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Henrico County Public Schools

General school information

Division: Henrico County Public Schools
Address: 3820 Nine Mile Rd. Henrico, VA 23223-0420
Superintendent: Dr. Amy E Cashwell
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


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 18 78 60 22 20 79 59 21 19 78 59 22
Female 20 81 61 19 22 83 60 17 21 81 60 19
Male 15 74 59 26 17 75 58 25 17 75 58 25
American Indian 6 71 65 29 12 71 59 29 21 77 57 23
Asian 31 90 59 10 34 90 56 10 34 91 57 9
Black 7 64 57 36 8 66 58 34 8 64 57 36
Hispanic 10 67 57 33 12 68 56 32 11 67 56 33
Native Hawaiian 15 85 70 15 18 76 59 24 24 76 53 24
White 26 88 63 12 27 89 62 11 26 89 63 11
Two or more races 18 81 63 19 21 82 60 18 22 81 59 19
Students with Disabilities 10 40 31 60 10 43 33 57 11 45 34 55
Economically Disadvantaged 7 62 55 38 9 64 56 36 8 63 55 37
English Learners 8 60 52 40 11 64 52 36 10 63 53 37
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 16 75 59 25 20 77 57 23 21 73 52 27
Female 18 79 61 21 23 81 58 19 23 76 53 24
Male 14 72 58 28 17 74 57 26 19 69 50 31
American Indian < < < < < < < < 50 80 30 20
Asian 25 86 62 14 32 87 55 13 36 88 52 12
Black 7 61 55 39 11 65 54 35 10 58 48 42
Hispanic 12 65 52 35 12 60 48 40 11 61 50 39
Native Hawaiian < 100 < 0 < < < < < < < <
White 22 87 65 13 26 89 62 11 29 85 55 15
Two or more races 19 79 60 21 21 85 64 15 22 79 58 21
Students with Disabilities 11 43 32 57 11 47 36 53 11 45 34 55
Economically Disadvantaged 8 60 52 40 9 62 53 38 10 58 48 42
English Learners 12 65 53 35 10 63 53 37 10 58 49 42
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 21 77 56 23 25 80 54 20 23 79 56 21
Female 25 81 56 19 29 83 54 17 26 82 56 18
Male 18 74 56 26 22 77 54 23 20 76 56 24
American Indian < < < < < < < < 30 80 50 20
Asian 35 89 54 11 42 88 47 12 39 89 50 11
Black 9 65 55 35 11 68 57 32 10 65 56 35
Hispanic 6 63 56 37 18 71 52 29 14 66 52 34
Native Hawaiian < < < < < 100 < 0 < < < <
White 32 87 55 13 35 90 55 10 32 91 59 9
Two or more races 19 81 62 19 28 86 57 14 25 81 56 19
Students with Disabilities 10 44 34 56 14 51 37 49 15 48 33 52
Economically Disadvantaged 8 63 54 37 12 67 55 33 9 63 54 37
English Learners 10 66 56 34 19 70 51 30 10 66 56 34
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 26 81 55 19 27 83 56 17 27 82 55 18
Female 28 85 57 15 30 86 56 14 30 84 54 16
Male 24 77 53 23 25 81 56 19 24 80 56 20
American Indian < < < < < < < < < < < <
Asian 41 95 54 5 43 90 47 10 43 92 49 8
Black 11 68 57 32 14 76 62 24 12 70 58 30
Hispanic 16 70 54 30 16 73 57 27 17 71 54 29
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 36 89 54 11 37 90 53 10 38 92 54 8
Two or more races 34 85 50 15 26 82 56 18 30 86 56 14
Students with Disabilities 13 45 32 55 12 54 42 46 12 52 40 48
Economically Disadvantaged 13 68 55 32 13 73 60 27 12 68 56 32
English Learners 12 70 58 30 17 74 58 26 18 71 54 29
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 21 73 53 27 21 74 53 26 19 75 56 25
Female 24 77 53 23 24 79 55 21 21 79 58 21
Male 17 70 53 30 19 70 51 30 16 71 55 29
American Indian < < < < < < < < < < < <
Asian 37 90 53 10 40 92 52 8 38 91 53 9
Black 7 56 48 44 7 58 51 42 8 61 54 39
Hispanic 10 66 56 34 11 62 51 38 6 61 55 39
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 30 85 55 15 30 86 56 14 27 86 59 14
Two or more races 19 75 56 25 26 76 50 24 19 77 57 23
Students with Disabilities 8 30 22 70 11 35 24 65 11 41 30 59
Economically Disadvantaged 7 54 47 46 8 57 49 44 7 61 54 39
English Learners 6 54 48 46 9 61 51 39 11 65 54 35
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 16 77 61 23 16 77 61 23 19 77 59 23
Female 19 82 63 18 20 82 62 18 22 82 61 18
Male 13 73 59 27 13 73 60 27 16 73 57 27
American Indian 7 80 73 20 < < < < < < < <
Asian 29 91 62 9 28 90 62 10 35 95 60 5
Black 6 64 58 36 7 62 55 38 7 63 56 37
Hispanic 8 63 54 37 11 72 61 28 10 65 56 35
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 24 88 64 12 22 89 66 11 26 88 62 12
Two or more races 13 81 67 19 16 78 62 22 25 78 54 22
Students with Disabilities 7 33 25 67 7 36 29 64 11 43 32 57
Economically Disadvantaged 6 62 56 38 7 61 54 39 8 63 55 37
English Learners 2 47 45 53 7 62 55 38 10 65 55 35
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 13 71 58 29 16 73 57 27 13 75 62 25
Female 15 76 60 24 18 78 60 22 16 79 64 21
Male 11 67 55 33 14 67 54 33 11 71 60 29
American Indian 10 60 50 40 8 69 62 31 < < < <
Asian 27 88 61 12 29 91 62 9 25 89 64 11
Black 5 54 49 46 5 56 50 44 5 58 53 42
Hispanic 7 57 50 43 8 58 50 42 10 66 56 34
Native Hawaiian < < < < < < < < < < < <
White 19 85 66 15 24 86 62 14 18 88 69 12
Two or more races 12 76 64 24 11 73 62 27 16 77 61 23
Students with Disabilities 10 30 20 70 9 29 20 71 9 35 26 65
Economically Disadvantaged 5 52 47 48 6 54 48 46 5 58 53 42
English Learners 3 30 27 70 2 42 40 58 5 55 51 45
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 11 89 78 11 11 88 77 12 11 86 75 14
Female 13 91 78 9 13 90 77 10 12 88 76 12
Male 9 88 79 12 9 85 76 15 10 85 74 15
American Indian - 92 92 8 < < < < < 100 < 0
Asian 20 91 71 9 18 93 75 7 19 90 71 10
Black 3 81 78 19 4 78 75 22 3 75 72 25
Hispanic 9 88 80 12 6 85 79 15 6 79 73 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 16 95 79 5 16 94 78 6 16 96 79 4
Two or more races 8 94 86 6 15 91 76 9 16 89 73 11
Students with Disabilities 7 58 51 42 8 51 43 49 8 55 48 45
Economically Disadvantaged 4 80 77 20 4 78 74 22 5 75 70 25
English Learners 2 65 63 35 1 58 58 42 2 54 52 46
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 23 75 52 25 27 76 49 24 25 75 50 25
Female 28 81 53 19 32 81 49 19 31 80 50 20
Male 19 70 51 30 23 72 49 28 20 70 49 30
American Indian 14 73 59 27 14 59 45 41 14 71 57 29
Asian 47 89 42 11 53 88 35 12 52 89 37 11
Black 7 60 52 40 9 61 51 39 8 58 49 42
Hispanic 14 69 55 31 15 65 51 35 16 69 52 31
Native Hawaiian 10 60 50 40 < < < < < < < <
White 36 88 52 12 40 89 49 11 36 88 52 12
Two or more races 24 77 54 23 27 79 52 21 27 79 53 21
Students with Disabilities 9 38 29 62 10 38 28 62 8 34 26 66
Economically Disadvantaged 7 58 50 42 10 59 49 41 9 58 49 42
English Learners 4 39 35 61 5 43 38 57 10 56 46 44
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 24 70 46 30 27 73 46 27 25 72 46 28
Female 29 77 48 23 32 79 47 21 32 79 47 21
Male 19 63 45 37 23 67 45 33 19 65 46 35
American Indian - 80 80 20 15 54 38 46 < < < <
Asian 49 92 42 8 60 92 32 8 57 92 35 8
Black 7 50 42 50 9 55 46 45 9 53 44 47
Hispanic 16 65 50 35 15 62 47 38 17 70 53 30
Native Hawaiian < < < < < < < < < < < <
White 35 84 49 16 38 86 48 14 34 84 50 16
Two or more races 20 72 53 28 25 75 50 25 28 73 45 27
Students with Disabilities 9 29 20 71 8 31 23 69 9 28 20 72
Economically Disadvantaged 8 50 42 50 10 53 44 47 10 54 44 46
English Learners 6 38 32 62 8 45 38 55 15 65 50 35
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 23 80 56 20 28 80 52 20 25 78 53 22
Female 28 84 57 16 32 84 52 16 29 82 53 18
Male 19 75 56 25 24 76 52 24 22 74 52 26
American Indian 25 67 42 33 < < < < < < < <
Asian 45 86 42 14 46 84 38 16 47 87 40 13
Black 7 67 60 33 10 66 56 34 7 62 55 38
Hispanic 13 72 59 28 14 69 54 31 16 67 51 33
Native Hawaiian < < < < < < < < < < < <
White 36 92 55 8 42 92 50 8 38 91 53 9
Two or more races 28 82 55 18 29 84 54 16 25 85 60 15
Students with Disabilities 10 47 37 53 12 44 32 56 8 40 32 60
Economically Disadvantaged 7 65 57 35 9 64 55 36 8 61 54 39
English Learners 3 40 36 60 2 41 39 59 4 46 42 54
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 18 77 59 23 18 78 61 22 17 76 59 24
Female 18 80 61 20 17 81 63 19 17 78 62 22
Male 17 75 58 25 18 76 58 24 17 73 56 27
American Indian 7 73 65 27 4 65 61 35 13 68 56 32
Asian 40 93 53 7 40 93 53 7 42 93 50 8
Black 7 64 56 36 7 65 58 35 6 62 56 38
Hispanic 10 69 58 31 10 70 61 30 10 66 56 34
Native Hawaiian 15 81 67 19 10 65 55 35 10 81 71 19
White 24 87 64 13 24 89 64 11 23 87 63 13
Two or more races 18 76 58 24 19 80 61 20 16 78 61 22
Students with Disabilities 10 43 33 57 10 45 35 55 10 43 33 57
Economically Disadvantaged 8 63 55 37 8 65 57 35 7 61 55 39
English Learners 15 69 55 31 16 71 56 29 14 67 53 33
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 21 78 57 22 21 78 57 22 19 72 53 28
Female 20 78 58 22 19 79 61 21 18 72 54 28
Male 22 78 56 22 22 77 54 23 20 73 52 27
American Indian < < < < < < < < 30 100 70 0
Asian 39 90 51 10 37 92 54 8 40 92 52 8
Black 9 65 56 35 9 65 56 35 6 56 50 44
Hispanic 12 68 56 32 11 66 55 34 11 62 50 38
Native Hawaiian < 100 < 0 < < < < < < < <
White 27 88 61 12 29 89 60 11 27 84 57 16
Two or more races 23 78 55 22 25 83 58 17 21 79 58 21
Students with Disabilities 14 47 33 53 14 49 35 51 13 45 31 55
Economically Disadvantaged 9 66 56 34 9 65 56 35 9 56 48 44
English Learners 15 73 59 27 14 70 57 30 12 64 51 36
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 34 83 49 17 30 82 51 18 29 80 51 20
Female 34 84 49 16 28 83 54 17 27 82 54 18
Male 33 82 49 18 32 80 48 20 31 79 48 21
American Indian < < < < < < < < 30 80 50 20
Asian 58 95 37 5 55 92 37 8 55 94 39 6
Black 18 73 55 27 13 69 56 31 11 68 57 32
Hispanic 17 74 57 26 19 75 55 25 17 70 53 30
Native Hawaiian < < < < < < < < < 100 < 0
White 44 90 46 10 40 91 51 9 41 91 49 9
Two or more races 29 82 53 18 32 83 51 17 29 79 50 21
Students with Disabilities 16 54 38 46 16 52 36 48 14 49 35 51
Economically Disadvantaged 17 72 55 28 14 69 54 31 13 67 54 33
English Learners 28 81 53 19 26 79 52 21 23 72 50 28
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 33 83 50 17 32 83 51 17 32 80 48 20
Female 34 86 52 14 32 84 52 16 32 82 50 18
Male 32 81 49 19 32 82 50 18 32 79 47 21
American Indian < < < < < < < < < < < <
Asian 60 95 34 5 56 95 38 5 63 93 30 7
Black 17 71 54 29 16 73 58 27 13 68 55 32
Hispanic 25 79 54 21 17 74 57 26 21 74 52 26
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 41 90 50 10 43 90 46 10 43 89 47 11
Two or more races 33 87 54 13 31 82 51 18 35 84 50 16
Students with Disabilities 15 47 33 53 14 53 38 47 15 49 34 51
Economically Disadvantaged 18 72 54 28 16 72 55 28 15 67 52 33
English Learners 23 78 55 22 27 80 53 20 28 77 49 23
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 9 70 62 30 8 75 66 25 6 67 61 33
Female 10 74 64 26 8 78 70 22 6 71 65 29
Male 7 67 59 33 8 71 63 29 5 63 58 37
American Indian < < < < < < < < < < < <
Asian 18 90 72 10 21 90 69 10 13 85 71 15
Black 4 55 50 45 4 61 57 39 3 57 53 43
Hispanic 4 73 68 27 4 72 68 28 2 57 55 43
Native Hawaiian < 100 < 0 < < < <
White 13 85 72 15 12 87 75 13 8 81 73 19
Two or more races 10 71 61 29 8 79 71 21 4 66 62 34
Students with Disabilities 8 37 29 63 10 44 34 56 10 43 33 57
Economically Disadvantaged 5 56 51 44 5 63 58 37 4 57 54 43
English Learners 8 73 65 27 8 73 66 27 4 62 58 38
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 14 66 52 34 16 70 54 30 13 69 56 31
Female 15 69 54 31 16 73 57 27 13 75 62 25
Male 13 63 50 37 16 67 51 33 14 64 51 36
American Indian - 54 54 46 < < < < < < < <
Asian 35 92 58 8 41 93 52 7 37 92 55 8
Black 5 44 39 56 5 49 44 51 5 51 47 49
Hispanic 7 50 43 50 7 60 53 40 6 54 47 46
Native Hawaiian < < < < < < < < < 100 < 0
White 19 82 64 18 21 84 63 16 17 82 65 18
Two or more races 8 57 49 43 14 71 58 29 10 72 62 28
Students with Disabilities 7 23 16 77 10 30 20 70 14 33 20 67
Economically Disadvantaged 4 43 39 57 6 50 44 50 5 51 46 49
English Learners 6 43 38 57 14 61 47 39 13 62 49 38
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 3 57 54 43 2 60 58 40 3 57 54 43
Female 3 62 60 38 2 64 62 36 2 61 59 39
Male 4 53 49 47 2 57 54 43 3 54 51 46
American Indian < < < < < < < < < < < <
Asian 7 78 71 22 5 73 69 27 8 76 67 24
Black 3 49 47 51 2 50 48 50 3 47 45 53
Hispanic 2 44 42 56 1 58 58 42 1 55 53 45
Native Hawaiian < 100 < 0 < < < < < < < <
White 4 69 65 31 3 73 70 27 3 69 66 31
Two or more races 2 65 63 35 3 68 65 32 3 72 69 28
Students with Disabilities 10 30 20 70 8 36 28 64 9 33 24 67
Economically Disadvantaged 3 49 45 51 2 51 49 49 3 49 47 51
English Learners 3 43 40 57 - 53 53 47 1 52 50 48
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 6 83 77 17 6 81 75 19 7 79 72 21
Female 7 86 80 14 7 84 77 16 7 84 76 16
Male 6 80 74 20 6 78 73 22 6 75 68 25
American Indian 16 95 79 5 < < < < - 71 71 29
Asian 21 94 73 6 23 95 72 5 24 92 68 8
Black 1 75 74 25 1 73 72 27 1 69 68 31
Hispanic 2 73 71 27 4 71 68 29 2 69 67 31
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 9 91 82 9 8 88 80 12 9 88 78 12
Two or more races 8 73 65 27 3 76 74 24 6 79 74 21
Students with Disabilities - 54 54 46 - 47 47 53 2 43 42 57
Economically Disadvantaged 2 72 71 28 2 72 70 28 2 68 66 32
English Learners 1 61 60 39 7 68 62 32 5 70 64 30
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 78 66 22 12 77 65 23 12 76 64 24
Female 12 80 68 20 12 80 68 20 12 78 66 22
Male 11 75 64 25 12 75 63 25 12 74 61 26
American Indian < < < < - 63 63 38 < < < <
Asian 37 94 57 6 31 94 63 6 36 95 59 5
Black 1 59 58 41 2 58 57 42 2 59 57 41
Hispanic 6 70 64 30 6 72 66 28 7 68 61 32
Native Hawaiian < < < < < < < < < < < <
White 16 91 74 9 17 90 73 10 16 88 72 12
Two or more races 14 80 67 20 12 80 68 20 8 75 66 25
Students with Disabilities 2 43 41 57 1 38 37 62 1 36 35 64
Economically Disadvantaged 3 62 59 38 3 61 58 39 4 61 58 39
English Learners 8 64 56 36 5 56 51 44 10 64 54 36
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 27 89 62 11 27 94 67 6 27 93 66 7
Female 27 90 62 10 26 94 68 6 26 92 66 8
Male 27 89 62 11 29 95 66 5 28 94 66 6
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 49 97 48 3 56 99 43 1 60 97 37 3
Black 9 85 76 15 7 88 81 12 8 87 80 13
Hispanic 14 85 71 15 16 94 78 6 19 89 70 11
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 34 90 57 10 33 97 64 3 31 95 64 5
Two or more races 27 88 62 12 35 98 64 2 22 93 71 7
Students with Disabilities 14 71 57 29 11 79 68 21 5 79 74 21
Economically Disadvantaged 11 86 75 14 10 90 80 10 12 88 76 12
English Learners 16 88 71 13 23 95 72 5 18 85 67 15
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 19 84 66 16 18 83 65 17 17 82 65 18
Female 17 85 68 15 17 84 67 16 15 83 67 17
Male 20 83 63 17 19 82 63 18 18 81 63 19
American Indian 9 84 76 16 10 87 77 13 13 82 68 18
Asian 38 94 56 6 35 93 59 7 36 93 58 7
Black 6 71 66 29 6 70 64 30 4 67 63 33
Hispanic 11 76 65 24 10 72 63 28 10 73 63 27
Native Hawaiian 19 86 67 14 8 85 77 15 8 85 77 15
White 27 94 67 6 26 94 68 6 24 92 69 8
Two or more races 21 89 68 11 19 87 68 13 18 87 69 13
Students with Disabilities 9 52 43 48 8 50 43 50 7 48 41 52
Economically Disadvantaged 7 70 63 30 7 69 62 31 5 66 61 34
English Learners 11 61 51 39 11 65 54 35 10 66 56 34
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 35 85 51 15 30 82 51 18 26 81 56 19
Female 33 86 53 14 30 82 53 18 26 81 55 19
Male 36 84 48 16 31 81 49 19 26 82 56 18
American Indian < < < < < < < < < 100 < 0
Asian 58 95 37 5 50 91 41 9 48 94 45 6
Black 17 75 58 25 14 72 58 28 9 69 60 31
Hispanic 22 76 54 24 14 71 57 29 16 71 55 29
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 44 92 48 8 42 90 47 10 36 91 55 9
Two or more races 45 90 46 10 34 82 48 18 30 87 57 13
Students with Disabilities 16 54 38 46 13 52 39 48 11 53 42 47
Economically Disadvantaged 18 74 56 26 14 70 56 30 10 67 57 33
English Learners 21 72 51 28 19 71 52 29 19 73 54 27
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 77 65 23 11 78 68 22 9 75 66 25
Female 10 78 68 22 9 79 70 21 6 76 69 24
Male 14 77 63 23 12 78 65 22 11 74 63 26
American Indian 25 83 58 17 < < < < < < < <
Asian 28 93 65 7 22 93 72 7 19 91 72 9
Black 3 60 57 40 3 61 58 39 2 55 53 45
Hispanic 6 68 62 32 5 64 60 36 4 67 62 33
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 18 91 74 9 15 92 76 8 12 89 77 11
Two or more races 8 82 74 18 10 83 73 17 13 82 68 18
Students with Disabilities 11 45 34 55 8 46 38 54 7 39 32 61
Economically Disadvantaged 4 61 56 39 4 62 57 38 2 57 54 43
English Learners 4 46 41 54 5 57 52 43 3 60 58 40
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 83 68 17 14 82 68 18 16 79 62 21
Female 15 85 70 15 13 83 70 17 15 80 65 20
Male 16 82 66 18 15 80 65 20 17 77 60 23
American Indian < < < < 8 85 77 15 < < < <
Asian 31 93 62 7 28 93 65 7 39 92 53 8
Black 2 70 67 30 2 67 65 33 2 63 61 37
Hispanic 8 75 68 25 7 69 63 31 7 66 60 34
Native Hawaiian < < < < < < < < < < < <
White 26 95 69 5 23 94 71 6 27 93 66 7
Two or more races 16 88 73 12 14 89 75 11 17 90 73 10
Students with Disabilities 3 51 47 49 2 44 43 56 2 41 39 59
Economically Disadvantaged 4 68 64 32 2 66 63 34 3 62 59 38
English Learners 2 55 53 45 3 54 51 46 4 51 47 49
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 94 70 6 26 95 69 5 24 95 71 5
Female 22 94 72 6 23 95 72 5 20 95 75 5
Male 26 94 68 6 29 95 67 5 27 94 67 6
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 49 95 46 5 44 98 54 2 44 97 54 3
Black 5 87 82 13 7 86 79 14 6 88 82 12
Hispanic 17 90 73 10 17 94 77 6 14 94 80 6
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 29 97 68 3 31 98 67 2 30 97 68 3
Two or more races 19 95 76 5 26 99 73 1 22 98 76 2
Students with Disabilities 2 83 81 17 13 78 65 22 10 83 73 17
Economically Disadvantaged 6 87 81 13 10 88 78 12 8 89 81 11
English Learners 17 79 62 21 12 93 81 7 15 88 73 12
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 10 85 75 15 12 84 72 16 11 84 73 16
Female 8 86 77 14 12 86 75 14 10 84 75 16
Male 11 85 73 15 13 83 70 17 13 84 71 16
American Indian 8 83 75 17 < 100 < 0 < < < <
Asian 24 92 68 8 31 94 63 6 27 93 66 7
Black 1 74 73 26 1 71 70 29 2 71 69 29
Hispanic 5 78 73 22 8 75 66 25 6 77 71 23
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 16 95 79 5 19 95 77 5 16 94 77 6
Two or more races 11 89 79 11 8 91 83 9 9 85 76 15
Students with Disabilities 1 53 52 47 1 51 50 49 2 50 48 50
Economically Disadvantaged 2 72 70 28 3 70 67 30 4 71 67 29
English Learners 1 56 55 44 4 61 57 39 4 64 60 36
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 27 86 59 14 30 87 57 13 28 85 58 15
Female 26 86 61 14 28 88 59 12 26 85 59 15
Male 29 86 57 14 32 87 55 13 29 85 56 15
American Indian 14 78 64 22 22 78 56 22 25 80 55 20
Asian 51 96 45 4 56 96 40 4 53 97 43 3
Black 11 74 63 26 13 77 64 23 10 72 62 28
Hispanic 19 82 64 18 23 84 61 16 20 80 60 20
Native Hawaiian - 81 81 19 < 100 < 0 36 82 45 18
White 37 94 57 6 40 95 54 5 37 94 57 6
Two or more races 27 90 63 10 33 91 58 9 29 88 59 12
Students with Disabilities 13 59 46 41 13 60 47 40 10 56 46 44
Economically Disadvantaged 12 74 62 26 15 77 62 23 12 73 62 27
English Learners 23 78 54 22 26 80 54 20 22 79 57 21
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 17 85 67 15 23 86 64 14 19 85 66 15
Female 16 84 69 16 20 86 66 14 17 84 68 16
Male 19 85 65 15 25 87 62 13 22 86 65 14
American Indian - 85 85 15 27 64 36 36 < < < <
Asian 36 92 56 8 41 95 54 5 36 93 56 7
Black 4 72 68 28 6 75 69 25 6 76 70 24
Hispanic 15 83 69 17 17 84 67 16 13 75 63 25
Native Hawaiian < < < < < 100 < 0 < < < <
White 27 94 68 6 34 95 61 5 28 94 66 6
Two or more races 17 91 74 9 29 89 61 11 24 88 64 12
Students with Disabilities 3 55 52 45 6 56 50 44 5 58 53 42
Economically Disadvantaged 5 72 67 28 8 74 66 26 7 74 66 26
English Learners 5 63 58 37 5 69 63 31 5 59 54 41
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 20 85 66 15 21 85 64 15 22 82 60 18
Female 18 86 68 14 19 86 67 14 21 82 61 18
Male 21 84 63 16 23 83 60 17 22 82 60 18
American Indian < < < < 30 70 40 30 20 90 70 10
Asian 45 95 50 5 53 96 43 4 46 96 50 4
Black 6 73 67 27 5 73 68 27 5 67 62 33
Hispanic 11 77 66 23 16 78 63 22 16 74 59 26
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 27 95 67 5 30 94 64 6 32 93 62 7
Two or more races 20 90 70 10 15 89 74 11 19 86 67 14
Students with Disabilities 6 57 51 43 4 51 47 49 5 52 47 48
Economically Disadvantaged 5 70 65 30 9 73 64 27 7 68 61 32
English Learners 7 65 58 35 11 71 60 29 14 75 61 25
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 30 91 61 9 36 93 57 7 29 91 62 9
Female 25 89 64 11 32 92 61 8 25 89 64 11
Male 36 93 58 7 41 94 54 6 34 92 59 8
American Indian < < < < < < < < < < < <
Asian 52 99 47 1 65 98 34 2 55 99 44 1
Black 10 79 69 21 14 85 71 15 9 78 68 22
Hispanic 21 90 69 10 25 94 69 6 20 90 69 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 39 97 58 3 45 97 52 3 38 98 60 2
Two or more races 26 93 67 7 45 98 52 2 23 94 71 6
Students with Disabilities 22 76 54 24 19 82 63 18 12 76 64 24
Economically Disadvantaged 12 80 68 20 16 86 70 14 13 82 69 18
English Learners 14 87 72 13 29 92 63 8 19 92 73 8
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 61 44 39 28 83 55 17 23 89 66 11
Female 18 64 46 36 29 81 52 19 20 88 68 12
Male 16 59 43 41 28 85 57 15 26 90 64 10
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 19 71 52 29 28 100 72 0
Black - 41 41 59 9 58 48 42 - 71 71 29
Hispanic 16 68 53 32 9 66 56 34 13 71 58 29
White 37 85 48 15 39 95 56 5 28 94 67 6
Two or more races 27 73 47 27 < < < < 35 94 59 6
Students with Disabilities - 23 23 77 - 59 59 41 10 65 55 35
Economically Disadvantaged - 40 40 60 9 66 57 34 9 76 66 24
English Learners < < < < - 49 49 51 11 68 57 32
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 22 85 63 15 25 87 62 13 26 84 59 16
Female 22 86 64 14 25 88 63 12 25 86 61 14
Male 22 84 62 16 25 86 61 14 26 83 57 17
American Indian 18 64 45 36 30 100 70 0 < < < <
Asian 42 96 54 4 51 97 46 3 54 97 43 3
Black 7 74 67 26 10 76 66 24 8 71 63 29
Hispanic 17 79 63 21 15 82 67 18 14 83 68 17
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 32 94 62 6 33 94 61 6 36 93 57 7
Two or more races 21 91 70 9 23 92 69 8 30 86 55 14
Students with Disabilities 5 49 44 51 6 55 49 45 4 46 43 54
Economically Disadvantaged 9 74 65 26 11 77 66 23 10 73 63 27
English Learners 9 69 60 31 16 81 65 19 20 85 64 15
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 46 87 41 13 48 87 39 13 44 86 42 14
Female 47 88 41 12 47 87 41 13 43 86 43 14
Male 46 87 40 13 49 87 38 13 45 85 40 15
American Indian < < < < < < < < < < < <
Asian 73 98 24 2 72 96 24 4 72 98 26 2
Black 27 78 51 22 27 76 49 24 23 72 49 28
Hispanic 27 84 57 16 41 85 45 15 34 82 48 18
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 60 93 33 7 60 94 34 6 57 94 37 6
Two or more races 42 88 46 12 51 91 40 10 45 88 44 12
Students with Disabilities 18 61 43 39 16 58 42 42 15 53 38 47
Economically Disadvantaged 24 78 53 22 28 77 50 23 21 72 51 28
English Learners 45 91 46 9 47 88 41 12 44 88 44 12
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: 89.45 State: 89.72 Division: 87.14 State: 88.34 Division: 87.37 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division158177175
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten1,0341,0701,104
Kindergarten3,7753,6073,640
Grade 13,8483,7193,689
Grade 23,8993,8353,721
Grade 33,9893,8603,805
Grade 43,9803,9613,913
Grade 53,8074,0013,940
Grade 63,9263,8804,099
Grade 73,8183,9513,924
Grade 83,8653,8293,956
Grade 94,1184,1494,232
Grade 104,0894,0033,929
Grade 113,7023,9143,837
Grade 123,6843,6463,836
Total Students51,53451,42551,625
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 Students515345142551625
Female250202501625148
Male265142640926477
American Indian138108107
Asian506853425616
Black187611855418539
Hispanic424346154980
Native Hawaiian524649
White210422043120011
Two or more races223023292323
Students with Disabilities618463196242
Not Students with Disabilities453504510645383
Economically Disadvantaged223432037218484
Not Economically Disadvantaged291913105333141
English Learners393748865060
Not English Learners475974653946565
Homeless343490448
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 2107 1552 124 45 216 53
State 50979 36013 2733 1046 5404 1786
Female Division 1164 708 47 23 71 16
State 27837 15823 920 366 1922 656
Male Division 943 844 77 22 145 37
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 258 63 2 0 12 2
State 5026 1194 70 18 91 37
Black Division 517 802 82 15 84 27
State 7955 11090 1111 244 1359 744
Hispanic Division 108 162 6 2 53 9
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 1135 459 28 28 62 14
State 30218 16420 1139 617 1589 596
Two or more races Division 82 63 4 0 5 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 38 289 124 6 61 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 413 841 85 23 128 32
State 10704 17342 1680 460 2640 1096
English Learners Division 29 138 6 3 64 7
State 1418 3757 272 31 1847 115
Homeless Division 9 50 11 2 9 4
State 232 695 90 42 303 61
Foster Care Division 1 13 0 1 4 2
State 35 175 31 10 56 15
Military Connected Division 20 7 0 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4097378392.3383993.72165.3
Female2029191994.6194896713.5
Male2068186490.1189191.41457
American Indian0<100<10000
Asian33732395.832496.1123.6
Black1527140191.7141892.9845.5
Hispanic34027681.228483.55315.6
Native Hawaiian0<100<10000
White1726162294165295.7623.6
Two or more races15514996.114996.153.2
Students with Disabilities51845187.145788.26111.8
Economically Disadvantaged15221339881370901288.4
English Learners2471737018374.16425.9
Homeless857082.47385.9910.6
Foster Care211466.71571.4419
Military Connected27271002710000
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 Taken2,733 / 17.53%2,278 / 14.5%3,051 / 19.27%
Advanced Placement Course Enrollment3,930 / 25.2%4,195 / 26.7%4,048 / 25.57%
Dual Enrollment380 / 2.44%580 / 3.69%640 / 4.04%
Governor’s School Enrollment188 / 1.21%188 / 1.2%181 / 1.14%
IB Course Enrollment487 / 3.12%532 / 3.39%560 / 3.54%
Senior Enrolled in IB Program94 / .6%128 / .81%168 / 1.06%
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 3341 2436 27
State 82482 57560 30
Female Division 1674 1310 22
State 41546 31230 25
Male Division 1667 1126 32
State 40936 26330 36
American Indian Division 13 < 100
State 220 132 40
Asian Division 265 231 13
State 5492 4724 14
Black Division 1241 802 35
State 18272 11640 36
Hispanic Division 192 111 42
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 1512 1209 20
State 46319 33154 28
Two or more races Division 113 71 37
State 3521 2499 29
Students with Disabilities Division 247 128 48
State 5986 3008 50
Economically Disadvantaged Division 1025 591 42
State 23515 13119 44
English Learners Division 132 79 40
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 AssessmentsDivision336282499
 State413936233471
State LicensuresDivision1027281
 State179019641412
Industry CertificationDivision372131523859
 State100544109590103892
Workplace ReadinessDivision92513861145
 State307754231350242
Total Credentials EarnedDivision508448925584
 State137248157490159017
Students Earning One or More CredentialsDivision432241234860
 State109089126113127744
CTE CompletersDivision264014861475
 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 2742 5605 3542 63.2%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2870 6168 3495 56.7%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2806 5828 3718 63.8%
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
67.3 65.8 67

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,698.004,055.00553.00
2015-20164,934.004,153.00557.00
2016-20174,599.004,314.00877.00

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 Students4866426758761134488462561101512834815228761150144347841280012761589
Female236351260413532237851240461595235081357542661233851308585753
Male250291415463602250611321554688246441519608782244561492691836
American Indian119130611910479572119910510
Asian47811532341504815346465274182595855301845750
Black175751204474560174881138499702168631365589734164841297666855
Hispanic3996209741054103242849844193131061654691296143201
Native Hawaiian38410465114431041422
White20136961255375199088863233771930086234040518816875346404
Two or more races20191314947213412758522157144537021801345767
Students with Disabilities5376463166184575948024333857715752593645755553299414
Economically Disadvantaged19863165259778219644160870790919494190080910261944517548841124
English Learners4121177508141672206384512430795143526828597168
Homeless630123561205621197612761915894160641133106161
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 494
Offenses Against Staff 242
Weapons Offenses 130
Property Offenses 152
All Other Offenses 296
Other Offenses Against Persons 2,241
Disorderly or Disruptive Behavior Offenses 3,534
Alcohol, Tobacco, and Other Drug Offenses 338
Technology Offenses 51
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 Indian0.2530.460.2680.420.210.46
Asian9.2560.79.8341.0910.3881.09
Black36.29777.1336.40575.1736.0874.49
Hispanic8.1623.968.2334.268.9744.66
Native Hawaiian0.090.1010.040.0890.02
White41.80614.1540.83115.2739.7315.59
Two or more races4.1383.614.3273.744.5293.68
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2533.450.2680.21
Asian9.2569.83410.388
Black36.29782.7636.40568.4236.0876.25
Hispanic8.1623.458.2333.518.9745
Native Hawaiian0.090.1010.089
White41.80610.3440.83124.5639.7312.5
Two or more races4.1384.3273.514.5296.25
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 Indian0.2530.2680.21
Asian9.2569.83410.388
Black36.29769.0536.40565.7136.0866.67
Hispanic8.1627.148.2335.718.97416.67
Native Hawaiian0.092.380.1010.089
White41.80611.940.83125.7139.7316.67
Two or more races4.1389.524.3272.864.529
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 40.9741.0540.63
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 43.4642.9246.14
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 80.8380.4679.49
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.7 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 13.76 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%4%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201637%59%1%3%
2016-201737%60%1%2%
2017-201839%58%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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