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Hanover County Public Schools

General school information

Division: Hanover County Public Schools
Address: 200 Berkley St Ashland, VA 23005-1399
Superintendent: Dr. Michael Gill
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 86 65 14 22 86 64 14 19 86 66 14
Female 23 88 65 12 24 88 64 12 22 88 67 12
Male 18 83 65 17 19 83 64 17 17 83 66 17
American Indian 7 83 76 17 19 77 58 23 22 78 56 22
Asian 25 92 67 8 28 89 61 11 22 89 67 11
Black 10 68 59 32 11 69 58 31 8 70 62 30
Hispanic 12 75 63 25 11 77 66 23 12 73 61 27
White 22 88 66 12 23 88 65 12 21 88 67 12
Two or more races 19 81 62 19 20 83 63 17 20 83 63 17
Students with Disabilities 9 50 41 50 9 49 40 51 9 51 42 49
Economically Disadvantaged 9 66 57 34 11 67 56 33 9 67 58 33
English Learners 7 54 47 46 7 62 55 38 7 58 52 42
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 20 83 63 17 24 82 58 18 23 80 56 20
Female 22 84 62 16 27 84 57 16 26 81 55 19
Male 17 82 65 18 21 80 59 20 21 78 57 22
American Indian < < < < < < < < < < < <
Asian 6 88 81 13 22 89 67 11 33 89 56 11
Black 8 63 55 37 14 68 54 32 7 58 51 42
Hispanic 10 77 66 23 16 73 57 27 8 62 53 38
White 22 86 64 14 26 84 58 16 26 83 57 17
Two or more races 18 76 58 24 19 81 62 19 24 84 60 16
Students with Disabilities 8 48 40 52 12 46 35 54 13 47 34 53
Economically Disadvantaged 8 66 58 34 13 64 51 36 11 57 46 43
English Learners 6 65 58 35 6 52 45 48 9 57 48 43
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 25 82 57 18 30 87 56 13 24 84 60 16
Female 28 87 59 13 34 87 53 13 26 86 59 14
Male 22 78 56 22 27 86 59 14 23 84 61 16
American Indian < < < < < < < < < < < <
Asian 32 91 59 9 38 81 44 19 24 94 71 6
Black 8 62 54 38 15 70 55 30 11 68 57 32
Hispanic 20 67 46 33 15 87 72 13 10 76 65 24
White 27 86 59 14 34 89 56 11 27 87 60 13
Two or more races 27 75 47 25 29 81 53 19 31 84 53 16
Students with Disabilities 12 48 36 52 10 50 40 50 10 49 39 51
Economically Disadvantaged 10 57 47 43 16 72 55 28 11 69 58 31
English Learners 10 33 24 67 11 89 77 11 5 73 68 27
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 33 88 55 12 32 86 54 14 32 88 56 12
Female 36 90 54 10 35 90 55 10 35 89 54 11
Male 30 85 55 15 30 84 54 16 29 86 58 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 30 95 65 5 35 96 61 4 42 79 37 21
Black 19 76 58 24 14 68 54 32 12 74 62 26
Hispanic 13 74 60 26 21 79 58 21 22 80 58 20
White 36 90 54 10 35 89 53 11 36 91 55 9
Two or more races 24 80 56 20 19 85 66 15 25 83 58 17
Students with Disabilities 12 54 43 46 15 52 38 48 10 57 47 43
Economically Disadvantaged 13 72 59 28 12 68 55 32 19 77 57 23
English Learners 13 66 53 34 8 67 58 33 17 63 46 38
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 25 85 60 15 26 83 57 17 19 84 65 16
Female 26 88 61 13 29 87 58 13 21 89 68 11
Male 23 82 59 18 23 79 56 21 18 81 63 19
American Indian < < < < < 100 < 0 < 100 < 0
Asian 39 87 48 13 36 91 55 9 17 96 78 4
Black 15 71 56 29 16 68 52 33 7 66 59 34
Hispanic 9 75 66 25 12 69 58 31 15 73 58 27
White 26 87 61 13 28 86 58 14 21 88 67 12
Two or more races 35 93 58 7 26 76 50 24 23 77 55 23
Students with Disabilities 9 42 33 58 9 40 31 60 7 46 39 54
Economically Disadvantaged 11 64 53 36 10 62 51 38 6 61 55 39
English Learners - 56 56 44 9 56 47 44 - 48 48 52
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 19 89 70 11 18 88 70 12 20 86 66 14
Female 22 92 70 8 21 90 69 10 25 90 65 10
Male 16 85 69 15 15 85 70 15 16 83 67 17
American Indian < 100 < 0 < < < < < 100 < 0
Asian 31 92 62 8 27 85 58 15 21 96 75 4
Black 12 76 64 24 9 74 65 26 12 70 58 30
Hispanic 5 80 75 20 4 76 71 24 13 75 63 25
White 20 90 70 10 19 90 71 10 22 89 67 11
Two or more races 10 90 80 10 22 89 67 11 10 85 75 15
Students with Disabilities 8 55 47 45 8 51 43 49 7 54 47 46
Economically Disadvantaged 7 73 67 27 6 69 64 31 5 70 65 30
English Learners 7 47 40 53 3 69 66 31 5 66 61 34
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 15 81 67 19 16 84 67 16 12 86 75 14
Female 18 84 65 16 18 87 69 13 13 89 76 11
Male 11 79 68 21 15 80 66 20 10 84 74 16
American Indian < < < < < < < < < < < <
Asian 17 94 77 6 38 100 63 0 16 88 72 13
Black 9 56 47 44 10 66 55 34 7 75 68 25
Hispanic 13 70 57 30 5 69 64 31 5 70 65 30
White 16 85 70 15 18 86 69 14 12 89 76 11
Two or more races 14 71 57 29 11 81 70 19 12 90 79 10
Students with Disabilities 6 42 36 58 9 49 40 51 7 48 40 52
Economically Disadvantaged 4 61 57 39 6 64 58 36 4 66 63 34
English Learners < < < < 7 40 33 60 - 50 50 50
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 8 91 82 9 7 89 81 11 7 89 83 11
Female 10 93 83 7 9 92 82 8 7 93 86 7
Male 7 89 82 11 6 86 80 14 6 86 80 14
American Indian < 100 < 0 < < < < < < < <
Asian 11 95 84 5 11 84 74 16 12 85 73 15
Black 3 75 72 25 1 71 70 29 3 78 75 22
Hispanic 13 83 70 17 2 83 81 17 4 75 71 25
White 9 93 84 7 8 91 83 9 7 92 85 8
Two or more races 5 88 84 12 7 97 90 3 6 81 74 19
Students with Disabilities 11 63 52 37 5 54 49 46 6 53 47 47
Economically Disadvantaged 4 69 65 31 5 70 65 30 2 71 69 29
English Learners < < < < - 27 27 73 - 30 30 70
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 25 83 58 17 27 84 57 16 26 82 56 18
Female 30 87 57 13 34 90 56 10 32 89 57 11
Male 20 79 59 21 20 78 58 22 20 75 56 25
American Indian 8 92 85 8 < < < < 9 55 45 45
Asian 37 94 57 6 36 85 49 15 44 84 40 16
Black 12 64 52 36 11 71 60 29 13 66 53 34
Hispanic 20 84 64 16 12 78 66 22 21 68 48 32
White 27 85 59 15 30 86 57 14 27 85 57 15
Two or more races 21 76 55 24 21 78 57 22 25 79 54 21
Students with Disabilities 9 46 37 54 7 42 35 58 10 41 32 59
Economically Disadvantaged 9 60 52 40 11 65 54 35 11 59 48 41
English Learners - 60 60 40 - 48 48 52 5 44 38 56
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 23 78 55 22 22 80 58 20 22 76 55 24
Female 29 83 54 17 29 88 58 12 28 85 57 15
Male 16 72 56 28 15 73 57 27 16 67 52 33
American Indian < < < < < < < < < < < <
Asian 40 94 54 6 29 88 58 13 31 81 50 19
Black 12 54 42 46 10 69 59 31 14 62 48 38
Hispanic 15 85 70 15 5 75 70 25 16 63 47 37
White 24 80 56 20 25 82 57 18 22 79 56 21
Two or more races 18 67 49 33 16 68 53 32 26 77 51 23
Students with Disabilities 5 35 29 65 7 34 27 66 10 34 24 66
Economically Disadvantaged 8 59 51 41 9 63 54 37 9 53 44 47
English Learners < < < < - 58 58 42 5 50 45 50
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 27 87 61 13 32 88 56 12 30 87 57 13
Female 31 90 59 10 39 92 53 8 37 93 56 7
Male 22 85 62 15 24 84 59 16 24 83 59 17
American Indian < 100 < 0 < < < < < < < <
Asian 32 95 63 5 41 84 43 16 58 87 29 13
Black 11 71 60 29 12 73 61 27 12 70 58 30
Hispanic 25 83 58 17 20 82 61 18 26 75 49 25
White 29 90 61 10 34 90 56 10 32 90 58 10
Two or more races 24 85 61 15 28 90 62 10 24 82 58 18
Students with Disabilities 12 55 43 45 8 50 43 50 9 49 39 51
Economically Disadvantaged 10 62 52 38 17 70 53 30 14 67 54 33
English Learners < < < < - 36 36 64 6 35 29 65
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 22 88 66 12 21 87 66 13 19 84 66 16
Female 22 90 67 10 21 90 68 10 18 86 68 14
Male 22 86 64 14 21 85 64 15 19 83 64 17
American Indian 18 75 58 25 14 77 63 23 13 81 68 19
Asian 39 95 57 5 32 94 62 6 24 90 66 10
Black 10 76 65 24 9 75 65 25 7 70 63 30
Hispanic 15 83 68 17 17 80 63 20 12 80 68 20
Native Hawaiian < < < < < 100 < 0 < < < <
White 23 90 66 10 23 89 67 11 21 87 66 13
Two or more races 23 80 57 20 19 85 66 15 18 82 64 18
Students with Disabilities 10 57 47 43 8 55 47 45 8 50 43 50
Economically Disadvantaged 11 75 64 25 11 72 60 28 9 68 59 32
English Learners 13 74 61 26 13 73 60 27 10 72 62 28
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 31 87 56 13 27 85 59 15 26 82 56 18
Female 28 86 58 14 25 84 60 16 24 82 57 18
Male 34 88 54 12 28 86 58 14 27 83 55 17
American Indian < < < < < < < < < < < <
Asian 41 88 47 12 21 95 74 5 28 83 56 17
Black 13 73 59 27 11 72 62 28 10 60 50 40
Hispanic 25 84 59 16 21 79 58 21 15 82 67 18
White 34 90 56 10 30 88 58 12 28 85 56 15
Two or more races 25 72 47 28 15 81 67 19 28 82 54 18
Students with Disabilities 11 52 41 48 12 46 35 54 10 50 40 50
Economically Disadvantaged 17 73 57 27 13 70 57 30 13 63 50 37
English Learners 13 81 68 19 9 74 66 26 14 77 64 23
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 40 90 50 10 40 89 49 11 34 87 54 13
Female 41 93 52 7 36 88 52 12 29 87 59 13
Male 40 87 48 13 43 91 47 9 38 87 49 13
American Indian < < < < < 100 < 0 < < < <
Asian 61 100 39 0 56 94 38 6 35 100 65 0
Black 26 80 54 20 19 76 58 24 13 78 65 22
Hispanic 33 82 49 18 35 83 48 17 21 84 63 16
White 42 92 50 8 43 92 49 8 38 89 51 11
Two or more races 38 84 45 16 36 86 50 14 25 88 63 12
Students with Disabilities 16 61 45 39 13 58 45 42 11 52 41 48
Economically Disadvantaged 18 74 57 26 22 76 54 24 16 73 57 27
English Learners 4 71 67 29 30 78 49 22 19 79 60 21
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 31 87 55 13 24 82 58 18 27 84 57 16
Female 35 89 54 11 25 87 62 13 27 83 56 17
Male 28 84 56 16 23 78 55 22 26 84 58 16
American Indian < 100 < 0 < < < < < 100 < 0
Asian 38 100 63 0 38 100 62 0 42 75 33 25
Black 20 77 57 23 13 68 55 32 13 72 59 28
Hispanic 26 76 50 24 22 71 49 29 21 80 60 20
White 33 89 56 11 26 85 59 15 29 86 56 14
Two or more races 28 77 49 23 19 85 66 15 24 86 63 14
Students with Disabilities 16 59 43 41 9 49 40 51 13 49 35 51
Economically Disadvantaged 17 75 58 25 12 64 52 36 16 71 55 29
English Learners 29 71 42 29 8 75 67 25 18 76 58 24
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 25 91 67 9 23 93 70 7 18 88 70 12
Female 23 93 71 7 26 95 69 5 19 91 72 9
Male 27 90 63 10 20 91 71 9 18 85 67 15
American Indian < < < < < 100 < 0 < < < <
Asian 32 92 60 8 50 96 46 4 20 100 80 0
Black 11 86 76 14 9 83 74 17 6 72 66 28
Hispanic 6 81 74 19 16 84 68 16 9 86 77 14
White 27 93 66 7 25 95 70 5 20 90 69 10
Two or more races 32 95 63 5 15 88 73 12 19 90 71 10
Students with Disabilities 12 58 46 42 10 69 58 31 6 55 49 45
Economically Disadvantaged 12 78 66 22 8 81 73 19 4 69 64 31
English Learners 21 74 53 26 11 77 66 23 3 81 77 19
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 23 87 64 13 24 87 63 13 21 80 60 20
Female 23 90 67 10 23 89 65 11 22 84 62 16
Male 23 85 62 15 25 85 60 15 19 77 58 23
American Indian < 100 < 0 < < < < < 100 < 0
Asian 43 93 50 7 21 86 64 14 38 93 55 7
Black 14 71 57 29 12 71 60 29 6 60 54 40
Hispanic 11 85 74 15 9 74 66 26 4 66 62 34
White 24 89 65 11 26 89 63 11 23 84 61 16
Two or more races 26 82 56 18 23 85 62 15 21 71 50 29
Students with Disabilities 10 53 43 47 10 50 40 50 10 45 35 55
Economically Disadvantaged 9 69 60 31 10 69 59 31 5 59 53 41
English Learners 13 67 53 33 13 72 59 28 3 53 50 47
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 6 84 78 16 8 87 79 13 5 83 78 17
Female 6 86 80 14 8 90 82 10 4 87 83 13
Male 6 83 77 17 9 84 76 16 6 80 73 20
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 7 86 79 14
Black 2 71 69 29 4 82 78 18 4 80 76 20
Hispanic 3 80 77 20 6 84 78 16 5 81 76 19
White 7 87 80 13 9 88 79 12 5 84 79 16
Two or more races 4 89 86 11 13 90 77 10 5 82 77 18
Students with Disabilities 6 58 51 42 10 64 53 36 8 56 48 44
Economically Disadvantaged 2 75 74 25 7 79 72 21 2 68 66 32
English Learners < < < < 7 60 53 40 5 70 65 30
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 8 89 81 11 10 87 77 13 9 86 77 14
Female 10 94 84 6 11 91 80 9 10 89 80 11
Male 7 85 78 15 9 83 74 17 9 83 74 17
American Indian < < < < < < < < < 100 < 0
Asian 23 95 73 5 11 89 79 11 4 91 87 9
Black 2 78 76 22 4 76 72 24 3 77 74 23
Hispanic 3 87 83 13 7 84 76 16 5 86 81 14
White 9 91 82 9 11 89 78 11 11 88 77 12
Two or more races 4 77 74 23 11 80 70 20 8 73 65 27
Students with Disabilities 1 59 58 41 2 59 57 41 2 51 49 49
Economically Disadvantaged 2 83 81 17 6 70 64 30 3 74 72 26
English Learners - 74 74 26 5 65 60 35 6 80 74 20
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 85 73 15 11 84 73 16 11 81 70 19
Female 13 86 73 14 12 89 76 11 11 83 72 17
Male 11 83 72 17 10 80 71 20 10 78 68 22
American Indian < < < < < < < < < < < <
Asian 33 97 63 3 23 95 72 5 22 83 61 17
Black 3 67 65 33 2 59 57 41 5 59 53 41
Hispanic 10 86 76 14 5 78 73 22 6 64 58 36
White 12 87 74 13 12 88 76 12 11 85 73 15
Two or more races 15 79 64 21 8 79 72 21 8 78 71 22
Students with Disabilities 1 45 44 55 1 40 39 60 1 38 37 62
Economically Disadvantaged 4 67 63 33 4 60 56 40 4 61 57 39
English Learners < < < < 8 62 54 38 10 50 40 50
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 22 89 67 11 25 91 66 9 18 88 70 12
Female 23 90 67 10 25 93 68 7 19 90 71 10
Male 20 88 68 12 24 89 65 11 18 86 68 14
American Indian < < < < < < < < < 100 < 0
Asian 62 96 35 4 53 97 43 3 25 94 69 6
Black 6 80 74 20 16 90 75 10 8 76 68 24
Hispanic 10 83 73 17 29 88 59 12 15 85 71 15
White 22 90 68 10 25 91 66 9 20 89 69 11
Two or more races 31 76 45 24 27 93 67 7 8 88 80 12
Students with Disabilities 10 71 60 29 8 65 57 35 7 67 60 33
Economically Disadvantaged 6 87 81 13 11 78 67 22 9 76 67 24
English Learners < < < < < 100 < 0 - 67 67 33
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 16 87 71 13 16 87 71 13 14 87 73 13
Female 15 88 73 12 14 88 74 12 12 87 75 13
Male 17 87 69 13 18 86 68 14 15 86 71 14
American Indian 13 78 65 22 17 92 75 8 12 82 71 18
Asian 29 94 65 6 23 97 74 3 17 86 69 14
Black 6 69 62 31 5 69 65 31 5 72 67 28
Hispanic 7 77 70 23 11 74 62 26 7 76 69 24
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 17 90 73 10 17 90 72 10 15 89 74 11
Two or more races 16 77 61 23 13 82 68 18 12 84 72 16
Students with Disabilities 9 55 46 45 7 54 47 46 7 53 46 47
Economically Disadvantaged 9 70 62 30 6 65 59 35 6 68 62 32
English Learners 7 59 53 41 - 52 52 48 3 54 50 46
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 34 88 54 12 26 84 58 16 21 83 62 17
Female 33 88 55 12 25 85 61 15 19 81 62 19
Male 35 88 53 12 27 83 56 17 22 85 63 15
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 45 90 45 10 39 96 57 4 26 79 53 21
Black 21 76 56 24 6 62 56 38 7 63 56 37
Hispanic 9 72 62 28 20 69 48 31 11 80 69 20
White 37 90 53 10 28 87 59 13 24 86 63 14
Two or more races 24 82 58 18 20 86 66 14 19 81 63 19
Students with Disabilities 18 59 41 41 9 50 41 50 9 46 37 54
Economically Disadvantaged 17 74 56 26 8 64 55 36 10 67 58 33
English Learners 13 69 56 31 - 62 62 38 4 65 60 35
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 12 86 74 14 14 87 73 13 14 87 73 13
Female 11 85 73 15 11 87 76 13 10 87 77 13
Male 14 88 74 12 16 87 70 13 18 87 69 13
American Indian < < < < < 100 < 0 < < < <
Asian 23 97 74 3 13 100 88 0 13 87 74 13
Black 3 62 59 38 4 69 65 31 7 74 68 26
Hispanic 10 75 65 25 5 77 72 23 4 73 69 27
White 13 90 76 10 15 89 74 11 15 89 74 11
Two or more races 10 76 66 24 11 84 74 16 14 91 77 9
Students with Disabilities 4 53 49 47 8 59 51 41 8 52 44 48
Economically Disadvantaged 3 70 67 30 5 68 63 32 4 66 62 34
English Learners < < < < - 50 50 50 - 56 56 44
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 85 75 15 11 84 73 16 16 93 77 7
Female 10 88 78 12 10 87 77 13 12 95 83 5
Male 10 83 72 17 11 81 70 19 21 90 69 10
American Indian < < < < < < < < < 100 < 0
Asian 18 91 73 9 16 98 81 2 19 94 75 6
Black 4 64 61 36 3 61 58 39 4 81 76 19
Hispanic - 78 78 22 8 65 56 35 6 94 88 6
White 11 89 77 11 12 88 76 12 18 94 76 6
Two or more races 9 66 57 34 7 72 65 28 - 87 87 13
Students with Disabilities 2 50 48 50 3 49 46 51 3 54 51 46
Economically Disadvantaged 3 64 61 36 2 56 54 44 6 77 71 23
English Learners - 53 53 47 - 29 29 71 < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 89 79 11 14 93 79 7 12 91 79 9
Female 10 89 79 11 12 92 80 8 13 92 79 8
Male 11 89 78 11 15 93 78 7 12 90 78 10
American Indian < < < < < 100 < 0 < 100 < 0
Asian 40 95 55 5 33 93 59 7 21 95 74 5
Black 2 76 74 24 4 89 84 11 5 80 75 20
Hispanic 10 83 73 17 9 91 81 9 15 88 74 12
Native Hawaiian < 100 < 0
White 10 91 80 9 14 93 79 7 13 92 80 8
Two or more races 25 82 57 18 20 93 73 7 17 90 72 10
Students with Disabilities 6 71 65 29 3 74 72 26 7 71 64 29
Economically Disadvantaged - 76 76 24 5 84 78 16 6 79 73 21
English Learners < < < < < 100 < 0 < < < <
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 97 93 3 13 98 85 2 4 83 79 17
Female 3 99 95 1 10 99 89 1 2 83 81 17
Male 7 95 88 5 18 97 79 3 6 83 76 17
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 6 72 67 28
Black - 80 80 20 10 95 85 5 1 67 65 33
Hispanic < 100 < 0 < < < < 3 67 64 33
White 6 100 94 0 13 99 86 1 5 88 82 12
Two or more races < 100 < 0 < < < < 3 76 73 24
Students with Disabilities < < < < < < < < 2 55 53 45
Economically Disadvantaged < < < < < 100 < 0 1 64 63 36
English Learners < 100 < 0 < 100 < 0 - 36 36 64
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 25 89 64 11 27 90 63 10 24 87 63 13
Female 23 89 66 11 25 90 65 10 21 87 66 13
Male 27 89 62 11 30 90 60 10 26 87 61 13
American Indian 11 78 67 22 10 80 70 20 6 81 75 19
Asian 40 93 53 7 34 90 56 10 28 89 61 11
Black 11 75 63 25 11 76 65 24 11 72 61 28
Hispanic 22 82 60 18 21 82 62 18 16 77 60 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 27 91 65 9 29 92 63 8 26 90 64 10
Two or more races 23 86 63 14 25 87 62 13 24 79 55 21
Students with Disabilities 10 66 56 34 10 65 55 35 10 58 47 42
Economically Disadvantaged 14 73 59 27 15 74 58 26 12 70 58 30
English Learners 3 59 56 41 13 67 54 33 9 54 46 46
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 12 87 76 13 16 90 74 10 12 88 76 12
Female 8 86 78 14 14 90 77 10 10 89 79 11
Male 16 89 73 11 18 90 71 10 14 88 74 12
American Indian - 80 80 20 < < < < < < < <
Asian 10 85 75 15 19 78 59 22 19 91 72 9
Black 4 70 66 30 5 76 71 24 5 70 65 30
Hispanic 16 74 58 26 10 78 68 22 9 68 60 32
White 13 90 77 10 17 92 75 8 13 92 79 8
Two or more races 7 83 76 17 19 97 78 3 12 76 65 24
Students with Disabilities 3 63 60 37 5 62 57 38 3 55 52 45
Economically Disadvantaged 1 64 63 36 7 63 57 37 4 68 64 32
English Learners < < < < 8 31 23 69 - 23 23 77
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 14 88 74 12 12 88 77 12 11 82 71 18
Female 12 89 77 11 11 87 76 13 8 81 73 19
Male 15 87 71 13 13 90 77 10 14 83 69 17
American Indian < 100 < 0 < < < < < 100 < 0
Asian 33 83 50 17 26 91 65 9 38 77 38 23
Black 7 71 64 29 6 68 63 32 5 73 68 27
Hispanic 11 79 68 21 12 85 73 15 5 57 52 43
Native Hawaiian < 100 < 0 < 100 < 0
White 15 91 76 9 12 92 79 8 12 85 73 15
Two or more races 4 80 76 20 7 70 63 30 5 71 66 29
Students with Disabilities 5 58 53 42 4 65 62 35 6 56 50 44
Economically Disadvantaged 1 63 61 37 4 77 74 23 3 66 63 34
English Learners < < < < < < < < - 24 24 76
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 14 87 73 13 19 86 66 14 15 81 66 19
Female 11 86 75 14 18 85 67 15 11 80 70 20
Male 17 89 72 11 21 86 65 14 19 81 63 19
American Indian < < < < < < < < < < < <
Asian 31 94 63 6 26 85 59 15 16 80 64 20
Black 5 75 70 25 7 69 62 31 5 53 49 47
Hispanic 13 85 72 15 13 69 56 31 7 80 73 20
White 14 89 75 11 21 88 67 12 16 85 68 15
Two or more races 26 85 59 15 13 84 72 16 9 59 50 41
Students with Disabilities 7 70 64 30 6 56 50 44 3 47 45 53
Economically Disadvantaged 4 67 63 33 5 53 48 47 5 60 55 40
English Learners < < < < - 33 33 67 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 88 69 12 21 93 72 7 16 88 73 12
Female 14 90 76 10 15 94 79 6 14 91 77 9
Male 24 87 63 13 27 91 64 9 18 86 68 14
American Indian < < < <
Asian < < < < < 100 < 0 16 84 68 16
Black 4 70 65 30 4 78 74 22 5 78 73 22
Hispanic 5 74 68 26 9 86 77 14 6 81 75 19
White 23 93 70 7 24 95 71 5 18 91 72 9
Two or more races 8 69 62 31 13 94 81 6 12 88 76 12
Students with Disabilities 2 58 56 42 6 60 54 40 2 58 56 42
Economically Disadvantaged 4 67 63 33 4 76 72 24 3 69 66 31
English Learners - 57 57 43 < < < < 13 56 44 44
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 34 93 60 7 34 93 59 7 34 92 58 8
Female 34 93 59 7 33 94 61 6 35 93 58 7
Male 33 93 60 7 35 92 58 8 33 91 58 9
American Indian < < < < < 100 < 0 < < < <
Asian 51 100 49 0 43 100 57 0 38 97 59 3
Black 15 83 68 17 13 84 71 16 12 86 74 14
Hispanic 22 91 70 9 14 87 73 13 17 82 65 18
White 36 94 58 6 38 95 57 5 37 93 57 7
Two or more races 26 96 70 4 24 86 62 14 49 91 42 9
Students with Disabilities 13 70 57 30 8 69 61 31 8 62 54 38
Economically Disadvantaged 16 83 68 17 14 79 65 21 13 76 63 24
English Learners < < < < - 73 73 27 5 76 71 24
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 52 90 38 10 54 91 37 9 46 88 41 12
Female 51 91 41 9 48 89 40 11 43 87 44 13
Male 54 89 35 11 59 93 34 7 50 88 39 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 77 100 23 0 81 100 19 0 53 100 47 0
Black 30 77 47 23 27 77 50 23 28 71 43 29
Hispanic 44 82 38 18 42 85 43 15 38 86 48 14
White 55 92 37 8 58 93 35 7 50 90 40 10
Two or more races 44 87 44 13 45 90 45 10 40 86 46 14
Students with Disabilities 18 64 46 36 21 66 45 34 22 56 34 44
Economically Disadvantaged 25 72 47 28 26 78 52 22 26 72 45 28
English Learners 9 68 59 32 24 85 61 15 18 76 58 24
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: 94.86 State: 89.72 Division: 94.82 State: 88.34 Division: 93.75 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division9136
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten288329264
Kindergarten1,1671,1471,158
Grade 11,2071,2061,146
Grade 21,2411,2421,223
Grade 31,2521,2721,231
Grade 41,3021,2891,299
Grade 51,3691,3301,318
Grade 61,3701,4171,371
Grade 71,4421,4031,421
Grade 81,4361,4691,409
Grade 91,4551,4841,524
Grade 101,5051,4581,471
Grade 111,4831,4791,412
Grade 121,5221,4751,480
Total Students18,03918,00017,727
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students180391800017727
Female872186678463
Male931893339264
American Indian565148
Asian339356355
Black169416661639
Hispanic793871972
Native Hawaiian655
White144491430213909
Two or more races702749799
Students with Disabilities240424802341
Students without Disabilities156351552015386
Economically Disadvantaged320637313343
Not Economically Disadvantaged148331426914384
English Learners314398408
Not English Learners177251760217319
Homeless312729
Foster Care374248
Military Connected162200224
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 959 456 18 19 40 13
State 50983 36022 2734 1046 5399 1777
Female Division 521 195 2 7 17 7
State 27838 15824 920 366 1921 654
Male Division 438 261 16 12 23 6
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division 27 6 0 0 1 0
State 5026 1195 70 18 91 37
Black Division 51 67 5 1 8 3
State 7955 11092 1113 243 1359 742
Hispanic Division 27 20 0 0 7 2
State 5086 5584 317 105 2171 325
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 831 345 13 18 22 8
State 30222 16424 1138 618 1586 589
Two or more races Division 19 14 0 0 2 0
State 2468 1543 86 58 162 72
Students with Disabilities Division 23 131 18 5 16 2
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 62 99 9 7 15 4
State 10704 17348 1682 460 2637 1090
English Learners Division 2 10 0 0 4 0
State 1418 3759 272 31 1845 117
Homeless Division < < < < 0 <
State 232 695 90 42 302 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1505143395.2145496.6402.7
Female74971895.972696.9172.3
Male75671594.672896.3233
American Indian0<100<10000
Asian343397.13397.112.9
Black13512391.112592.685.9
Hispanic564783.94783.9712.5
Native Hawaiian0<100<10000
White1237118996.1120897.7221.8
Two or more races353394.33394.325.7
Students with Disabilities19517288.217991.8168.2
Economically Disadvantaged19617086.717790.3157.7
English Learners1612751275425
Homeless0<100<10000
Foster Care0<<<<<<
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken827 / 13.66%847 / 14.2%831 / 14.09%
Advanced Placement Course Enrollment1,374 / 22.7%1,534 / 25.72%1,436 / 24.36%
Dual Enrollment275 / 4.54%214 / 3.59%225 / 3.82%
Governor’s School Enrollment52 / .86%53 / .89%52 / .88%
IB Course Enrollment670 / 11.07%512 / 8.58%645 / 10.94%
Senior Enrolled in IB Program160 / 2.64%233 / 3.91%278 / 4.72%
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 1389 1034 26
State 82483 57560 30
Female Division 675 537 20
State 41546 31230 25
Male Division 714 497 30
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 16 14 12
State 5492 4724 14
Black Division 134 85 37
State 18272 11640 36
Hispanic Division 40 26 35
State 8548 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 1165 884 24
State 46319 33154 28
Two or more races Division 25 18 28
State 3521 2499 29
Students with Disabilities Division 102 45 56
State 5986 3008 50
Economically Disadvantaged Division 69 29 58
State 23516 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision416072
 State413936233479
State LicensuresDivision148169154
 State244022791843
Industry CertificationDivision148620111834
 State99894109275103743
Workplace ReadinessDivision5228150
 State307754231350241
Total Credentials EarnedDivision172722682210
 State137248157490159306
Students Earning One or More CredentialsDivision150017531807
 State109089126113128000
Armed Services Vocational Aptitude Battery ExaminationDivision5774113
 State151414311530
CTE CompletersDivision618733750
 State424044051641438
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 843 1538 935 60.8%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 907 1658 991 59.8%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 892 1587 1006 63.4%
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
74.3 74.6 75.4

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
2014-20154,287.004,829.00433.00
2015-20164,512.004,826.00434.00
2016-20174,665.004,815.00524.00

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students169507261689473316795768
Female816034581693558121348
Male879038187253788674420
American Indian506494426
Asian30910336734010
Black155090155283153370
Hispanic679427204480260
Native Hawaiian<<<<<<
White137985321359555713390585
Two or more races560466363868337
Students with Disabilities211620121541852136229
Economically Disadvantaged243627525562813128356
English Learners251173241539024
Homeless441830112913
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 168
Offenses Against Staff 49
Weapons Offenses 28
Property Offenses 29
All Other Offenses 12
Other Offenses Against Persons 287
Disorderly or Disruptive Behavior Offenses 472
Alcohol, Tobacco, and Other Drug Offenses 185
Technology Offenses 13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.310.790.2830.48
Asian1.8790.21.9780.64
Black9.39124.759.25624.64
Hispanic4.3964.524.8393.97
Native Hawaiian0.0330.028
White80.09962.4879.45663.59
Two or more races3.8927.274.1616.68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.310.283
Asian1.8791.9783.23
Black9.39142.869.25616.13
Hispanic4.3964.8396.45
Native Hawaiian0.0330.028
White80.09957.1479.45667.74
Two or more races3.8924.1616.45
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.310.283
Asian1.8791.978
Black9.3919.256
Hispanic4.3964.839
Native Hawaiian0.0330.028
White80.09979.456
Two or more races3.8924.161
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 20.1720.4818.28
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 33.0429.1125.91
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 77.5672.2678.41
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: 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 14.41 : 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 iconstudent ratio icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional2%2%
Provisional Special Education1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201639%58%1%2%
2016-201737%59%1%3%
2017-201838%59%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students86%86%73%75%
Asian92%90%87%75%
Black71%70%60%75%
Hispanic74%75%63%75%
White89%89%81%75%
Economically Disadvantaged68%67%62%75%
English Learners60%59%53%75%
Students with Disabilities52%50%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students87%89%74%70%
Asian91%93%89%70%
Black74%77%60%70%
Hispanic82%82%64%70%
White89%91%81%70%
Economically Disadvantaged70%73%63%70%
English Learners74%73%57%70%
Students with Disabilities54%57%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student Group​Current Rate​
All Students88%
Asian88%
Black72%
Hispanic78%
White90%
Economically Disadvantaged69%
English Learners58%
Students with Disabilities55%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student Group​Growth English ReadingGrowth Mathematics
All Students87%88%
Asian92%93%
Black74%76%
Hispanic77%85%
White89%89%
Economically Disadvantaged72%73%
English Learners67%79%
Students with Disabilities59%60%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student Group​Current Rate​Annual Target​Long Term Goal​
All Students93%84%84%
Asian87%90%84%
Black92%82%84%
Hispanic72%81%84%
White94%86%84%
Economically Disadvantaged70%78%84%
English Learners60%65%84%
Students with Disabilities69%56%84%
Homeless<--
Foster Care<--

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students4%4%9%10%
Asian3%3%5%10%
Black4%5%9%10%
Hispanic7%6%9%10%
White4%4%9%10%
Economically Disadvantaged10%10%13%10%
English Learners6%5%8%10%
Students with Disabilities10%9%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for 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 Progress64%46%58%
English Learner Proficiency17%--
< = Results suppressed to protect student privacy​
— = Not applicable or no students​
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumerator​Denominator​Rate
English Learner Progress12519464%
English Learner Proficiency4325717%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian100%98%99%
Black100%99%98%
Hispanic100%99%100%
White100%100%100%
Economically Disadvantaged100%99%99%
Not Economically Disadvantaged100%100%99%
English Learners100%99%98%
Students with Disabilities99%99%99%
Students without Disabilities100%99%99%
Female100%100%99%
Male100%99%100%
Migrant---

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

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