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Harrisonburg City Public Schools

General school information

Division: Harrisonburg City Public Schools
Address: One Court Square Harrisonburg, VA 22801
Superintendent: Mr. J. Patrick Lintner
Region: 5
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


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

Writing

Writing Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

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

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

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: 85.93 State: 89.72 Division: 74.89 State: 88.34 Division: 69.75 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division613966
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten258330277
Kindergarten739456500
Grade 1167456473
Grade 2469453468
Grade 3463480458
Grade 4484461492
Grade 5426477471
Grade 6445431475
Grade 7413464430
Grade 8409421459
Grade 9454463477
Grade 10449451442
Grade 11389426421
Grade 12359419458
Total Students5,9246,1886,301
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 Students592461886301
Female285429833043
Male307032053258
American Indian894
Asian165161181
Black611617612
Hispanic263528382940
Native Hawaiian311
White227823262311
Two or more races224236252
Students with Disabilities575643686
Not Students with Disabilities534955455615
Economically Disadvantaged429343924372
Not Economically Disadvantaged163117961929
English Learners235928462811
Not English Learners356533423490
Migrant637056
Homeless9111548
Military Connected372931
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 242 148 14 2 43 9
State 50979 36013 2733 1046 5404 1786
Female Division 137 65 4 0 17 2
State 27837 15823 920 366 1922 656
Male Division 105 83 10 2 26 7
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 16 2 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 24 23 2 0 2 2
State 7955 11090 1111 244 1359 744
Hispanic Division 92 78 6 0 36 5
State 5086 5583 317 105 2172 323
White Division 102 40 6 2 4 2
State 30218 16420 1139 617 1589 596
Two or more races Division 7 5 0 0 1 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 3 19 14 0 2 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 133 120 12 2 33 5
State 10704 17342 1680 460 2640 1096
English Learners Division 58 80 5 0 33 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
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 Students45840488.240688.6439.4
Female22520691.620691.6177.6
Male2331988520085.82611.2
American Indian0<100<10000
Asian18181001810000
Black534992.54992.523.8
Hispanic21717681.117681.13616.6
White15614894.915096.242.6
Two or more races131292.31292.317.7
Students with Disabilities383694.73694.725.3
Economically Disadvantaged30526586.926787.53310.8
English Learners17914379.914379.93318.4
Homeless0<<<<<<
Foster Care0<100<10000
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 Taken273 / 16.55%311 / 17.69%214 / 11.9%
Advanced Placement Course Enrollment275 / 16.67%343 / 19.51%227 / 12.63%
Dual Enrollment114 / 6.91%172 / 9.78%249 / 13.85%
Governor’s School Enrollment10 / .61% - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 272 156 43
State 82482 57560 30
Female Division 139 87 37
State 41546 31230 25
Male Division 133 69 48
State 40936 26330 36
Asian Division 15 14 7
State 5492 4724 14
Black Division 42 21 50
State 18272 11640 36
Hispanic Division 108 49 55
State 8547 5341 38
White Division 103 71 31
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 13 < 100
State 5986 3008 50
Economically Disadvantaged Division 177 91 49
State 23515 13119 44
English Learners Division 116 58 50
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 AssessmentsDivision187-
 State413936233471
State LicensuresDivision6--
 State179019641412
Industry CertificationDivision363469436
 State100544109590103892
Workplace ReadinessDivision21185
 State307754231350242
Total Credentials EarnedDivision389594441
 State137248157490159017
Students Earning One or More CredentialsDivision345524387
 State109089126113127744
CTE CompletersDivision193222225
 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 246 462 316 68.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 226 513 329 64.1%
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
68.1 67.4 67.4

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
2014-20155,417.005,570.00952.00
2015-20165,313.005,524.001,014.00
2016-20174,935.005,931.001,053.00

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 Students5123361157249527843417128154274871953325761375170253
Female245817483111253721582125263522893147281416684106
Male2665187741382741219891562792259102185294720986147
American Indian0000000000000000
Asian161467160634167313172717
Black546351639557462142542393145555382131
Hispanic22081706491231819680127245924397155265820275128
Native Hawaiian0000000000000000
White2025134621042037166619620491875712021501096580
Two or more races17418981972061220315972211787
Students with Disabilities504452244488542851520663753574583637
Economically Disadvantaged3535298133184361935714321536474071652763949310137206
English Learners201014552702293180731142707268101143273919480135
Homeless6019788218102155211015631038
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 52
Offenses Against Staff 17
Weapons Offenses 18
Property Offenses 17
All Other Offenses 42
Other Offenses Against Persons 192
Disorderly or Disruptive Behavior Offenses 360
Alcohol, Tobacco, and Other Drug Offenses 41
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1240.1350.230.145
Asian3.0180.562.7860.462.6020.24
Black10.08320.5610.31625.749.97321.04
Hispanic44.15144.1744.48845.145.8742.55
Native Hawaiian0.0360.0510.016
White39.09127.2238.4621.6437.59528.13
Two or more races3.5337.53.7826.833.8148.04
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 Indian0.1240.1350.145
Asian3.0182.7862.602
Black10.08310.31633.339.973
Hispanic44.15144.48866.6745.87
Native Hawaiian0.0360.0510.016
White39.09138.4637.595
Two or more races3.5333.7823.814
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 Indian0.1240.1350.145
Asian3.0182.7862.602
Black10.08310.3169.973
Hispanic44.15144.48845.87
Native Hawaiian0.0360.0510.016
White39.09138.4637.595
Two or more races3.5333.7823.814
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 71.2870.4770.56
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 53.3656.6268.8
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 80.7680.8179.65
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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 9.83 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.72 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%3%
Provisional Special Education0%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
2015-201643%55%1%1%
2016-201743%54%1%2%
2017-201844%53%0%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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