaged 13 83 96 4 5 93 98 3 - 69 69 31
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 55 56 44 2 54 56 44 5 67 72 28
Female - 57 57 43 1 55 56 44 5 78 83 17
Male 3 53 56 44 2 54 56 44 4 55 59 41
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 44 44 56 - 46 46 54 1 65 67 33
Hispanic < < < < < < < < < < < <
White 7 80 87 13 4 78 82 18 7 78 85 15
Two or more races < < < < < < < <
Students with Disabilities - 23 23 77 - 21 21 79 < < < <
Students without Disabilities 2 61 63 37 2 62 64 36 5 70 75 25
Economically Disadvantaged - 47 47 53 1 46 47 53 - 67 67 33
Not Economically Disadvantaged 5 70 75 25 3 72 75 25 10 68 78 22
Military Connected < < 100 0
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 81 19 15 58 72 28 11 50 61 39
Female 17 67 84 16 11 62 73 27 10 57 67 33
Male 19 58 77 23 18 54 71 29 11 44 55 45
American Indian < < < < < < < < < < 100 0
Asian 50 33 83 17 30 60 90 10 < < < <
Black 14 62 76 24 12 58 70 30 7 49 56 44
Hispanic 14 59 73 27 30 51 81 19 25 35 60 40
White 27 66 93 7 18 60 78 22 17 58 75 25
Two or more races 42 42 83 17 < < < < < < < <
Students with Disabilities 15 41 56 44 11 30 41 59 4 30 34 66
Students without Disabilities 19 66 84 16 15 62 78 22 12 53 64 36
Economically Disadvantaged 13 62 75 25 17 54 71 29 8 46 54 46
Not Economically Disadvantaged 27 64 90 10 8 71 79 21 15 56 72 28
English Learners 28 39 67 33 18 55 73 27 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 78 22 3 66 69 31 2 49 51 49
Female 14 67 81 19 2 63 65 35 - 61 61 39
Male 16 58 73 27 4 71 75 25 4 30 35 65
Asian < < < < < < 100 0
Black 13 59 72 28 3 65 68 32 2 48 50 50
Hispanic < < 100 0 < < < < < < < <
White 19 71 90 10 3 69 72 28 - 58 58 42
Two or more races < < < < < < < <
Students with Disabilities 10 48 57 43 - 39 39 61 < < < <
Students without Disabilities 16 65 80 20 3 70 73 27 2 56 58 42
Economically Disadvantaged 11 58 69 31 4 61 65 35 - 41 41 59
Not Economically Disadvantaged 21 69 90 10 2 77 79 21 4 63 67 33
English Learners < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 67 75 25 7 57 64 36 5 49 54 46
Female 4 77 82 18 7 62 69 31 4 59 63 37
Male 11 58 68 32 7 53 60 40 7 40 46 54
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < < <
Black 2 67 70 30 5 55 60 40 2 44 47 53
Hispanic < < < < 8 58 67 33 30 30 60 40
White 17 77 94 6 11 62 74 26 7 73 80 20
Two or more races < < < < < < < <
Students with Disabilities - 50 50 50 - 22 22 78 - 31 31 69
Students without Disabilities 9 70 79 21 8 65 73 27 6 50 56 44
Economically Disadvantaged 4 64 68 32 6 52 58 42 2 43 45 55
Not Economically Disadvantaged 14 74 88 12 10 68 78 22 12 58 70 30
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 82 89 11 10 70 80 20 7 67 74 26
Female 11 77 88 13 2 75 77 23 6 66 72 28
Male 3 90 92 8 26 61 87 13 9 68 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 87 89 11 4 73 77 23 - 69 69 31
Hispanic < < 100 0 < < 100 0 < < 100 0
White 21 69 90 10 12 71 82 18 16 64 80 20
Two or more races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 8 83 90 10 10 72 82 18 7 67 74 26
Economically Disadvantaged 2 87 89 11 13 68 81 19 3 65 68 32
Not Economically Disadvantaged 14 76 90 10 6 74 79 21 11 68 80 20
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 14 59 74 26 18 51 69 31
Female 13 73 86 14 13 67 80 20 22 56 78 22
Male 14 60 74 26 16 53 69 31 13 45 58 42
Asian < < 100 0 < < < < < < < <
Black 12 64 76 24 9 64 72 28 14 51 65 35
Hispanic < < < < < < < < < < < <
White 18 75 92 8 36 50 86 14 32 50 82 18
Two or more races < < < < < < 100 0
Students with Disabilities - 24 24 76 - 9 9 91 - 36 36 64
Students without Disabilities 16 71 87 13 15 63 79 21 20 52 72 28
Economically Disadvantaged 13 61 74 26 13 59 72 28 16 49 65 35
Not Economically Disadvantaged 17 76 93 7 21 63 84 16 20 52 72 28
Foster Care < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 43 86 14 37 42 78 22 13 44 58 42
Female 42 45 88 13 35 45 80 20 10 51 62 38
Male 43 41 84 16 38 40 77 23 15 39 54 46
Asian < < 100 0
Black 34 47 80 20 33 44 77 23 10 43 53 47
Hispanic < < 100 0 58 42 100 0 < < < <
White 60 37 98 2 53 32 84 16 19 48 67 33
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 39 39 79 21 24 32 56 44 - 19 19 81
Students without Disabilities 43 44 87 13 40 44 84 16 15 48 63 37
Economically Disadvantaged 31 51 82 18 37 42 79 21 10 42 52 48
Not Economically Disadvantaged 56 34 90 10 < < < < 20 49 69 31
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division71-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten111115113
Kindergarten189147156
Grade 1176180138
Grade 2181153175
Grade 3238171143
Grade 4201232166
Grade 5181179207
Grade 6167176171
Grade 7186154165
Grade 8199164144
Grade 9178186156
Grade 10193159187
Grade 11192180147
Grade 12155186175
Total Students2,5472,3822,243

< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students254723822243
Female121611401074
Male133112421169
American Indian641
Asian393631
Black176016911627
Hispanic8910297
White594491440
Two or more races595847
Students with Disabilities346357314
Students without Disabilities220120251929
Economically Disadvantaged160115161260
Not Economically Disadvantaged946866983
English Learners614843
Not English Learners248623342200
Homeless1465
Military Connected566
Foster Care161217
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 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 63 90 13 0 16 5
State 50983 36029 2739 1053 5386 1766
Female Division 37 40 6 0 3 3
State 27838 15825 923 368 1911 652
Male Division 26 50 7 0 13 2
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 34 65 13 0 14 5
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 23 18 0 0 2 0
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 13 13 0 4 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 63 89 13 0 7 5
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1871668916689169
Female898393839333
Male98838583851313
Asian<<100<10000
Black13111286112861411
Hispanic<<100<10000
White434195419525
Two or more races<<100<10000
Students with Disabilities3127872787413
Economically Disadvantaged177165931659374
English Learners<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment189 / 26.32%210 / 29.54%199 / 29.92%
Governor's School Enrollment19 / 2.65%20 / 2.81%15 / 2.26%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1538842
State85,89957,72533
FemaleDivision775134
State43,22531,59927
MaleDivision763751
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision995346
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision412734
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision14<100
State7,2163,25655
Economically DisadvantagedDivision1528743
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
State LicensuresDivision7--
 State2,4402,2791,881
Industry CertificationDivision9280119
 State99,894109,275104,601
Total Credentials EarnedDivision9980120
 State137,248157,490160,248
Students Earning One or More CredentialsDivision9880119
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision18-
 State1,5141,4311,537
CTE CompletersDivision112100125
 State42,40440,51641,438
NOCTI AssessmentsDivision--1
 State4,1393,6233,525
Workplace ReadinessDivision---
 State30,77542,31350,241

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division2,176.006,724.001,372.00
State6,084.004,849.00812.00
2016-2017Division2,279.007,318.001,314.00
State6,248.005,052.00871.00
2017-2018Division2,400.007,550.001,836.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,6467581,8114341,663461
Female819340886185816207
Male827418925249847254
American Indian<<<<<<
Asian317274282
Black1,1275361,2763251,196342
Hispanic612579156823
White3841773877933684
Two or more races39133811349
Students with Disabilities2111272389821885
Economically Disadvantaged1,0325811,789415911308
English Learners38154784413
Homeless810<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 190
Offenses Against Staff 44
Weapons Offenses 15
Property Offenses 16
All Other Offenses 21
Other Offenses Against Persons 274
Disorderly or Disruptive Behavior Offenses 258
Alcohol, Tobacco, and Other Drug Offenses 11
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.2
Asian1.50.21.50.6
Black69.1887186.9
Hispanic3.53.34.32.5
Native Hawaiian----
White23.36.720.68.5
Two or more races2.31.82.41.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian1.51.5
Black69.166.77192.3
Hispanic3.533.34.3
Native Hawaiian
White23.320.67.7
Two or more races2.32.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian1.51.5
Black69.171
Hispanic3.54.3
Native Hawaiian----
White23.320.6
Two or more races2.32.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 73.992.396.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 56.252.353.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 69.56973.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.22 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 11.42 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division32.1%6.6%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201751%42%1%6%
2017-201856%37%1%6%
2018-201959%34%0%7%
< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students61%61%73%75%
Asian53%68%87%75%
Black56%55%60%75%
Hispanic52%53%63%75%
White79%79%81%75%
Economically Disadvantaged61%56%62%75%
English Learners41%46%53%75%
Students with Disabilities34%32%39%75%

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

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 Students64%65%74%70%
Asian71%72%89%70%
Black60%61%60%70%
Hispanic64%59%64%70%
White75%79%81%70%
Economically Disadvantaged63%61%63%70%
English Learners53%54%57%70%
Students with Disabilities42%41%42%70%

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

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 Students62%
Asian<
Black57%
Hispanic70%
White81%
Economically Disadvantaged61%
English Learners52%
Students with Disabilities39%

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

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 Students68%67%
Asian55%80%
Black65%64%
Hispanic64%62%
White82%75%
Economically Disadvantaged68%67%
English Learners59%59%
Students with Disabilities49%53%

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

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 Students77%84%84%
Asian<90%84%
Black75%82%84%
Hispanic<81%84%
White82%86%84%
Economically Disadvantaged74%78%84%
English Learners<65%84%
Students with Disabilities23%56%84%
Homeless---
Foster Care<--

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

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 Students19%27%9%10%
Asian13%13%5%10%
Black20%27%9%10%
Hispanic16%27%9%10%
White17%26%9%10%
Economically Disadvantaged19%28%13%10%
English Learners15%27%8%10%
Students with Disabilities29%33%14%10%

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

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 Progress33%46%58%
English Learner Proficiency2%--

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

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 Progress144233%
English Learner Proficiency1622%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%96%
Asian100%100%<
Black98%99%95%
Hispanic98%98%100%
White99%100%99%
Economically Disadvantaged99%99%96%
Not Economically Disadvantaged96%100%92%
English Learners100%100%100%
Students with Disabilities96%99%88%
Students without Disabilities99%99%97%
Female98%99%96%
Male99%99%95%
Migrant---

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

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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 73%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 82%
State 81%
Greensville County Public Schools to top