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Harrisonburg City Public Schools

General school information

Division: Harrisonburg City Public Schools
Division Number: 113
Address: One Court Square Harrisonburg, VA 22801
Superintendent: Dr. Michael Richards
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 50 69 31 17 50 67 33 19 48 68 32
Female 24 56 80 20 23 53 75 25 26 50 76 24
Male 15 43 58 42 12 48 60 40 13 47 60 40
Asian 38 46 85 15 20 60 80 20 30 50 80 20
Black 9 48 57 43 14 33 47 53 5 49 54 46
Hispanic 12 49 61 39 8 52 60 40 11 52 63 37
Native Hawaiian < < 100 0
White 29 51 80 20 26 52 77 23 30 45 75 25
Two or more races 24 53 76 24 13 50 63 38 18 50 68 32
Students with Disabilities 10 19 29 71 23 20 43 57 15 26 41 59
Students without Disabilities 21 54 75 25 16 54 70 30 20 50 70 30
Economically Disadvantaged 10 50 60 40 9 49 58 42 9 47 56 44
Not Economically Disadvantaged 38 49 87 13 28 53 80 20 33 51 83 17
English Learners 3 43 46 54 16 32 47 53 - 55 55 45
Migrant < < < < < < < <
Military Connected < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 50 69 31 16 51 67 33 19 49 68 32
Female 23 56 79 21 23 53 75 25 25 51 76 24
Male 14 44 58 42 10 49 59 41 12 47 60 40
Asian 38 46 85 15 20 60 80 20 30 50 80 20
Black 9 48 57 43 14 33 47 53 5 49 54 46
Hispanic 10 50 60 40 7 53 60 40 10 52 63 38
Native Hawaiian < < 100 0
White 29 51 80 20 25 52 77 23 29 46 75 25
Two or more races 24 53 76 24 13 50 63 38 18 50 68 32
Students with Disabilities - 20 20 80 16 22 38 63 4 30 35 65
Students without Disabilities 21 54 75 25 16 54 70 30 20 50 70 30
Economically Disadvantaged 9 51 59 41 9 49 58 42 8 48 55 45
Not Economically Disadvantaged 38 50 87 13 27 53 80 20 33 51 83 17
English Learners 2 43 45 55 16 32 47 53 - 60 60 40
Migrant < < < < < < < <
Military Connected < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < 100 0 < < < <
Female < < 100 0 < < 100 0
Male < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Economically Disadvantaged < < 100 0 < < 100 0 < < < <
English Learners < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

2016-20172017-20182018-2019
Division396687
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten330277319
Kindergarten456500473
Grade 1456473502
Grade 2453468485
Grade 3480458464
Grade 4461492454
Grade 5477471498
Grade 6431475454
Grade 7464430477
Grade 8421459442
Grade 9463477520
Grade 10451442471
Grade 11426421422
Grade 12419458459
Total Students6,1886,3016,440

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students618863016440
Female298330433111
Male320532583329
American Indian943
Asian161181182
Black617612635
Hispanic283829403076
Native Hawaiian114
White232623112290
Two or more races236252250
Students with Disabilities643686667
Students without Disabilities554556155773
Economically Disadvantaged439243724434
Not Economically Disadvantaged179619292006
English Learners284628112787
Not English Learners334234903653
Migrant705655
Homeless1154829
Military Connected293149
Foster Care453
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 242 148 14 2 43 9
State 50983 36029 2739 1053 5386 1766
Female Division 137 65 4 0 17 2
State 27838 15825 923 368 1911 652
Male Division 105 83 10 2 26 7
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division 16 2 0 0 0 0
State 5026 1197 70 18 91 37
Black Division 24 23 2 0 2 2
State 7955 11098 1113 244 1362 735
Hispanic Division 92 78 6 0 36 5
State 5087 5586 317 107 2168 323
White Division 102 40 6 2 4 2
State 30221 16421 1144 621 1576 587
Two or more races Division 7 5 0 0 1 0
State 2468 1543 85 58 160 72
Students with Disabilities Division 3 19 14 0 2 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 133 120 12 2 33 5
State 10703 17350 1682 461 2633 1087
English Learners Division 58 80 5 0 33 0
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4584048840689439
Female2252069220692178
Male23319885200862611
American Indian<<100<10000
Asian18181001810000
Black534993499324
Hispanic21717681176813617
White156148951509643
Two or more races131292129218
Students with Disabilities383695369525
Economically Disadvantaged30526587267883311
English Learners17914380143803318
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken311 / 17.69%214 / 11.9%
Advanced Placement Course Enrollment343 / 19.51%227 / 12.63%
Dual Enrollment172 / 9.78%249 / 13.85%
Governor's School Enrollment - -
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision32621534
State83,31058,98329
FemaleDivision15711030
State42,04632,13924
MaleDivision16910538
State41,26426,84435
American IndianDivision<<100
State24615338
AsianDivision11110
State5,5904,89312
BlackDivision433226
State18,36711,78836
HispanicDivision1276350
State9,2355,82337
WhiteDivision13810425
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision191237
State6,7843,33551
Economically DisadvantagedDivision19811243
State24,87113,98444
English LearnersDivision1146146
State4,9222,97340
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision187-
 State4,1393,6233,525
State LicensuresDivision6--
 State2,4402,2791,881
Industry CertificationDivision363469436
 State99,894109,275104,601
Workplace ReadinessDivision21185
 State30,77542,31350,241
Total Credentials EarnedDivision389594441
 State137,248157,490160,248
Students Earning One or More CredentialsDivision345524387
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision312827
 State1,5141,4311,537
CTE CompletersDivision193222224
 State42,40440,51641,438

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division5,531.005,166.001,131.00
State5,761.004,621.00875.00
2013-2014Division5,440.005,256.001,009.00
State5,807.004,651.00784.00
2014-2015Division5,417.005,570.00952.00
State5,933.004,819.00771.00
2015-2016Division5,313.005,524.001,014.00
State6,084.004,849.00812.00
2016-2017Division4,935.005,931.001,053.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,9669265,3196705,345770
Female2,3944432,6062892,609348
Male2,5724832,7133812,736422
American Indian<<<<<<
Asian15481661615716
Black499925078152378
Hispanic2,2164572,4533362,486400
Native Hawaiian<<<<<<
White1,9003401,9852041,956240
Two or more races190272043221736
Students with Disabilities475144517120504132
Economically Disadvantaged3,3267903,6045463,689642
English Learners2,4274652,4833372,410389
Homeless403253122814
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 72
Offenses Against Staff 26
Weapons Offenses <
Property Offenses <
All Other Offenses 32
Other Offenses Against Persons 219
Disorderly or Disruptive Behavior Offenses 383
Alcohol, Tobacco, and Other Drug Offenses 37
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian2.60.22.90.6
Black10219.724.4
Hispanic45.942.646.745.7
Native Hawaiian00
White37.628.136.722.7
Two or more races3.8846.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian2.62.9
Black109.7
Hispanic45.946.7100
Native Hawaiian00
White37.636.7
Two or more races3.84
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian2.62.9
Black109.7
Hispanic45.946.7
Native Hawaiian00
White37.636.7
Two or more races3.84
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 70.671.773.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 68.873.473.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 79.779.976.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

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

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

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