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Halifax County Public Schools

General school information

Division: Halifax County Public Schools
Division Number: 41
Address: Mary Bethune Ofc Complex 1030 Mary Bethune St Halifax, VA 24558
Superintendent: Dr. Mark Y. Lineburg
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 10 62 72 28 11 62 73 27 11 62 73 27
Female 12 64 76 24 11 65 76 24 13 62 76 24
Male 9 60 69 31 11 59 70 30 10 62 71 29
Asian 24 62 86 14 26 58 84 16 33 63 96 4
Black 6 57 63 37 6 57 63 37 7 58 65 35
Hispanic 5 60 65 35 11 54 65 35 13 65 78 22
White 14 66 80 20 16 66 82 18 14 66 80 20
Two or more races 18 63 80 20 13 65 78 22 12 58 70 30
Students with Disabilities 5 31 35 65 7 26 33 67 8 32 40 60
Students without Disabilities 12 69 80 20 12 70 82 18 12 69 81 19
Economically Disadvantaged 6 59 66 34 10 58 68 32 11 62 73 27
English Learners 13 50 63 37 - 32 32 68 5 60 65 35
Military Connected < < 100 0 < < 100 0
Foster Care 6 50 56 44 8 42 50 50
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 13 55 69 31 16 59 75 25 14 57 71 29
Female 15 57 72 28 18 57 75 25 16 59 75 25
Male 11 54 65 35 15 61 76 24 13 55 68 32
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 53 61 39 9 53 63 37 9 52 61 39
Hispanic 12 53 65 35 18 55 73 27 < < < <
White 17 58 75 25 21 63 84 16 18 60 78 22
Two or more races 25 50 75 25 14 71 86 14 21 50 71 29
Students with Disabilities 6 40 46 54 25 26 51 49 7 29 36 64
Students without Disabilities 15 59 74 26 15 65 80 20 15 62 78 22
Economically Disadvantaged 10 54 63 37 16 57 74 26 14 57 71 29
English Learners 21 43 64 36 < < < < < < < <
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 11 62 73 27 14 53 67 33 15 60 76 24
Female 13 62 76 24 16 56 72 28 19 56 75 25
Male 9 61 71 29 12 50 62 38 12 65 77 23
Asian < < < < < < < < < < 100 0
Black 5 60 65 35 12 45 57 43 8 58 67 33
Hispanic 10 60 70 30 12 47 59 41 25 67 92 8
White 16 63 78 22 15 62 77 23 20 61 80 20
Two or more races 20 73 93 7 7 57 64 36 15 77 92 8
Students with Disabilities 8 29 37 63 7 23 30 70 14 41 55 45
Students without Disabilities 12 68 80 20 15 60 75 25 16 65 80 20
Economically Disadvantaged 8 60 67 33 12 52 64 36 15 60 76 24
English Learners < < < < < < < < < < 100 0
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 17 59 76 24 17 59 76 24 19 58 77 23
Female 19 59 78 22 17 62 80 20 22 57 79 21
Male 16 58 74 26 17 56 73 27 16 59 76 24
Asian < < < < < < 100 0 < < 100 0
Black 9 55 63 37 9 56 65 35 14 58 73 27
Hispanic - 73 73 27 17 58 75 25 17 61 78 22
White 25 62 88 12 23 62 85 15 23 60 83 17
Two or more races 25 42 67 33 38 44 81 19 15 38 54 46
Students with Disabilities 5 41 46 54 10 31 40 60 4 39 43 57
Students without Disabilities 21 64 84 16 19 65 84 16 23 63 85 15
Economically Disadvantaged 7 63 70 30 15 59 74 26 19 58 77 23
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 55 70 30 11 62 72 28 10 63 74 26
Female 15 53 68 32 10 67 77 23 13 65 78 22
Male 16 57 72 28 12 57 69 32 8 62 70 30
Asian < < 100 0 < < < < < < 100 0
Black 11 50 61 39 2 59 62 38 6 58 64 36
Hispanic 10 50 60 40 9 55 64 36 8 67 75 25
White 19 58 77 23 18 64 82 18 13 68 81 19
Two or more races < < 100 0 8 69 77 23 18 59 76 24
Students with Disabilities 10 22 32 68 3 31 34 66 10 32 42 58
Students without Disabilities 16 61 77 23 13 70 83 17 10 70 80 20
Economically Disadvantaged 9 51 60 40 6 58 64 36 10 63 74 26
English Learners < < < < < < < < < < < <
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 7 67 74 26 10 65 75 25 9 61 70 30
Female 6 73 79 21 9 69 78 22 11 62 73 27
Male 7 61 68 32 11 61 73 27 7 60 68 32
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 61 66 34 7 61 68 32 3 55 59 41
Hispanic < < < < < < < < 8 58 67 33
White 9 72 81 19 13 69 82 18 14 67 81 19
Two or more races < < < < < < < < - 42 42 58
Students with Disabilities 2 25 27 73 7 27 34 66 4 32 35 65
Students without Disabilities 8 75 83 17 11 74 85 15 10 69 79 21
Economically Disadvantaged 5 60 65 35 7 62 68 32 9 61 70 30
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 60 69 31 8 60 68 32 7 60 67 33
Female 11 61 72 28 7 64 71 29 7 60 67 33
Male 6 60 66 34 9 55 64 36 6 61 67 33
Asian < < < < < < < < < < 100 0
Black 4 53 57 43 2 58 60 40 6 54 59 41
Hispanic - 69 69 31 - 55 55 45 < < < <
White 12 66 78 22 13 62 75 25 8 66 74 26
Two or more races < < < < < < < < < < < <
Students with Disabilities 2 24 25 75 3 17 20 80 6 27 33 67
Students without Disabilities 10 68 77 23 9 69 78 22 7 68 75 25
Economically Disadvantaged 5 56 61 39 5 54 59 41 7 60 67 33
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 76 77 23 3 75 77 23 4 75 79 21
Female 2 83 84 16 2 79 81 19 5 77 82 18
Male - 70 70 30 3 70 73 27 4 71 75 25
Asian < < 100 0 < < < <
Black - 70 70 30 1 65 66 34 5 69 73 27
Hispanic - 59 59 41 - 71 71 29 23 69 92 8
White 2 84 85 15 5 84 89 11 3 81 84 16
Two or more races < < < < - 83 83 17 < < < <
Students with Disabilities - 30 30 70 - 23 23 77 12 27 39 61
Students without Disabilities 1 86 87 13 3 86 89 11 3 86 88 12
Economically Disadvantaged - 73 73 27 - 67 67 33 4 75 79 21
English Learners < < < < < < < < < < 100 0
Foster Care < < < < < < < <
< = 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 11 60 71 29 11 56 67 33 12 51 64 36
Female 15 63 78 22 14 61 76 24 16 51 67 33
Male 8 57 65 35 7 51 58 42 9 51 60 40
Asian < < < < < < < < < < < <
Black 6 53 59 41 6 51 57 43 9 47 56 44
Hispanic 18 43 61 39 8 58 67 33 18 41 59 41
White 15 66 82 18 16 61 77 23 15 55 70 30
Two or more races < < < < 18 59 76 24 6 56 61 39
Students with Disabilities - 22 22 78 1 18 19 81 8 13 21 79
Students without Disabilities 14 68 82 18 13 64 77 23 13 60 74 26
Economically Disadvantaged 7 57 64 36 7 49 55 45 12 51 64 36
English Learners 10 40 50 50 < < < < < < < <
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 12 56 68 32 11 47 58 42 10 44 55 45
Female 18 59 77 23 15 53 68 32 14 44 58 42
Male 8 53 61 40 7 40 47 53 7 45 52 48
Asian < < < < < < < < < < 100 0
Black 6 48 55 45 7 40 47 53 8 40 48 52
Hispanic 31 23 54 46 10 50 60 40 < < < <
White 16 63 79 21 15 53 68 32 13 48 61 39
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 18 18 82 - 15 15 85 5 10 15 85
Students without Disabilities 15 63 78 22 13 53 67 33 12 52 63 37
Economically Disadvantaged 9 52 61 39 8 38 46 54 10 44 55 45
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 10 64 74 26 11 66 77 23 14 58 72 28
Female 13 67 80 20 14 71 85 15 18 58 76 24
Male 8 61 70 30 7 61 68 32 10 57 67 33
Asian < < 100 0 < < < <
Black 5 58 63 37 5 62 66 34 10 54 64 36
Hispanic 7 60 67 33 7 64 71 29 29 50 79 21
White 15 70 84 16 16 70 86 14 17 63 80 20
Two or more races < < < < 30 70 100 0 10 50 60 40
Students with Disabilities - 25 25 75 2 21 23 77 10 16 26 74
Students without Disabilities 13 73 86 14 13 75 87 13 15 69 84 16
Economically Disadvantaged 5 63 68 32 6 60 66 34 14 58 72 28
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 9 66 74 26 9 65 74 26 9 70 80 20
Female 8 70 77 23 9 69 78 22 9 75 84 16
Male 10 61 71 29 10 61 71 29 10 65 75 25
American Indian < < < < < < 100 0 < < < <
Asian 42 50 92 8 27 69 96 4 37 56 93 7
Black 5 61 66 34 4 63 67 33 5 68 73 27
Hispanic 7 61 68 32 13 60 73 27 11 72 83 17
White 11 71 82 18 13 67 81 19 13 72 85 15
Two or more races 14 52 66 34 10 64 73 27 8 73 81 19
Students with Disabilities 5 31 36 64 5 35 40 60 8 36 44 56
Students without Disabilities 9 72 81 19 10 71 81 19 10 77 87 13
Economically Disadvantaged 6 61 67 33 8 62 70 30 9 70 80 20
Not Economically Disadvantaged 13 72 86 14 13 72 85 15 < < < <
English Learners 17 56 73 27 3 65 68 32 12 58 69 31
Military Connected < < < < < < 100 0
Foster Care 6 41 47 53 15 54 69 31
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 11 58 69 31 16 63 79 21 14 72 86 14
Female 9 62 71 29 15 62 77 23 11 74 85 15
Male 14 53 67 33 16 65 81 19 16 70 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 53 58 42 9 61 70 30 5 71 76 24
Hispanic 12 53 65 35 36 36 73 27 < < < <
White 16 62 78 22 19 68 87 13 19 74 93 7
Two or more races 9 64 73 27 14 50 64 36 21 64 86 14
Students with Disabilities 6 34 40 60 14 44 58 42 7 46 54 46
Students without Disabilities 12 63 75 25 16 67 83 17 15 77 92 8
Economically Disadvantaged 7 55 62 38 16 62 78 22 14 72 86 14
English Learners 21 50 71 29 < < < < < < < <
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 62 73 27 13 59 72 28 12 74 86 14
Female 9 66 75 25 13 61 74 26 12 74 86 14
Male 13 59 72 28 13 56 70 30 13 74 87 13
Asian < < 100 0 < < 100 0 < < < <
Black 8 59 67 33 6 56 61 39 6 73 78 22
Hispanic 20 60 80 20 12 53 65 35 25 58 83 17
White 13 64 77 23 19 62 81 19 16 76 92 8
Two or more races 13 60 73 27 7 71 79 21 8 92 100 0
Students with Disabilities 9 28 37 63 4 36 41 59 17 48 65 35
Students without Disabilities 11 69 80 20 15 64 79 21 11 80 91 9
Economically Disadvantaged 8 60 67 33 10 60 70 30 12 74 86 14
English Learners < < < < - 60 60 40 < < 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 19 55 74 26 16 62 78 22 12 71 83 17
Female 18 59 76 24 16 69 84 16 13 75 88 12
Male 20 52 72 29 17 56 73 27 12 66 77 23
Asian < < < < < < 100 0 < < 100 0
Black 9 54 62 38 9 63 72 28 5 70 76 24
Hispanic 9 73 82 18 17 75 92 8 11 89 100 0
White 27 57 84 16 22 60 82 18 18 71 88 12
Two or more races 17 42 58 42 19 63 81 19 8 69 77 23
Students with Disabilities 6 31 37 63 6 23 29 71 4 43 48 52
Students without Disabilities 22 62 84 16 18 70 88 12 14 77 91 9
Economically Disadvantaged 9 58 67 33 15 62 77 23 12 71 83 17
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 11 67 78 22 7 68 75 25 9 64 73 27
Female 8 72 80 20 5 77 82 18 11 68 79 21
Male 13 62 75 25 8 60 68 32 7 60 68 32
Asian < < 100 0 < < < < < < 100 0
Black 6 64 70 30 1 64 64 36 6 62 67 33
Hispanic - 70 70 30 9 73 82 18 8 62 69 31
White 14 71 85 15 12 72 84 16 12 65 77 23
Two or more races < < < < 8 62 69 31 6 71 76 24
Students with Disabilities 11 41 52 48 1 43 44 56 8 18 26 74
Students without Disabilities 10 72 83 17 8 74 83 17 9 73 82 18
Economically Disadvantaged 6 63 69 31 2 65 67 33 9 64 73 27
English Learners < < < < < < 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 5 60 65 35 6 56 63 37 10 66 76 24
Female 6 65 71 29 5 61 66 34 8 77 85 15
Male 5 52 57 43 7 51 58 42 11 58 68 32
Asian < < < < < < 100 0 < < 100 0
Black 5 54 59 41 4 51 56 44 4 63 67 33
Hispanic < < < < < < < < 8 67 75 25
White 6 65 71 29 8 62 70 30 15 69 84 16
Two or more races < < < < < < < < - 67 67 33
Students with Disabilities 5 21 26 74 7 25 33 67 5 34 39 61
Students without Disabilities 5 68 73 27 6 64 70 30 11 75 86 14
Economically Disadvantaged 3 52 56 44 5 49 53 47 10 66 76 24
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
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 2 68 70 30 2 75 76 24 4 73 77 23
Female 3 76 79 21 2 83 85 15 3 80 82 18
Male 2 60 62 38 1 65 67 33 5 65 70 30
Black 2 62 64 36 1 74 76 24 2 76 78 22
Hispanic 9 45 55 45 - 60 60 40 < < < <
White 2 77 79 21 2 76 78 22 4 70 74 26
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 3 35 38 62 2 35 37 63 8 41 48 52
Students without Disabilities 2 78 80 20 2 86 88 12 2 83 85 15
Economically Disadvantaged 2 65 67 33 2 70 71 29 4 73 77 23
Foster Care < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 76 78 22 2 75 78 22 4 71 75 26
Female 1 82 83 17 4 80 83 17 5 77 82 18
Male 3 71 74 26 1 71 72 28 2 65 67 33
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 1 69 70 31 1 72 73 27 3 68 70 30
Hispanic < < < < 10 50 60 40 - 82 82 18
White 3 85 88 12 3 78 82 18 5 74 79 21
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 30 30 70 - 36 36 64 - 32 32 68
Students without Disabilities 3 84 86 14 3 85 88 12 4 80 85 15
Economically Disadvantaged 1 70 71 29 1 71 72 28 4 71 74 26
Not Economically Disadvantaged 3 85 88 12 4 84 88 12 < < 100 0
English Learners < < 100 0 < < < < < < < <
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 66 70 30 2 63 65 35 2 77 79 21
Female 3 67 70 30 1 61 63 38 1 80 81 19
Male 4 65 70 30 4 65 69 31 4 73 76 24
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 58 59 41 - 54 54 46 - 68 68 32
Hispanic < < < < - 85 85 15 < < < <
White 4 77 81 19 5 69 74 26 3 82 85 15
Two or more races < < < < < < < < < < < <
Students with Disabilities - 18 18 82 - 20 20 80 - 29 29 71
Students without Disabilities 4 73 77 23 2 65 68 32 2 80 82 18
Economically Disadvantaged 3 59 62 38 1 58 59 41 2 77 79 21
Not Economically Disadvantaged 4 74 78 22 4 69 73 27 < < < <
English Learners < < < < < < 100 0 < < 100 0
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 10 81 91 9 25 67 92 8 26 65 91 9
Female 10 80 90 10 21 70 91 9 21 71 93 7
Male 10 81 92 8 31 63 93 7 32 55 87 13
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 82 89 11 9 83 92 8 25 64 89 11
Hispanic - 83 83 17 < < 100 0 < < 100 0
White 12 80 92 8 34 57 91 9 25 67 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 10 81 91 9 25 66 92 8 26 66 91 9
Economically Disadvantaged 13 75 87 13 16 77 93 7 26 65 91 9
Not Economically Disadvantaged 8 86 94 6 32 60 92 8
English Learners < < 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 8 65 73 27 7 66 73 27 10 65 75 25
Female 5 68 73 27 5 68 74 26 8 66 74 26
Male 10 63 72 28 9 64 73 27 13 63 76 24
American Indian < < < < < < 100 0 < < 100 0
Asian 29 64 93 7 8 85 92 8 46 38 85 15
Black 2 57 60 40 3 57 61 39 4 61 65 35
Hispanic 5 61 66 34 4 71 75 25 16 60 77 23
White 12 73 85 15 10 74 84 16 14 69 84 16
Two or more races 21 44 65 35 12 64 76 24 10 59 69 31
Students with Disabilities 2 31 33 67 2 30 32 68 5 29 33 67
Students without Disabilities 9 72 80 20 8 73 81 19 11 73 84 16
Economically Disadvantaged 4 59 63 37 6 61 67 33 10 65 75 25
Not Economically Disadvantaged 13 74 86 14 9 76 84 16 < < 100 0
English Learners 5 55 59 41 - 53 53 47 8 42 50 50
Military Connected < < < < < < 100 0
Foster Care - 10 10 90 < < < <
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 17 54 71 29 17 60 78 22 17 58 75 25
Female 10 60 71 29 17 61 78 22 15 59 73 27
Male 23 49 72 28 17 60 78 22 19 57 76 24
Asian < < < < < < 100 0 < < 100 0
Black 6 51 57 43 10 56 66 34 7 58 65 35
Hispanic 9 45 55 45 8 75 83 17 22 56 78 22
White 26 59 85 15 24 62 86 14 25 59 83 17
Two or more races 17 42 58 42 19 69 88 13 15 54 69 31
Students with Disabilities 7 30 38 62 8 35 44 56 4 30 35 65
Students without Disabilities 20 61 81 19 19 65 85 15 20 64 84 16
Economically Disadvantaged 8 54 62 38 15 61 76 24 17 58 75 25
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 7 66 73 27 3 66 69 31 7 68 75 25
Female 5 68 73 27 - 70 70 30 4 68 72 28
Male 8 65 73 27 5 62 67 33 10 69 79 21
Asian < < 100 0 < < < < < < 100 0
Black 3 55 58 42 1 54 55 45 3 63 65 35
Hispanic 7 64 71 29 - 55 55 45 < < < <
White 10 75 84 16 5 77 82 18 10 73 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities - 34 34 66 - 25 25 75 3 28 31 69
Students without Disabilities 8 72 80 20 3 75 78 22 8 77 85 15
Economically Disadvantaged 4 59 63 37 1 56 58 42 7 68 75 25
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 6 73 79 21 4 68 72 28 6 67 73 27
Female 4 78 82 18 2 72 74 26 4 70 74 26
Male 8 67 75 25 7 63 70 30 8 64 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 66 67 33 1 60 62 38 2 59 61 39
Hispanic - 94 94 6 8 67 75 25 8 58 67 33
White 10 79 89 11 6 77 83 17 9 76 85 15
Two or more races < < < < < < < < < < < <
Students with Disabilities - 32 32 68 - 24 24 76 - 32 32 68
Students without Disabilities 7 82 89 11 5 77 82 18 8 74 82 18
Economically Disadvantaged 4 67 71 29 3 60 64 36 6 67 73 27
Not Economically Disadvantaged 9 80 89 11 6 79 85 15 < < 100 0
English Learners < < 100 0 < < < < < < < <
Foster Care < < < < < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 72 77 23 6 70 77 23 - 42 42 58
Female 4 74 78 22 5 74 79 21 - 39 39 61
Male 6 70 76 24 9 65 74 26 < < < <
Asian < < 100 0 < < < <
Black 4 56 60 40 3 66 69 31 - 42 42 58
Hispanic < < < < < < < <
White 4 85 89 11 9 71 79 21 - 45 45 55
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 5 72 77 23 6 71 77 23 - 43 43 57
Economically Disadvantaged 1 68 70 30 1 73 75 25 - 42 42 58
Not Economically Disadvantaged 7 75 82 18 9 69 78 22
English Learners < < < < < < < <
Foster Care < < < <
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 3 64 67 33 5 69 73 27 10 79 89 11
Female 4 62 66 34 3 67 70 30 8 83 92 8
Male 3 66 69 31 6 71 77 23 12 74 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 57 57 43 2 56 57 43 - 86 86 14
Hispanic 7 50 57 43 - 77 77 23 < < 100 0
White 6 74 79 21 8 79 87 13 15 76 92 8
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 26 26 74 - 32 32 68 - 23 23 77
Students without Disabilities 4 71 75 25 5 76 82 18 11 85 96 4
Economically Disadvantaged 1 55 56 44 2 63 65 35 10 79 89 11
Not Economically Disadvantaged 7 76 83 17 9 79 88 13 < < 100 0
English Learners < < < < < < < < < < < <
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 16 63 79 21 15 63 78 22 12 58 70 30
Female 14 64 79 21 12 64 76 24 10 59 68 32
Male 18 62 80 20 17 62 79 21 14 57 71 29
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 38 54 92 8 29 65 94 6
Black 10 61 71 29 8 62 70 30 5 50 56 44
Hispanic 13 64 76 24 15 63 78 22 13 58 71 29
White 21 65 86 14 20 65 85 15 17 64 81 19
Two or more races 26 62 87 13 22 59 80 20 12 56 68 32
Students with Disabilities 5 40 44 56 5 33 38 62 4 30 34 66
Students without Disabilities 18 68 86 14 17 69 86 14 14 64 78 22
Economically Disadvantaged 11 62 73 27 12 61 73 27 12 58 70 30
Not Economically Disadvantaged 22 65 88 12 19 68 88 12 < < < <
English Learners 6 75 81 19 - 83 83 17 - 50 50 50
Military Connected < < 100 0
Foster Care - 56 56 44 - 50 50 50
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 14 70 85 15 16 70 87 13 3 50 53 47
Female 11 73 83 17 12 75 86 14 - 54 54 46
Male 18 68 86 14 22 65 87 13 6 45 51 49
Asian < < 100 0 < < 100 0
Black 6 72 78 22 7 72 79 21 2 34 35 65
Hispanic - 85 85 15 7 86 93 7 < < 100 0
White 22 68 90 10 24 68 92 8 2 68 70 30
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 6 63 69 31 2 49 51 49 - 4 4 96
Students without Disabilities 16 72 87 13 19 74 93 7 3 65 69 31
Economically Disadvantaged 9 73 82 18 11 71 83 17 3 50 53 47
Not Economically Disadvantaged 20 68 87 13 22 69 91 9
English Learners < < 100 0 < < 100 0 < < 100 0
Foster Care < < 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 78 85 15 7 62 69 31 6 51 58 42
Female 5 77 83 17 7 65 72 28 5 49 54 46
Male 8 78 87 13 6 60 66 34 8 53 61 39
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 4 75 78 22 3 57 59 41 2 45 47 53
Hispanic < < 100 0 < < < < < < < <
White 9 80 89 11 11 70 82 18 14 55 69 31
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 39 39 61 - 28 28 72 - 23 23 77
Students without Disabilities 8 86 94 6 9 72 81 19 9 64 74 26
Economically Disadvantaged 6 74 80 20 4 60 64 36 6 51 58 42
Not Economically Disadvantaged 8 85 92 8 13 66 79 21
English Learners < < 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 9 62 71 29 6 73 79 21 14 66 80 20
Female 4 67 71 29 4 73 77 23 9 71 80 20
Male 13 58 71 29 7 73 81 19 18 62 80 20
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 52 57 43 3 79 81 19 5 65 70 30
Hispanic < < < < < < < < < < < <
White 12 72 83 17 7 70 78 22 19 68 87 13
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 31 31 69 - 44 44 56 < < < <
Students without Disabilities 10 69 79 21 6 76 82 18 14 67 81 19
Economically Disadvantaged 4 58 62 38 3 74 77 23 14 66 80 20
Not Economically Disadvantaged 14 67 81 19 8 72 81 19 < < < <
English Learners < < 100 0 < < 100 0
Foster Care < < < < < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 62 69 31 5 68 73 27 5 61 65 35
Female 6 59 65 35 3 65 68 32 4 61 65 35
Male 6 65 72 28 7 71 78 23 6 61 66 34
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 1 55 56 44 1 58 60 40 1 50 51 49
Hispanic 8 58 67 33 8 69 77 23 9 36 45 55
White 11 68 79 21 8 76 84 16 8 71 79 21
Two or more races < < < < < < < < < < < <
Students with Disabilities - 27 27 73 - 27 27 73 2 23 25 75
Students without Disabilities 7 68 75 25 6 76 82 18 5 68 73 27
Economically Disadvantaged 3 53 55 45 1 63 64 36 5 61 65 35
Not Economically Disadvantaged 11 73 84 16 12 76 88 12
English Learners < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
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 18 65 83 17 15 63 78 22 13 56 69 31
Female 19 65 84 16 13 63 76 24 12 56 68 32
Male 16 65 81 19 17 63 80 20 13 56 69 31
Asian < < 100 0 < < 100 0
Black 12 65 76 24 10 59 70 30 6 48 55 45
Hispanic < < < < < < < < 17 58 75 25
White 23 66 89 11 19 66 85 15 17 63 80 20
Two or more races < < < < < < < < 8 46 54 46
Students with Disabilities 2 41 43 57 2 23 25 75 - 29 29 71
Students without Disabilities 20 69 89 11 17 71 88 12 16 62 78 22
Economically Disadvantaged 11 65 75 25 11 60 71 29 13 56 69 31
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 34 49 83 17 31 48 79 21 23 57 81 19
Female 31 52 84 16 28 50 78 22 19 59 78 22
Male 37 46 83 17 35 45 80 20 28 56 84 16
Asian < < 100 0 < < < < < < 100 0
Black 27 51 78 22 18 54 72 28 12 58 71 29
Hispanic < < < < 31 50 81 19 40 50 90 10
White 38 47 85 15 42 43 85 15 31 57 88 13
Two or more races 40 60 100 0 36 50 86 14 23 69 92 8
Students with Disabilities 13 31 44 56 13 34 48 52 9 47 57 43
Students without Disabilities 38 52 90 10 35 51 86 14 26 59 85 15
Economically Disadvantaged 26 54 80 20 28 50 77 23 23 57 81 19
English Learners < < 100 0 < < < <
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division-2-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten285306290
Kindergarten334331370
Grade 1355315316
Grade 2376353306
Grade 3385375349
Grade 4373380358
Grade 5376373371
Grade 6379379369
Grade 7387376381
Grade 8391386363
Grade 9397403390
Grade 10386387385
Grade 11405374373
Grade 12361363339
Total Students5,1905,1014,960

< = 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 Students519051014960
Female252524992436
Male266526022524
American Indian333
Asian363241
Black222821602080
Hispanic151164173
White262025802492
Two or more races152162169
Students with Disabilities937968935
Students without Disabilities425341334025
Economically Disadvantaged310737404960
Not Economically Disadvantaged20831361-
English Learners696670
Not English Learners512150354890
Homeless181318
Military Connected645
Foster Care333324
< = 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 133 198 33 2 9 10
State 50983 36029 2739 1053 5386 1766
Female Division 77 88 11 0 3 2
State 27838 15825 923 368 1911 652
Male Division 56 110 22 2 6 8
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 44 91 18 0 6 8
State 7955 11098 1113 244 1362 735
Hispanic Division 4 8 0 0 1 0
State 5087 5586 317 107 2168 323
White Division 83 98 14 2 2 2
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 2 29 33 0 5 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 54 122 24 2 8 9
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = 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 Students385364953679592
Female181176971769732
Male204188921919463
Asian<<100<10000
Black167153921549264
Hispanic131292129218
White201195971979821
Two or more races<<100<10000
Students with Disabilities696493649357
Economically Disadvantaged219200912039384
English Learners<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment306 / 19.77%271 / 17.75%249 / 16.75%
Dual Enrollment652 / 42.12%569 / 37.26%484 / 32.55%
Governor's School Enrollment - - -
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 StudentsDivision33118345
State85,89957,72533
FemaleDivision16510139
State43,22531,59927
MaleDivision1668251
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision1357445
State18,86811,29840
HispanicDivision12<100
State10,1025,82642
WhiteDivision18110343
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision311068
State7,2163,25655
Economically DisadvantagedDivision1768552
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
NOCTI AssessmentsDivision3531
 State4,1393,6233,525
State LicensuresDivision32279
 State2,4402,2791,881
Industry CertificationDivision1,1541,035597
 State99,894109,275104,601
Total Credentials EarnedDivision1,2211,070843
 State137,248157,490160,248
Students Earning One or More CredentialsDivision661596518
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision23109
 State1,5141,4311,537
CTE CompletersDivision283194229
 State42,40440,51641,438
Workplace ReadinessDivision-5236
 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
2015-2016Division2,981.006,409.001,113.00
State6,084.004,849.00812.00
2016-2017Division3,007.006,739.001,324.00
State6,248.005,052.00871.00
2017-2018Division2,982.007,011.001,449.00
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 Students4,2616343,9927794,021591
Female2,1032991,9803692,015260
Male2,1583352,0124102,006331
American Indian<<<<<<
Asian332311360
Black1,8402561,7322911,702247
Hispanic117281193212328
White2,1593211,9874242,041279
Two or more races109271223011737
Students with Disabilities698164694165684138
Economically Disadvantaged2,6835072,8636524,021591
English Learners5910618566
Homeless1781351811
< = 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 87
Offenses Against Staff 26
Weapons Offenses 15
Property Offenses 26
All Other Offenses 10
Other Offenses Against Persons 131
Disorderly or Disruptive Behavior Offenses 659
Alcohol, Tobacco, and Other Drug Offenses 64
Technology Offenses 13

< = 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 Indian0.10.10.4
Asian0.70.60.1
Black4365.442.361.6
Hispanic2.91.53.20.7
Native Hawaiian----
White50.530.750.632.2
Two or more races2.92.33.25
< = 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 Indian0.10.1
Asian0.70.6
Black436042.340
Hispanic2.93.2
Native Hawaiian
White50.52050.650
Two or more races2.9203.210
< = 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 Indian0.10.1
Asian0.70.6
Black4342.3
Hispanic2.93.2
Native Hawaiian----
White50.550.6
Two or more races2.93.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 62.169.884.5
< = 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 42.144.836.8
< = 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 757268.4
< = 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: 13.17 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 7.38 : 1

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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
Division9.6%5.2%
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
2016-201743%50%1%6%
2017-201847%49%1%3%
2018-201948%45%1%6%
< = 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 Students73%73%73%75%
Asian85%84%87%75%
Black64%63%60%75%
Hispanic65%67%63%75%
White82%81%81%75%
Economically Disadvantaged69%66%62%75%
English Learners56%56%53%75%
Students with Disabilities33%34%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 Students76%75%74%70%
Asian95%87%89%70%
Black69%68%60%70%
Hispanic73%71%64%70%
White83%82%81%70%
Economically Disadvantaged72%69%63%70%
English Learners73%70%57%70%
Students with Disabilities38%38%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 Students74%
Asian<
Black62%
Hispanic71%
White83%
Economically Disadvantaged70%
English Learners59%
Students with Disabilities34%

< = 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 Students77%79%
Asian89%95%
Black68%73%
Hispanic72%75%
White84%85%
Economically Disadvantaged73%76%
English Learners63%76%
Students with Disabilities47%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 Students86%84%84%
Asian<90%84%
Black82%82%84%
Hispanic58%81%84%
White91%86%84%
Economically Disadvantaged79%78%84%
English Learners<65%84%
Students with Disabilities55%56%84%

< = 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 Students16%13%9%10%
Asian3%4%5%10%
Black14%12%9%10%
Hispanic21%18%9%10%
White18%14%9%10%
Economically Disadvantaged19%16%13%10%
English Learners12%13%8%10%
Students with Disabilities19%19%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 Progress59%46%58%
English Learner Proficiency26%--

< = 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 Progress193259%
English Learner Proficiency124726%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian100%100%<
Black99%99%99%
Hispanic99%98%94%
White99%99%98%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged99%98%97%
English Learners100%98%95%
Students with Disabilities98%98%95%
Students without Disabilities99%99%99%
Female100%99%98%
Male99%99%98%
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 72%
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 84%
State 81%
Halifax County Public Schools to top