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Hampton City Public Schools

General school information

Division: Hampton City Public Schools
Address: 1 Franklin Street Hampton, VA 23669-3570
Superintendent: Dr. Jeffery O. Smith
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 75 65 25 12 76 64 24 11 75 64 25
Female 11 79 68 21 13 80 66 20 12 78 66 22
Male 9 71 62 29 10 72 61 28 11 72 62 28
American Indian 12 64 52 36 15 64 48 36 7 61 54 39
Asian 23 83 60 17 26 86 60 14 23 90 67 10
Black 7 70 63 30 8 71 63 29 8 70 62 30
Hispanic 10 79 70 21 14 79 65 21 12 81 70 19
Native Hawaiian 6 78 72 22 5 74 68 26 14 71 57 29
White 17 84 68 16 19 85 66 15 18 84 66 16
Two or more races 13 83 70 17 16 83 67 17 15 80 65 20
Students with Disabilities 6 36 30 64 8 38 30 62 7 41 34 59
Economically Disadvantaged 7 68 61 32 8 69 61 31 8 70 62 30
English Learners 9 60 51 40 14 61 48 39 9 71 62 29
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 71 62 29 13 69 56 31 14 69 56 31
Female 9 74 64 26 15 74 59 26 15 73 58 27
Male 8 68 59 32 11 65 53 35 13 66 53 34
American Indian < < < < < < < < < < < <
Asian 16 72 56 28 7 79 71 21 19 75 56 25
Black 7 65 58 35 9 62 53 38 10 64 54 36
Hispanic 5 75 70 25 14 75 61 25 12 78 66 22
Native Hawaiian < < < < < 100 < 0 < < < <
White 14 80 66 20 21 80 59 20 20 76 56 24
Two or more races 7 81 74 19 15 75 60 25 18 74 56 26
Students with Disabilities 7 38 30 63 7 42 35 58 10 42 32 58
Economically Disadvantaged 6 62 55 38 9 61 52 39 10 65 55 35
English Learners - 58 58 42 9 78 69 22 10 65 55 35
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 74 60 26 14 74 60 26 14 71 57 29
Female 16 80 64 20 15 77 62 23 15 74 59 26
Male 11 69 57 31 14 71 58 29 13 68 54 32
American Indian < < < < < < < < < < < <
Asian 34 86 52 14 31 77 46 23 23 100 77 0
Black 9 69 60 31 9 69 59 31 10 64 53 36
Hispanic 12 77 65 23 24 79 55 21 13 79 65 21
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 22 80 58 20 22 83 61 17 21 82 61 18
Two or more races 15 85 70 15 13 80 67 20 20 76 56 24
Students with Disabilities 10 39 29 61 9 39 30 61 8 44 36 56
Economically Disadvantaged 9 68 59 32 10 68 57 32 9 62 53 38
English Learners 10 65 55 35 4 39 35 61 11 78 67 22
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 76 60 24 17 76 59 24 15 74 59 26
Female 15 79 63 21 21 81 60 19 16 77 61 23
Male 15 73 57 27 13 71 58 29 15 72 57 28
American Indian < < < < < < < < < < < <
Asian 44 78 33 22 37 87 50 13 28 83 55 17
Black 11 70 60 30 12 71 58 29 11 69 58 31
Hispanic 12 78 66 22 17 75 59 25 18 85 68 15
White 23 87 63 13 25 85 60 15 26 83 57 17
Two or more races 22 83 60 17 20 83 62 17 15 79 64 21
Students with Disabilities 10 35 25 65 9 35 26 65 7 38 32 62
Economically Disadvantaged 11 70 59 30 12 70 58 30 11 69 58 31
English Learners 23 69 46 31 14 41 27 59 15 74 59 26
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 72 59 28 12 75 63 25 12 78 66 22
Female 16 76 61 24 14 78 64 22 14 81 67 19
Male 11 68 57 32 11 73 62 27 10 75 65 25
American Indian < < < < < < < < < 100 < 0
Asian 43 83 40 17 33 89 56 11 30 87 57 13
Black 8 66 58 34 8 70 62 30 8 74 65 26
Hispanic 10 79 68 21 13 82 69 18 16 79 63 21
Native Hawaiian < < < < < 100 < 0
White 23 83 60 17 21 85 64 15 18 84 65 16
Two or more races 17 77 60 23 20 84 64 16 14 86 72 14
Students with Disabilities 2 27 24 73 9 34 25 66 5 35 31 65
Economically Disadvantaged 10 63 53 37 9 69 60 31 9 74 65 26
English Learners 35 60 25 40 21 63 42 37 4 72 68 28
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 80 70 20 12 80 68 20 12 79 67 21
Female 10 83 73 17 15 83 68 17 13 83 70 17
Male 9 76 67 24 9 77 68 23 11 75 63 25
American Indian < < < < < < < < < < < <
Asian 14 91 77 9 31 91 59 9 26 96 70 4
Black 7 76 69 24 8 75 67 25 9 74 65 26
Hispanic 14 83 69 17 8 86 78 14 12 82 71 18
Native Hawaiian < 100 < 0 < < < < < < < <
White 16 86 70 14 21 88 67 12 17 89 71 11
Two or more races 10 82 72 18 14 88 75 12 20 83 63 17
Students with Disabilities 7 39 32 61 6 41 35 59 10 46 36 54
Economically Disadvantaged 6 73 67 27 8 73 65 27 8 75 66 25
English Learners 7 74 67 26 33 76 43 24 12 79 67 21
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 70 62 30 10 75 65 25 9 74 66 26
Female 10 76 66 24 10 80 70 20 9 77 68 23
Male 6 64 59 36 10 70 60 30 8 71 63 29
American Indian < < < < < < < < < < < <
Asian 18 78 60 23 12 94 82 6 27 90 63 10
Black 3 63 59 37 7 70 63 30 5 69 63 31
Hispanic 11 80 69 20 13 79 65 21 5 80 75 20
Native Hawaiian < 100 < 0 < < < < < < < <
White 16 84 69 16 16 84 68 16 18 85 67 15
Two or more races 12 77 64 23 14 79 65 21 6 82 76 18
Students with Disabilities 3 28 25 72 5 32 26 68 5 38 32 63
Economically Disadvantaged 5 62 57 38 5 67 61 33 5 67 62 33
English Learners - 52 52 48 6 71 65 29 - 65 65 35
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 85 82 15 5 82 77 18 3 82 78 18
Female 3 86 83 14 5 86 81 14 4 84 80 16
Male 3 84 81 16 4 77 73 23 3 79 76 21
American Indian < < < < < < < < < < < <
Asian 3 92 89 8 22 81 59 19 12 97 85 3
Black 2 81 79 19 3 76 74 24 2 77 75 23
Hispanic 3 88 85 12 6 84 78 16 5 88 83 12
Native Hawaiian < < < < < 100 < 0 < < < <
White 5 91 86 9 6 91 85 9 5 91 86 9
Two or more races 3 96 93 4 12 93 81 7 6 85 79 15
Students with Disabilities 7 54 46 46 8 43 36 57 5 46 41 54
Economically Disadvantaged 2 78 76 22 2 74 73 26 2 77 75 23
English Learners 5 42 37 58 14 43 29 57 3 61 58 39
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 68 58 32 10 69 59 31 12 70 58 30
Female 13 75 62 25 12 75 63 25 16 78 61 22
Male 6 61 55 39 7 63 56 37 8 63 54 37
American Indian - 50 50 50 - 55 55 45 - 50 50 50
Asian 23 85 62 15 23 80 58 20 27 84 56 16
Black 6 62 56 38 6 64 57 36 8 64 56 36
Hispanic 9 72 63 28 11 78 67 22 12 77 65 23
Native Hawaiian < 100 < 0 < < < < < < < <
White 17 78 61 22 16 79 64 21 20 81 61 19
Two or more races 14 78 63 22 17 74 58 26 18 77 59 23
Students with Disabilities 4 27 23 73 3 28 25 72 4 31 27 69
Economically Disadvantaged 5 60 55 40 5 61 56 39 7 62 55 38
English Learners 5 45 39 55 10 52 42 48 9 53 44 47
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 64 53 36 13 67 54 33 17 68 51 32
Female 16 74 58 26 18 74 56 26 23 76 53 24
Male 6 54 48 46 9 61 52 39 12 60 48 40
American Indian < < < < < < < < < < < <
Asian 19 78 59 22 18 82 64 18 40 83 43 17
Black 7 57 49 43 10 62 52 38 12 61 50 39
Hispanic 11 70 59 30 17 74 57 26 18 68 51 32
Native Hawaiian < 100 < 0 < < < < < < < <
White 18 77 60 23 21 77 57 23 28 80 52 20
Two or more races 16 71 55 29 16 71 55 29 24 79 55 21
Students with Disabilities 2 22 20 78 3 22 19 78 3 26 23 74
Economically Disadvantaged 6 55 49 45 8 59 52 41 11 60 49 40
English Learners 5 53 47 47 19 69 50 31 20 67 47 33
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 71 63 29 7 70 63 30 8 72 64 28
Female 11 77 66 23 7 76 68 24 11 78 68 22
Male 6 66 60 34 6 65 59 35 5 65 59 35
American Indian < < < < < < < < - 50 50 50
Asian 28 92 64 8 26 79 53 21 19 84 65 16
Black 5 67 62 33 3 64 61 36 5 66 61 34
Hispanic 8 74 66 26 5 81 76 19 7 85 78 15
Native Hawaiian < 100 < 0 < < < < < < < <
White 16 78 62 22 12 81 69 19 14 82 68 18
Two or more races 13 83 70 17 17 77 60 23 13 75 63 25
Students with Disabilities 6 31 25 69 4 33 29 67 4 34 30 66
Economically Disadvantaged 5 64 59 36 3 62 60 38 5 64 59 36
English Learners 5 37 32 63 - 35 35 65 3 47 43 53
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 75 65 25 9 75 66 25 10 73 63 27
Female 9 77 68 23 9 77 68 23 9 75 66 25
Male 9 72 63 28 10 73 64 27 10 71 61 29
American Indian 8 68 61 32 16 76 61 24 5 55 50 45
Asian 29 90 61 10 31 91 59 9 32 90 58 10
Black 6 70 64 30 5 71 65 29 6 68 62 32
Hispanic 11 79 68 21 10 82 73 18 8 80 72 20
Native Hawaiian 8 79 71 21 17 79 63 21 10 71 62 29
White 15 82 67 18 16 83 67 17 18 82 65 18
Two or more races 13 82 69 18 12 80 67 20 12 76 65 24
Students with Disabilities 6 42 36 58 6 44 38 56 7 43 36 57
Economically Disadvantaged 6 68 62 32 6 69 63 31 6 68 62 32
English Learners 10 78 67 22 15 83 68 17 14 81 67 19
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 71 60 29 12 73 61 27 14 69 55 31
Female 10 71 61 29 10 71 61 29 13 68 55 32
Male 13 72 59 28 13 74 61 26 15 71 55 29
American Indian < < < < < < < < < < < <
Asian 31 89 57 11 21 86 64 14 25 88 63 13
Black 7 65 59 35 8 67 59 33 9 63 53 37
Hispanic 13 77 65 23 11 81 70 19 13 74 61 26
Native Hawaiian < < < < < 100 < 0 < < < <
White 22 80 58 20 20 81 61 19 25 80 55 20
Two or more races 10 80 70 20 12 73 61 27 13 74 62 26
Students with Disabilities 8 36 28 64 7 45 38 55 10 46 36 54
Economically Disadvantaged 8 64 56 36 7 64 57 36 10 64 54 36
English Learners 7 81 74 19 10 90 81 10 20 73 53 27
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 80 58 20 19 76 58 24 17 72 55 28
Female 22 82 61 18 18 76 58 24 14 73 58 27
Male 22 77 56 23 19 77 57 23 19 72 53 28
American Indian < 100 < 0 < < < < < < < <
Asian 55 93 38 7 44 86 42 14 38 92 54 8
Black 16 75 59 25 12 71 59 29 10 65 55 35
Hispanic 23 81 59 19 20 83 63 17 14 80 65 20
Native Hawaiian < < < < < < < < < 100 < 0
White 31 87 56 13 31 84 53 16 29 84 55 16
Two or more races 26 87 61 13 20 85 65 15 24 72 49 28
Students with Disabilities 11 47 35 53 9 43 34 57 10 43 33 57
Economically Disadvantaged 16 75 58 25 13 71 58 29 10 64 54 36
English Learners 25 92 67 8 8 65 58 35 22 89 67 11
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 74 58 26 17 76 59 24 14 69 54 31
Female 16 76 60 24 17 78 60 22 13 70 57 30
Male 17 73 56 27 16 74 58 26 15 67 52 33
American Indian < < < < < 100 < 0 < < < <
Asian 48 85 37 15 53 93 40 7 34 86 52 14
Black 12 70 57 30 11 71 61 29 9 63 54 37
Hispanic 16 80 64 20 19 80 61 20 13 80 67 20
White 24 84 60 16 24 83 59 17 28 78 50 22
Two or more races 27 78 52 22 25 80 56 20 13 74 61 26
Students with Disabilities 12 41 29 59 9 40 31 60 7 38 31 62
Economically Disadvantaged 13 68 55 32 12 71 59 29 9 62 53 38
English Learners 23 69 46 31 27 82 55 18 18 73 55 27
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 73 70 27 3 74 71 26 2 77 75 23
Female 2 75 73 25 3 76 73 24 3 80 77 20
Male 3 71 68 29 4 72 69 28 2 74 72 26
American Indian < < < < < < < < < 100 < 0
Asian - 92 92 8 18 82 64 18 - 91 91 9
Black 2 70 69 30 2 70 68 30 2 74 72 26
Hispanic 3 69 67 31 4 84 80 16 4 85 81 15
Native Hawaiian < 100 < 0 < 100 < 0
White 5 80 75 20 6 84 79 16 3 81 79 19
Two or more races 4 78 74 22 3 76 73 24 - 81 81 19
Students with Disabilities 3 46 44 54 7 43 35 57 4 44 39 56
Economically Disadvantaged 2 65 64 35 3 69 66 31 1 75 73 25
English Learners 8 67 58 33 7 80 73 20 5 89 84 11
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 49 46 51 2 49 47 51 5 45 41 55
Female 1 53 53 47 - 52 52 48 5 48 43 52
Male 4 46 41 54 3 47 44 53 5 43 39 57
American Indian < < < < < < < < < < < <
Asian < < < < < < < < < < < <
Black 3 49 46 51 2 48 47 52 4 42 39 58
Hispanic - 48 48 52 3 61 58 39 3 55 52 45
White 2 47 44 53 2 42 40 58 3 52 48 48
Two or more races 8 56 48 44 - 58 58 42 10 54 44 46
Students with Disabilities 6 31 25 69 6 34 28 66 13 35 22 65
Economically Disadvantaged 2 43 42 57 1 44 43 56 4 44 40 56
English Learners 8 85 77 15 < < < < 21 84 63 16
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 73 69 27 5 80 75 20 5 82 77 18
Female 4 77 72 23 5 83 78 17 4 86 81 14
Male 4 69 65 31 5 78 73 22 5 78 73 22
American Indian < < < < < < < < < < < <
Asian 19 86 67 14 26 91 66 9 11 100 89 0
Black 3 67 64 33 3 76 74 24 2 79 76 21
Hispanic 5 79 74 21 1 89 88 11 4 92 88 8
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 7 83 76 17 9 87 78 13 11 86 75 14
Two or more races 2 82 79 18 6 80 74 20 9 87 78 13
Students with Disabilities 4 35 31 65 7 44 37 56 3 43 39 57
Economically Disadvantaged 3 68 65 32 3 74 71 26 3 77 74 23
English Learners 18 79 61 21 15 90 75 10 11 92 81 8
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 83 78 17 5 80 76 20 6 82 76 18
Female 5 87 82 13 5 84 78 16 7 86 79 14
Male 4 79 75 21 4 77 73 23 6 80 74 20
American Indian < < < < < < < < < < < <
Asian 24 97 74 3 13 98 85 3 25 92 67 8
Black 3 81 78 19 2 76 73 24 4 78 74 22
Hispanic 7 84 77 16 3 90 87 10 4 88 84 12
Native Hawaiian < 100 < 0 < < < < < < < <
White 8 86 79 14 10 88 79 12 12 91 79 9
Two or more races 5 87 82 13 9 85 76 15 7 90 83 10
Students with Disabilities - 56 56 44 - 55 55 45 2 53 50 47
Economically Disadvantaged 2 78 76 22 3 75 72 25 4 79 76 21
English Learners 5 77 73 23 14 88 74 12 12 97 85 3
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 69 64 31 6 69 63 31 6 63 57 37
Female 6 72 66 28 6 72 67 28 6 66 61 34
Male 5 67 63 33 7 66 60 34 6 60 54 40
American Indian < < < < < < < < - 40 40 60
Asian 24 95 71 5 29 87 58 13 36 79 42 21
Black 2 63 61 37 3 64 61 36 3 58 55 42
Hispanic 4 78 74 22 7 70 63 30 3 71 68 29
Native Hawaiian < < < < < < < < < < < <
White 10 79 68 21 12 80 67 20 13 77 64 23
Two or more races 7 78 70 22 9 76 67 24 10 64 54 36
Students with Disabilities 1 33 32 67 - 35 35 65 1 28 27 72
Economically Disadvantaged 3 63 60 37 4 63 59 37 4 57 54 43
English Learners - 64 64 36 14 78 65 22 - 53 53 47
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 86 76 14 9 85 76 15 11 83 72 17
Female 10 88 78 12 9 88 79 12 11 85 74 15
Male 10 84 74 16 9 81 72 19 11 82 71 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 28 86 59 14 38 94 56 6 50 96 46 4
Black 5 84 79 16 5 82 77 18 7 80 73 20
Hispanic 18 93 75 7 7 93 87 7 10 87 77 13
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 17 89 72 11 16 87 71 13 15 88 73 12
Two or more races 18 89 71 11 5 91 85 9 13 81 68 19
Students with Disabilities - 53 53 47 2 66 63 34 2 72 70 28
Economically Disadvantaged 4 82 78 18 6 81 76 19 7 79 72 21
English Learners < < < < 30 95 65 5 13 94 81 6
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 75 67 25 8 75 68 25 7 74 67 26
Female 7 75 69 25 6 76 70 24 7 76 69 24
Male 8 74 66 26 9 74 66 26 8 73 65 27
American Indian 10 67 57 33 6 71 65 29 5 65 60 35
Asian 24 80 56 20 24 90 66 10 24 92 68 8
Black 4 69 64 31 4 69 65 31 4 69 65 31
Hispanic 6 83 76 17 7 83 75 17 6 82 76 18
Native Hawaiian 10 80 70 20 7 87 80 13 - 60 60 40
White 14 88 74 12 14 87 73 13 15 86 71 14
Two or more races 10 78 68 22 12 81 69 19 9 78 69 22
Students with Disabilities 4 45 41 55 3 40 36 60 3 37 34 63
Economically Disadvantaged 4 67 63 33 5 68 64 32 5 67 62 33
English Learners 6 56 50 44 9 67 59 33 6 73 67 27
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 76 60 24 18 76 58 24 13 76 63 24
Female 14 74 60 26 17 76 58 24 12 76 65 24
Male 19 79 60 21 20 77 58 23 15 76 61 24
American Indian < < < < < 100 < 0 < < < <
Asian 52 78 26 22 50 90 40 10 28 90 62 10
Black 11 70 59 30 14 71 57 29 9 70 62 30
Hispanic 9 83 73 17 15 80 65 20 15 83 69 17
White 27 89 62 11 28 85 57 15 23 87 64 13
Two or more races 23 87 64 13 20 84 64 16 16 82 66 18
Students with Disabilities 10 48 37 52 8 41 33 59 5 43 38 57
Economically Disadvantaged 12 70 58 30 13 70 57 30 10 71 61 29
English Learners 36 64 29 36 15 58 42 42 14 79 64 21
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 71 66 29 7 76 70 24 7 76 69 24
Female 6 73 68 27 4 78 74 22 6 78 71 22
Male 5 69 64 31 9 75 66 25 7 74 66 26
American Indian < < < < < < < < < < < <
Asian 20 75 55 25 18 91 73 9 30 93 63 7
Black 3 63 60 37 3 70 67 30 3 70 67 30
Hispanic 5 84 78 16 5 90 85 10 3 84 80 16
Native Hawaiian < 100 < 0 < < < < < < < <
White 11 89 78 11 14 89 75 11 17 86 69 14
Two or more races 5 76 71 24 12 81 69 19 7 80 74 20
Students with Disabilities 2 34 32 66 3 40 37 60 2 34 33 66
Economically Disadvantaged 3 63 60 37 4 69 65 31 4 69 65 31
English Learners - 61 61 39 16 88 72 13 5 67 62 33
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 75 71 25 4 70 66 30 5 72 67 28
Female 3 78 75 22 5 74 69 26 5 75 70 25
Male 5 71 66 29 4 67 63 33 5 69 63 31
American Indian < < < < < < < < < < < <
Asian 19 90 71 10 18 82 65 18 19 94 74 6
Black 1 70 69 30 2 63 61 37 3 66 63 34
Hispanic 7 85 78 15 5 78 73 22 4 84 80 16
Native Hawaiian < < < < < 100 < 0 < < < <
White 9 83 74 17 9 86 77 14 11 85 73 15
Two or more races 7 77 70 23 8 74 67 26 9 74 65 26
Students with Disabilities 1 46 45 54 1 31 30 69 1 27 27 73
Economically Disadvantaged 2 67 65 33 2 63 61 37 3 65 62 35
English Learners - 46 46 54 6 56 50 44 - 70 70 30
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 71 66 29 5 77 72 23 7 76 69 24
Female 5 71 66 29 3 78 75 22 7 77 69 23
Male 4 71 67 29 6 75 68 25 7 76 69 24
American Indian < 100 < 0 < < < < < < < <
Asian 20 80 60 20 21 95 74 5 36 92 56 8
Black 3 65 62 35 1 71 69 29 5 73 69 27
Hispanic 5 69 64 31 7 80 74 20 5 80 75 20
White 6 83 77 17 9 87 78 13 9 83 74 17
Two or more races 6 69 63 31 10 85 74 15 9 66 57 34
Students with Disabilities - 9 9 91 - 42 42 58 - 35 35 65
Economically Disadvantaged 2 63 60 37 2 69 67 31 4 64 59 36
English Learners 9 82 73 18 < < < < - 69 69 31
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 79 75 21 3 79 76 21 3 73 70 27
Female 4 78 74 22 2 77 74 23 3 74 71 26
Male 5 81 76 19 4 80 77 20 3 72 69 28
American Indian < < < < < < < < < < < <
Asian 6 75 69 25 15 94 79 6 11 93 81 7
Black 2 74 72 26 1 74 73 26 1 66 65 34
Hispanic 4 87 82 13 4 86 81 14 - 77 77 23
Native Hawaiian < < < < < 100 < 0
White 11 92 81 8 7 89 81 11 10 90 79 10
Two or more races 7 79 72 21 3 83 81 17 1 80 78 20
Students with Disabilities 1 55 55 45 - 46 46 54 - 38 38 62
Economically Disadvantaged 1 72 71 28 2 73 72 27 1 65 63 35
English Learners - 44 44 56 - 68 68 32 - 70 70 30
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 79 62 21 21 82 62 18 19 80 61 20
Female 17 79 63 21 19 82 63 18 18 81 63 19
Male 17 79 62 21 22 83 60 17 20 80 60 20
American Indian 9 70 61 30 26 84 58 16 16 68 52 32
Asian 29 90 62 10 41 91 50 9 46 91 45 9
Black 12 74 62 26 15 79 64 21 13 76 62 24
Hispanic 19 86 67 14 23 87 64 13 20 87 67 13
Native Hawaiian 14 93 79 7 7 87 80 13 7 86 79 14
White 26 89 62 11 30 89 59 11 30 88 58 12
Two or more races 23 86 62 14 28 85 58 15 25 85 60 15
Students with Disabilities 7 47 40 53 7 50 43 50 8 47 39 53
Economically Disadvantaged 11 72 60 28 15 78 63 22 14 74 60 26
English Learners 10 63 53 37 22 81 59 19 34 85 51 15
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 78 71 22 8 80 71 20 6 78 71 22
Female 5 75 70 25 7 79 72 21 5 77 72 23
Male 8 80 72 20 10 81 71 19 8 78 71 22
American Indian < < < < < 100 < 0 < < < <
Asian 14 91 77 9 19 92 73 8 32 89 57 11
Black 2 72 69 28 5 75 70 25 3 74 70 26
Hispanic 12 83 72 17 6 87 81 13 5 80 75 20
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 14 88 74 12 16 86 71 14 13 87 74 13
Two or more races 14 86 72 14 17 91 74 9 10 83 73 17
Students with Disabilities 1 36 35 64 2 44 42 56 1 35 35 65
Economically Disadvantaged 3 68 65 32 5 75 70 25 3 71 68 29
English Learners - 40 40 60 13 53 40 47 11 78 67 22
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 71 67 29 9 78 70 22 7 69 61 31
Female 4 73 69 27 8 78 71 22 6 70 64 30
Male 5 69 64 31 9 78 69 22 9 68 59 32
American Indian < < < < < < < < < < < <
Asian 28 89 61 11 45 85 40 15 30 90 60 10
Black 1 65 63 35 5 75 70 25 4 63 59 37
Hispanic 5 83 78 17 14 84 70 16 10 82 72 18
Native Hawaiian < 100 < 0 < < < < < < < <
White 10 82 73 18 16 87 71 13 17 85 68 15
Two or more races 11 77 66 23 6 81 75 19 14 80 67 20
Students with Disabilities 2 42 40 58 3 46 43 54 1 34 34 66
Economically Disadvantaged 2 61 60 39 6 74 68 26 4 60 56 40
English Learners - 61 61 39 18 82 64 18 - 74 74 26
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 74 66 26 12 76 64 24 11 77 66 23
Female 8 72 64 28 9 74 65 26 10 76 67 24
Male 10 77 68 23 15 78 63 22 12 78 66 22
Asian 10 97 86 3 44 82 38 18 25 79 54 21
Black 4 66 62 34 5 72 67 28 7 74 67 26
Hispanic 9 84 76 16 18 81 63 19 12 82 70 18
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 18 86 68 14 23 85 61 15 17 82 65 18
Two or more races 16 84 68 16 17 75 58 25 9 81 72 19
Students with Disabilities 3 47 44 53 8 42 35 58 7 46 39 54
Economically Disadvantaged 4 64 61 36 5 69 64 31 8 71 63 29
English Learners < < < < 15 69 54 31 9 64 55 36
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 89 81 11 7 91 83 9 9 82 72 18
Female 4 87 82 13 6 91 85 9 9 81 72 19
Male 12 92 80 8 9 90 81 10 10 82 72 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 20 100 80 0 29 93 64 7
Black 3 85 82 15 5 86 81 14 6 77 71 23
Hispanic 11 100 89 0 - 100 100 0 3 82 79 18
White 16 93 78 7 13 97 84 3 16 89 73 11
Two or more races 9 91 83 9 - 88 88 13 13 82 68 18
Students with Disabilities - 50 50 50 - 47 47 53 2 33 31 67
Economically Disadvantaged 3 88 85 12 4 86 82 14 5 73 67 27
English Learners < < < < < 100 < 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 81 61 19 23 84 61 16 23 85 62 15
Female 23 85 63 15 22 85 63 15 25 87 62 13
Male 17 77 60 23 24 83 59 17 22 83 62 17
American Indian < < < < < < < < < < < <
Asian 38 87 49 13 34 97 63 3 62 97 34 3
Black 13 76 63 24 16 81 65 19 15 82 67 18
Hispanic 22 86 64 14 29 86 57 14 18 92 74 8
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 32 92 59 8 38 90 52 10 43 91 48 9
Two or more races 26 87 61 13 28 83 55 17 33 91 58 9
Students with Disabilities 3 36 33 64 2 52 50 48 5 52 47 48
Economically Disadvantaged 13 76 63 24 15 78 62 22 16 81 65 19
English Learners 13 83 70 17 29 93 64 7 40 87 47 13
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 43 87 45 13 49 91 41 9 42 88 45 12
Female 42 87 45 13 49 91 42 9 40 88 48 12
Male 43 88 45 12 50 90 40 10 45 87 42 13
American Indian < < < < < 100 < 0 < < < <
Asian 56 84 28 16 72 96 24 4 83 100 17 0
Black 36 85 49 15 45 89 44 11 35 85 50 15
Hispanic 43 88 45 12 43 93 49 7 49 96 47 4
White 56 93 37 7 59 94 36 6 57 92 35 8
Two or more races 48 91 43 9 55 91 36 9 46 88 41 13
Students with Disabilities 12 58 45 42 13 57 44 43 14 58 44 42
Economically Disadvantaged 34 83 49 17 40 89 49 11 34 85 51 15
English Learners 50 75 25 25 < 100 < 0 67 98 30 2
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 93.03 State: 89.72 Division: 90.52 State: 88.34 Division: 91.6 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division33130
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten655673728
Kindergarten1,5281,4051,397
Grade 11,5251,5231,399
Grade 21,5351,4731,465
Grade 31,6071,5221,504
Grade 41,4931,6081,492
Grade 51,5181,4501,559
Grade 61,4941,5111,420
Grade 71,5341,4591,489
Grade 81,5121,5061,420
Grade 91,8781,9311,896
Grade 101,6391,5771,558
Grade 111,4351,4261,363
Grade 121,2671,2231,221
Total Students20,62020,28719,911
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 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 2015-20162016-20172017-2018
All Students206202028719911
Female995498199708
Male106661046810203
American Indian636265
Asian412385349
Black123341216611915
Hispanic129813221341
Native Hawaiian363929
White510248894698
Two or more races137514241514
Students with Disabilities261926252648
Not Students with Disabilities180011766217263
Economically Disadvantaged888791079770
Not Economically Disadvantaged117331118010141
English Learners478448530
Not English Learners201421983919381
Homeless194192
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 541 784 86 40 24 49
State 50979 36013 2733 1046 5404 1786
Female Division 348 361 29 14 10 14
State 27837 15823 920 366 1922 656
Male Division 193 423 57 26 14 35
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 19 8 2 0 0 2
State 5026 1194 70 18 91 37
Black Division 290 517 70 21 17 34
State 7955 11090 1111 244 1359 744
Hispanic Division 26 43 1 1 0 2
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 169 170 11 17 5 7
State 30218 16420 1139 617 1589 596
Two or more races Division 35 38 2 1 2 4
State 2468 1542 87 58 163 73
Students with Disabilities Division 4 117 86 5 4 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 202 460 60 21 9 34
State 10704 17342 1680 460 2640 1096
English Learners Division 1 14 1 0 0 0
State 1418 3757 272 31 1847 115
Homeless Division 2 26 4 0 1 3
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division 27 23 2 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1524141192.6145195.2241.6
Female77673895.175296.9101.3
Male7486739069993.4141.9
American Indian0<100<10000
Asian312993.52993.500
Black94987792.489894.6171.8
Hispanic737095.97197.300
Native Hawaiian0<100<10000
White37935092.336796.851.3
Two or more races827591.57692.722.4
Students with Disabilities21720795.421297.741.8
Economically Disadvantaged78672291.974394.591.1
English Learners16161001610000
Homeless363288.93288.912.8
Foster Care0<<<<<<
Military Connected52521005210000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken530 / 8.52%392 / 6.37%310 / 5.14%
Advanced Placement Course Enrollment1,531 / 24.62%1,412 / 22.94%1,218 / 20.18%
Dual Enrollment1 / .02%140 / 2.27%347 / 5.75%
Governor’s School Enrollment25 / .4%34 / .55%35 / .58%
IB Course Enrollment147 / 2.36%134 / 2.18%112 / 1.86%
Senior Enrolled in IB Program70 / 1.13%57 / .93%61 / 1.01%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 1290 768 40
State 82482 57560 30
Female Division 666 447 33
State 41546 31230 25
Male Division 624 321 49
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 30 22 27
State 5492 4724 14
Black Division 810 487 40
State 18272 11640 36
Hispanic Division 58 39 33
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 321 173 46
State 46319 33154 28
Two or more races Division 68 47 31
State 3521 2499 29
Students with Disabilities Division 98 43 56
State 5986 3008 50
Economically Disadvantaged Division 589 315 47
State 23515 13119 44
English Learners Division 18 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision106115126
 State413936233471
State LicensuresDivision4127-
 State179019641412
Industry CertificationDivision127413731126
 State100544109590103892
Workplace ReadinessDivision98112021091
 State307754231350242
Total Credentials EarnedDivision240227172343
 State137248157490159017
Students Earning One or More CredentialsDivision144316721452
 State109089126113127744
CTE CompletersDivision848849827
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1255 1894 480 25.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1251 1742 384 22%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 521 793 289 36.4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.3 64.1 64.4

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,818.005,880.001,031.00
2015-20163,682.005,919.001,063.00
2016-20173,858.006,136.001,103.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students1901114707141061185671596687117618133154375911071764915777091211
Female9331647327438905873229351288887113484778699701321545
Male9680823387623950986439466492458324116308950876388666
American Indian5651354107548541048766
Asian4228412384123635618663321463
Black11406892448672112019604317731090394147872910632962420824
Hispanic117698414911699538651157102506311881125465
Native Hawaiian27314343223711129333
White4698384183278444941317027543133701702304097359159219
Two or more races1226803643127610336501319106506813231206191
Students with Disabilities2428274138246237728813428323582821472862310283129289
Economically Disadvantaged109031049539727965010534938039656103053473892961066483865
English Learners46920918490291514493301010536331417
Homeless3951037387305945311629810063120235643789
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 424
Offenses Against Staff 152
Weapons Offenses 78
Property Offenses 126
All Other Offenses <
Other Offenses Against Persons 947
Disorderly or Disruptive Behavior Offenses 4,653
Alcohol, Tobacco, and Other Drug Offenses 110
Technology Offenses 175
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2980.340.3060.520.3060.5
Asian2.1730.251.9980.481.8980.39
Black59.27681.259.82278.1659.97277.67
Hispanic6.1362.786.2953.856.5174.17
Native Hawaiian0.1630.110.1750.10.1920.13
White25.68311.2924.74511.8724.111.15
Two or more races6.284.036.6695.017.025.99
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2980.820.3060.580.306
Asian2.1730.821.9981.898
Black59.27675.4159.82278.4959.97274.58
Hispanic6.1361.646.2951.746.5175.93
Native Hawaiian0.1630.1750.192
White25.68314.7524.74515.1224.111.86
Two or more races6.286.566.6694.077.027.63
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2980.3060.306
Asian2.1731.9981.898
Black59.27610059.82266.6759.97250
Hispanic6.1366.2956.517
Native Hawaiian0.1630.1750.192
White25.68324.74533.3324.150
Two or more races6.286.6697.02
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 58.1256.5558.19
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 40.2841.9144.92
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 81.9682.5882.1
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.12 : 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 iconstudent ratio iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 12.8 : 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 iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional7%9%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201640%55%1%4%
2016-201742%53%1%4%
2017-201844%51%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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