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Henry County Public Schools

General school information

Division: Henry County Public Schools
Division Number: 44
Address: 3300 Kings Mountain Rd Admin Bldg 3rd Fl Collinsville, VA 24078-8958
Superintendent: Mrs. Sandy C. Strayer
Region: 6
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 64 77 23 12 66 77 23 11 64 75 25
Female 16 64 80 20 14 67 81 19 13 67 79 21
Male 11 63 74 26 10 64 74 26 10 61 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 46 46 92 8 27 73 100 0 36 57 93 7
Black 9 61 70 30 8 62 69 31 7 62 68 32
Hispanic 13 60 73 27 11 63 74 26 10 59 69 31
White 16 66 81 19 14 68 81 19 13 66 79 21
Two or more races 12 59 72 28 11 63 74 26 12 65 78 22
Students with Disabilities 10 35 45 55 15 34 49 51 15 34 48 52
Students without Disabilities 14 68 82 18 11 71 82 18 11 70 80 20
Economically Disadvantaged 9 61 70 30 10 63 72 28 9 61 71 29
Not Economically Disadvantaged 18 66 84 16 15 70 85 15 14 68 82 18
English Learners 10 54 64 36 2 45 47 53 2 41 44 56
Military Connected 10 72 82 18 15 61 76 24
Foster Care 13 56 69 31 10 53 63 38
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 13 56 69 31 15 57 72 28 13 60 72 28
Female 14 56 70 30 17 60 77 23 16 61 76 24
Male 12 57 69 31 13 54 68 32 10 58 69 31
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 53 62 38 7 54 61 39 10 53 63 37
Hispanic 16 57 73 27 8 54 62 38 11 52 63 37
White 14 58 72 28 20 59 79 21 13 63 77 23
Two or more races 10 48 58 43 14 51 65 35 20 63 83 18
Students with Disabilities 9 31 40 60 13 42 55 45 12 36 48 52
Students without Disabilities 14 61 75 25 16 60 76 24 13 65 78 22
Economically Disadvantaged 8 52 61 39 13 55 68 32 10 58 68 32
Not Economically Disadvantaged 19 61 80 20 20 60 80 20 18 62 79 21
English Learners 14 57 71 29 2 57 58 42 4 49 53 47
Military Connected 9 73 82 18 10 69 80 20
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 19 61 80 20 12 63 75 25 14 59 73 27
Female 19 62 81 19 15 62 77 23 15 60 75 25
Male 18 60 79 21 10 64 73 27 13 57 71 29
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 65 79 21 9 54 63 37 8 54 61 39
Hispanic 17 55 72 28 13 62 75 25 4 59 63 37
White 21 61 82 18 13 66 79 21 18 61 79 21
Two or more races 16 65 81 19 11 61 71 29 19 52 71 29
Students with Disabilities 13 50 63 38 15 31 45 55 12 39 51 49
Students without Disabilities 20 63 82 18 11 69 81 19 14 62 77 23
Economically Disadvantaged 13 60 74 26 9 60 69 31 13 55 68 32
Not Economically Disadvantaged 25 62 86 14 16 68 84 16 15 64 79 21
English Learners 12 54 66 34 3 58 61 39 - 56 56 44
Military Connected < < 100 0 20 58 78 22
Foster Care < < < < 20 80 100 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 59 76 24 15 63 78 22 18 58 76 24
Female 22 59 81 19 18 61 79 21 19 57 76 24
Male 13 59 72 28 13 64 77 23 18 59 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 55 64 36 12 57 69 31 11 61 72 28
Hispanic 19 54 73 28 14 62 76 24 18 64 82 18
White 19 62 82 18 16 65 81 19 21 55 77 23
Two or more races 19 62 81 19 22 62 84 16 12 60 72 28
Students with Disabilities 16 30 45 55 22 37 59 41 20 30 50 50
Students without Disabilities 17 65 82 18 14 67 81 19 18 64 82 18
Economically Disadvantaged 12 60 72 28 12 60 72 28 13 59 72 28
Not Economically Disadvantaged 23 58 81 19 19 66 85 15 25 57 82 18
English Learners 17 60 77 23 4 44 48 52 5 47 53 47
Military Connected < < < < 22 53 75 25
Foster Care < < < < < < < <
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 14 60 74 26 11 65 76 24 10 63 73 27
Female 15 62 77 23 15 70 85 15 10 69 79 21
Male 14 58 72 28 8 61 68 32 9 58 68 32
Asian < < 100 0 < < 100 0 < < < <
Black 11 57 68 32 6 60 67 33 6 66 73 27
Hispanic 8 60 68 32 11 65 76 24 9 57 66 34
White 17 62 79 21 13 67 80 20 13 62 74 26
Two or more races 13 56 69 31 11 71 83 17 2 76 78 22
Students with Disabilities 8 34 41 59 15 27 42 58 19 36 55 45
Students without Disabilities 16 65 80 20 10 72 83 17 8 68 76 24
Economically Disadvantaged 10 60 70 30 9 64 73 27 7 60 67 33
Not Economically Disadvantaged 19 60 79 21 15 67 81 19 13 68 81 19
English Learners 6 52 58 42 - 17 17 83 6 12 18 82
Military Connected 10 80 90 10 < < < <
Foster Care < < < < < < < <
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 15 66 81 19 14 66 80 20 10 64 74 26
Female 21 65 86 14 15 67 82 18 15 66 81 19
Male 10 67 76 24 13 65 78 22 6 61 67 33
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 9 67 75 25 8 66 75 25 4 56 60 40
Hispanic 16 68 84 16 14 65 78 22 11 65 76 24
White 18 66 84 16 16 67 83 17 12 67 79 21
Two or more races 12 59 71 29 11 59 70 30 11 63 74 26
Students with Disabilities 8 37 45 55 11 30 41 59 9 30 38 62
Students without Disabilities 16 71 87 13 14 73 87 13 10 70 80 20
Economically Disadvantaged 9 65 74 26 12 64 76 24 8 61 69 31
Not Economically Disadvantaged 20 67 87 13 17 69 85 15 14 67 81 19
English Learners - 56 56 44 - 36 36 64 < < < <
Military Connected < < 100 0 < < < <
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 10 65 75 25 8 67 75 25 8 65 73 27
Female 14 66 79 21 11 69 80 20 9 68 76 24
Male 7 65 72 28 6 66 71 29 8 62 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 62 68 32 6 66 72 28 2 64 66 34
Hispanic 9 56 64 36 6 69 75 25 9 51 60 40
White 13 68 81 19 10 69 79 21 10 68 78 22
Two or more races 7 64 71 29 6 51 57 43 13 65 78 22
Students with Disabilities 5 37 42 58 12 27 39 61 11 30 41 59
Students without Disabilities 11 68 79 21 8 74 81 19 8 71 79 21
Economically Disadvantaged 7 59 66 34 4 62 67 33 7 61 68 32
Not Economically Disadvantaged 13 71 84 16 13 72 85 15 10 69 79 21
English Learners - 37 37 63 - 27 27 73 - 7 7 93
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 6 78 84 16 6 81 87 13 6 80 86 14
Female 7 78 85 15 7 85 92 8 6 86 92 8
Male 5 77 82 18 6 77 83 17 6 75 81 19
American Indian < < 100 0 < < 100 0
Black 3 69 72 28 3 81 85 15 5 77 82 18
Hispanic 2 78 80 20 7 69 76 24 6 69 75 25
White 7 82 89 11 7 82 89 11 6 84 90 10
Two or more races - 73 73 27 5 84 89 11 6 84 90 10
Students with Disabilities 8 31 39 61 17 51 68 32 21 37 58 42
Students without Disabilities 6 84 90 10 5 83 89 11 4 85 89 11
Economically Disadvantaged 4 73 77 23 6 79 84 16 5 78 83 17
Not Economically Disadvantaged 8 83 90 10 7 82 89 11 7 82 89 11
English Learners 9 36 45 55 - 20 20 80 - 35 35 65
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
< = 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 13 60 74 26 13 60 74 26 13 55 68 32
Female 18 64 82 18 17 64 81 19 16 58 75 25
Male 10 57 66 34 10 57 67 33 10 52 62 38
Asian < < < < < < 100 0 < < 100 0
Black 9 62 71 29 9 63 72 28 4 58 63 37
Hispanic 9 58 67 33 12 58 70 30 11 45 56 44
White 16 60 75 25 16 60 76 24 17 57 73 27
Two or more races 15 59 75 25 11 55 66 34 13 53 65 35
Students with Disabilities 14 26 40 60 14 23 37 63 11 21 33 67
Students without Disabilities 13 64 78 22 13 66 79 21 13 60 73 27
Economically Disadvantaged 9 59 68 32 8 58 66 34 9 54 63 37
Not Economically Disadvantaged 17 62 79 21 19 63 82 18 18 56 73 27
English Learners 3 21 24 76 3 30 32 68 3 25 28 72
Military Connected 13 63 75 25 17 67 83 17
Foster Care - 62 62 38 < < < <
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 12 58 69 31 10 56 67 33 11 52 63 37
Female 17 63 80 20 15 62 76 24 14 55 69 31
Male 7 53 60 40 6 51 58 42 9 49 57 43
Asian < < < < < < 100 0 < < 100 0
Black 9 58 66 34 7 60 67 33 5 54 59 41
Hispanic 10 57 68 32 11 63 74 26 12 40 51 49
White 13 58 71 29 12 55 67 33 12 55 68 32
Two or more races 11 54 64 36 - 49 49 51 15 48 63 37
Students with Disabilities 10 22 33 67 10 19 30 70 11 18 29 71
Students without Disabilities 12 62 74 26 10 63 73 27 11 58 70 30
Economically Disadvantaged 8 55 62 38 6 49 55 45 9 50 59 41
Not Economically Disadvantaged 15 61 76 24 15 64 79 21 14 54 68 32
English Learners 6 39 44 56 7 40 47 53 - 15 15 85
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 15 62 77 23 16 63 80 20 15 59 73 27
Female 18 65 84 16 20 67 86 14 19 61 80 20
Male 12 60 71 29 13 61 74 26 11 56 67 33
Asian < < 100 0 < < 100 0
Black 9 67 76 24 10 66 77 23 4 62 66 34
Hispanic 7 59 66 34 12 55 67 33 10 52 62 38
White 18 61 79 21 18 65 83 17 20 58 79 21
Two or more races 19 63 81 19 21 61 82 18 8 62 69 31
Students with Disabilities 18 29 47 53 18 27 45 55 12 27 38 62
Students without Disabilities 15 66 81 19 16 68 84 16 15 62 77 23
Economically Disadvantaged 11 62 73 27 10 65 75 25 8 60 68 32
Not Economically Disadvantaged 20 63 82 18 23 62 85 15 21 57 78 22
English Learners - - - 100 - 23 23 77 5 32 37 63
Military Connected < < < < < < < <
Foster Care < < < < < < < <
< = 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 67 81 19 12 65 77 23 13 69 82 18
Female 14 70 83 17 13 68 81 19 14 72 86 14
Male 14 65 78 22 11 62 74 26 13 66 79 21
American Indian < < < < < < < < < < 100 0
Asian 47 53 100 0 60 40 100 0 56 38 94 6
Black 9 67 76 24 6 64 70 30 7 69 76 24
Hispanic 13 72 84 16 13 67 80 20 15 71 86 14
White 16 66 82 18 14 65 80 20 15 69 84 16
Two or more races 13 66 80 20 10 64 74 26 11 70 81 19
Students with Disabilities 12 39 51 49 15 34 49 51 13 48 61 39
Students without Disabilities 14 71 85 15 12 70 82 18 13 73 86 14
Economically Disadvantaged 11 65 76 24 10 62 72 28 11 68 79 21
Not Economically Disadvantaged 17 69 86 14 15 68 84 16 16 70 87 13
English Learners 11 69 80 20 7 57 64 36 4 72 76 24
Military Connected 13 65 78 22 18 68 86 14
Foster Care 8 55 63 37 7 64 71 29
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 16 61 76 24 13 62 75 25 15 73 88 12
Female 12 64 76 24 13 63 76 24 14 76 89 11
Male 19 58 77 23 14 61 75 25 16 70 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 65 72 28 5 58 63 37 10 69 79 21
Hispanic 13 69 83 17 12 60 72 28 13 73 87 13
White 19 59 78 22 17 64 81 19 18 73 91 9
Two or more races 18 45 63 38 7 65 72 28 13 75 88 13
Students with Disabilities 16 33 49 51 15 42 58 42 16 57 73 27
Students without Disabilities 16 66 82 18 13 66 79 21 15 76 91 9
Economically Disadvantaged 13 57 70 30 12 57 70 30 13 70 83 17
Not Economically Disadvantaged 19 65 84 16 15 70 86 14 19 76 95 5
English Learners 12 72 84 16 10 60 70 30 7 77 84 16
Military Connected 18 64 82 18 15 76 92 8
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 25 61 85 15 18 60 78 22 12 70 82 18
Female 21 65 86 14 17 61 79 21 10 74 84 16
Male 28 57 85 15 19 58 77 23 15 66 80 20
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 22 59 81 19 11 61 72 28 3 69 72 28
Hispanic 18 65 83 17 23 62 86 14 8 72 80 20
White 26 61 87 13 20 58 78 22 16 70 86 14
Two or more races 26 63 89 11 11 66 76 24 12 67 79 21
Students with Disabilities 24 46 69 31 17 26 43 57 11 53 65 35
Students without Disabilities 25 63 88 12 19 66 85 15 13 73 86 14
Economically Disadvantaged 21 59 81 19 14 61 75 25 8 71 79 21
Not Economically Disadvantaged 28 62 90 10 25 57 83 17 19 68 87 13
English Learners 17 64 81 19 13 68 82 18 4 76 80 20
Military Connected < < 100 0 28 57 85 15
Foster Care < < < < 10 90 100 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 22 58 79 21 17 64 82 18 16 66 82 18
Female 24 59 83 17 18 66 84 16 14 70 84 16
Male 19 57 76 24 16 63 79 21 18 64 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 54 67 33 10 66 76 24 10 67 77 23
Hispanic 22 67 89 11 13 68 81 19 21 73 94 6
White 24 56 80 20 20 64 84 16 18 65 83 17
Two or more races 27 65 92 8 22 57 78 22 12 60 72 28
Students with Disabilities 19 24 43 57 21 41 63 37 16 36 51 49
Students without Disabilities 22 64 86 14 17 68 84 16 16 73 89 11
Economically Disadvantaged 16 61 77 23 15 61 75 25 11 69 81 19
Not Economically Disadvantaged 28 54 82 18 21 69 90 10 23 62 85 15
English Learners 20 71 90 10 8 50 58 42 11 79 89 11
Military Connected < < 100 0 16 69 85 15
Foster Care < < < < < < < <
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 14 71 85 15 11 70 82 18 14 64 78 22
Female 13 75 89 11 14 73 86 14 14 66 79 21
Male 14 67 81 19 9 68 77 23 14 62 76 24
Asian < < 100 0 < < 100 0 < < < <
Black 7 75 82 18 3 67 70 30 9 65 74 26
Hispanic 11 75 86 14 14 77 91 9 14 67 81 19
White 17 68 86 14 13 70 83 17 17 61 78 22
Two or more races 9 73 82 18 14 75 89 11 5 73 78 22
Students with Disabilities 7 46 53 47 16 33 49 51 20 36 56 44
Students without Disabilities 15 76 90 10 11 77 88 12 13 68 81 19
Economically Disadvantaged 11 72 83 17 10 68 78 22 12 61 73 27
Not Economically Disadvantaged 17 70 87 13 15 73 88 12 17 67 83 17
English Learners 13 71 83 17 - 73 73 27 6 35 41 59
Military Connected 20 60 80 20 < < < <
Foster Care < < 100 0 < < < <
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 5 65 70 30 4 57 61 39 5 70 74 26
Female 5 67 72 28 4 61 66 34 5 77 82 18
Male 5 63 68 32 3 53 56 44 4 64 68 32
Black 2 61 63 37 2 47 49 51 2 64 66 34
Hispanic 13 61 73 27 3 59 62 38 2 84 86 14
White 5 66 72 28 5 61 65 35 6 67 74 26
Two or more races - 71 71 29 3 59 62 38 7 78 85 15
Students with Disabilities 8 30 38 62 10 17 27 73 10 38 48 52
Students without Disabilities 5 72 77 23 2 68 70 30 3 78 81 19
Economically Disadvantaged 6 58 63 37 4 56 60 40 3 69 72 28
Not Economically Disadvantaged 5 72 77 23 3 59 63 37 7 72 79 21
English Learners 4 57 61 39 - 36 36 64 < < < <
Military Connected < < 100 0 < < < <
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 75 76 24 13 63 76 24 17 67 84 16
Female 1 81 81 19 14 66 80 20 21 67 88 12
Male 1 71 73 27 12 60 72 28 14 67 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 82 82 18 9 68 76 24 9 71 80 20
Hispanic 2 81 83 17 15 66 81 19 26 60 86 14
White 1 73 74 26 15 61 76 24 17 67 85 15
Two or more races - 57 57 43 6 56 62 38 17 71 88 12
Students with Disabilities 3 34 38 62 14 33 47 53 12 42 54 46
Students without Disabilities 1 83 83 17 13 69 81 19 18 72 91 9
Economically Disadvantaged 1 73 74 26 10 61 71 29 17 66 83 17
Not Economically Disadvantaged 1 78 79 21 17 66 83 17 18 68 86 14
English Learners - 78 78 22 - 56 56 44 - 67 67 33
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 5 80 85 15 3 73 76 24 12 71 84 16
Female 7 80 87 13 4 83 87 13 19 71 90 10
Male 3 80 83 17 3 64 67 33 7 71 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 82 83 17 1 69 71 29 7 79 86 14
Hispanic 3 84 88 13 5 76 80 20 18 67 85 15
White 7 79 85 15 4 74 78 22 13 70 83 17
Two or more races 3 81 84 16 - 74 74 26 10 71 80 20
Students with Disabilities 1 66 68 32 - 42 42 58 1 70 71 29
Students without Disabilities 6 81 87 13 3 76 79 21 14 71 86 14
Economically Disadvantaged 2 78 81 19 2 68 70 30 10 70 80 20
Not Economically Disadvantaged 8 82 90 10 4 79 83 17 15 73 88 12
English Learners 4 68 71 29 - 61 61 39 - 76 76 24
Military Connected < < < < < < < <
Foster Care < < 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 5 72 77 23 5 71 76 24 1 77 78 22
Female 4 76 80 20 6 74 80 20 1 82 83 17
Male 6 69 75 25 3 69 72 28 1 70 71 29
Asian < < 100 0 < < 100 0 < < 100 0
Black - 65 65 35 2 68 70 30 - 69 69 31
Hispanic 11 70 81 19 2 74 76 24 - 80 80 20
White 6 74 79 21 6 72 78 22 1 79 81 19
Two or more races - 84 84 16 4 69 73 27 - 83 83 17
Students with Disabilities 4 46 50 50 - 47 47 53 - 54 54 46
Students without Disabilities 5 74 79 21 5 73 78 22 1 79 80 20
Economically Disadvantaged 3 70 73 27 3 66 69 31 1 72 73 27
Not Economically Disadvantaged 7 75 82 18 7 76 83 17 1 82 82 18
English Learners - 58 58 42 - 41 41 59 - 50 50 50
Military Connected 9 73 82 18 < < < <
Foster Care < < < < < < 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 37 58 96 4 28 61 89 11 22 70 92 8
Female 40 57 97 3 29 61 90 10 23 74 98 2
Male 33 61 94 6 26 61 88 12 21 65 86 14
Asian < < 100 0 < < 100 0
Black 30 58 88 12 14 69 83 17 15 73 88 12
Hispanic 23 71 94 6 36 55 91 9 26 70 96 4
White 41 58 99 1 29 61 90 10 23 70 94 6
Two or more races 57 36 93 7 31 54 85 15 < < < <
Students with Disabilities < < 100 0 30 70 100 0 < < 100 0
Students without Disabilities 38 58 96 4 28 61 88 12 23 69 92 8
Economically Disadvantaged 40 53 93 7 26 63 88 12 17 71 88 12
Not Economically Disadvantaged 36 62 98 2 29 60 89 11 25 70 94 6
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 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 10 70 80 20 10 68 79 21 11 68 79 21
Female 10 71 81 19 10 69 79 21 9 71 79 21
Male 10 69 80 20 11 68 79 21 12 65 78 22
Asian 30 70 100 0 < < 100 0 < < 100 0
Black 5 66 71 29 5 67 72 28 6 65 71 29
Hispanic 8 66 75 25 8 66 74 26 9 68 77 23
White 12 72 84 16 13 69 83 17 14 69 83 17
Two or more races 10 71 81 19 7 69 76 24 5 64 68 32
Students with Disabilities 9 46 55 45 11 42 54 46 9 41 50 50
Students without Disabilities 10 73 83 17 10 72 82 18 11 72 83 17
Economically Disadvantaged 7 68 75 25 7 66 73 27 8 65 73 27
Not Economically Disadvantaged 13 73 86 14 14 71 85 15 14 71 85 15
English Learners 7 54 61 39 1 42 43 57 6 46 51 49
Military Connected 11 73 84 16 14 61 75 25
Foster Care - 53 53 47 - 57 57 43
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 16 61 76 24 14 64 78 22 20 57 77 23
Female 17 60 77 23 13 65 78 22 16 60 77 23
Male 14 61 76 24 15 63 78 22 22 55 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 51 60 40 7 63 70 30 15 54 69 31
Hispanic 16 56 72 28 10 62 72 28 21 65 86 14
White 18 64 82 18 17 64 81 19 22 57 79 21
Two or more races 14 78 92 8 14 72 86 14 12 53 65 35
Students with Disabilities 17 40 57 43 14 46 60 40 16 37 52 48
Students without Disabilities 16 64 80 20 14 67 81 19 20 62 82 18
Economically Disadvantaged 11 59 70 30 10 61 71 29 16 57 73 27
Not Economically Disadvantaged 22 62 84 16 19 68 87 13 24 58 82 18
English Learners 15 62 77 23 4 44 48 52 11 63 74 26
Military Connected < < 100 0 15 58 73 27
Foster Care < < < < < < < <
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 7 69 75 25 7 63 69 31 8 67 74 26
Female 6 69 75 25 6 66 72 28 5 70 75 25
Male 7 69 76 24 7 59 67 33 10 64 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 61 62 38 7 61 68 32 2 60 62 38
Hispanic 7 67 74 26 3 63 66 34 5 63 67 33
White 9 73 82 18 8 64 72 28 12 69 81 19
Two or more races 4 57 61 39 - 51 51 49 2 69 71 29
Students with Disabilities 5 41 47 53 12 23 35 65 3 35 39 61
Students without Disabilities 7 72 79 21 6 69 75 25 9 73 81 19
Economically Disadvantaged 4 62 66 34 3 57 60 40 7 65 72 28
Not Economically Disadvantaged 9 74 84 16 11 68 79 21 10 69 78 22
English Learners - 33 33 67 - 31 31 69 - 36 36 64
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 71 82 18 12 71 83 17 6 74 80 20
Female 11 74 85 15 13 69 83 17 5 77 82 18
Male 9 69 78 22 11 73 84 16 7 70 78 22
Asian < < 100 0 < < 100 0
Black 3 80 83 17 5 71 76 24 1 74 75 25
Hispanic 5 65 70 30 14 68 81 19 3 69 71 29
White 12 70 82 18 14 71 86 14 10 75 85 15
Two or more races 14 73 86 14 15 78 93 7 - 70 70 30
Students with Disabilities 2 53 55 45 2 55 57 43 2 46 48 52
Students without Disabilities 11 73 85 15 13 73 86 14 7 76 83 17
Economically Disadvantaged 8 70 78 22 9 71 80 20 3 69 71 29
Not Economically Disadvantaged 12 73 85 15 16 71 87 13 9 78 87 13
English Learners - 53 53 47 - 39 39 61 - 32 32 68
Military Connected - 80 80 20 < < < <
Foster Care < < < < < < < <
Chemistry 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 85 15 8 77 85 15 9 70 79 21
Female 8 78 86 14 7 75 82 18 8 68 75 25
Male 16 69 85 15 9 80 89 11 10 73 83 17
Asian < < 100 0 < < 100 0
Black 12 62 74 26 2 75 77 23 - 88 88 12
Hispanic 9 71 80 20 3 74 77 23 < < < <
White 12 78 90 10 12 78 90 10 10 69 79 21
Two or more races 15 69 85 15 4 72 76 24 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 12 74 86 14 8 77 85 15 9 75 84 16
Economically Disadvantaged 13 70 83 17 7 80 86 14 - 61 61 39
Not Economically Disadvantaged 11 77 87 13 9 76 85 15 13 74 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < 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 6 78 84 16 8 73 81 19 8 76 84 16
Female 6 78 84 16 9 72 81 19 10 76 86 14
Male 6 79 84 16 8 73 81 19 6 76 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 77 79 21 1 69 69 31 6 71 77 23
Hispanic 2 76 79 21 4 71 76 24 5 80 85 15
White 8 80 89 11 12 74 86 14 10 77 88 13
Two or more races 6 71 77 23 3 77 80 20 - 67 67 33
Students with Disabilities - 49 49 51 - 54 54 46 2 61 63 38
Students without Disabilities 7 82 89 11 9 75 85 15 9 79 88 12
Economically Disadvantaged 2 77 79 21 3 73 76 24 2 75 77 23
Not Economically Disadvantaged 12 80 92 8 13 73 86 14 14 77 91 9
English Learners - 52 52 48 - 48 48 52 - 56 56 44
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
< = 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 20 64 85 15 20 61 80 20 14 60 74 26
Female 20 63 83 17 19 62 80 20 12 62 74 26
Male 21 65 86 14 20 60 80 20 16 59 75 25
American Indian < < 100 0 < < 100 0 < < < <
Asian 55 45 100 0 17 83 100 0 < < 100 0
Black 13 67 80 20 14 60 74 26 9 53 62 38
Hispanic 17 64 81 19 19 59 79 21 10 63 73 27
White 24 64 87 13 22 61 83 17 18 63 80 20
Two or more races 18 64 82 18 16 61 76 24 8 60 69 31
Students with Disabilities 14 49 62 38 13 41 54 46 9 43 52 48
Students without Disabilities 21 66 87 13 21 64 84 16 15 63 78 22
Economically Disadvantaged 15 65 80 20 15 61 76 24 12 56 67 33
Not Economically Disadvantaged 26 63 90 10 25 60 85 15 17 65 82 18
English Learners 19 44 63 37 7 57 64 36 3 54 57 43
Military Connected 29 49 78 22 26 57 83 17
Foster Care 10 65 74 26 9 64 73 27
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 71 83 17 11 75 85 15 4 47 51 49
Female 9 69 79 21 11 73 85 15 2 49 51 49
Male 16 72 88 12 10 76 86 14 6 44 50 50
Asian < < 100 0 < < 100 0
Black 3 71 75 25 7 74 80 20 - 40 40 60
Hispanic 4 78 82 18 4 73 76 24 8 38 46 54
White 17 69 86 14 13 75 88 12 3 58 61 39
Two or more races 7 73 80 20 11 72 83 17 < < < <
Students with Disabilities 2 44 47 53 2 63 65 35 - 27 27 73
Students without Disabilities 13 73 87 13 12 76 87 13 5 52 56 44
Economically Disadvantaged 9 68 77 23 7 76 83 17 7 36 42 58
Not Economically Disadvantaged 16 73 89 11 14 74 87 13 - 61 61 39
English Learners - 42 42 58 - 38 38 62 - 27 27 73
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 11 69 80 20 8 69 77 23 10 67 77 23
Female 12 66 78 22 8 73 80 20 10 65 75 25
Male 10 71 82 18 8 67 74 26 9 69 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 75 80 20 2 63 65 35 5 69 74 26
Hispanic 6 67 73 27 7 77 85 15 8 74 82 18
White 15 67 83 17 10 70 80 20 12 65 78 22
Two or more races 7 63 71 29 3 72 75 25 3 61 64 36
Students with Disabilities - 47 47 53 2 37 39 61 1 42 43 57
Students without Disabilities 13 71 84 16 8 73 81 19 11 70 81 19
Economically Disadvantaged 5 68 74 26 4 65 69 31 8 59 67 33
Not Economically Disadvantaged 20 70 89 11 11 74 85 15 11 74 85 15
English Learners - 48 48 52 - 64 64 36 - 40 40 60
Military Connected 20 60 80 20 < < < <
Foster Care < < < < < < < <
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 10 69 80 20 9 69 77 23 11 65 76 24
Female 7 70 78 22 7 69 75 25 8 66 74 26
Male 13 68 82 18 11 68 80 20 15 63 78 22
Asian < < 100 0 < < 100 0
Black 5 70 75 25 5 67 72 28 3 56 59 41
Hispanic 7 68 75 25 9 62 71 29 9 64 73 27
White 12 70 82 18 10 71 81 19 14 67 82 18
Two or more races 11 68 78 22 10 62 72 28 - 73 73 27
Students with Disabilities 4 48 52 48 3 50 53 47 < < < <
Students without Disabilities 11 71 81 19 9 70 79 21 11 65 76 24
Economically Disadvantaged 10 68 78 22 4 71 74 26 3 62 65 35
Not Economically Disadvantaged 11 71 82 18 14 67 80 20 16 67 82 18
English Learners < < < < - 47 47 53 < < < <
Military Connected < < < < < < < <
Foster Care < < 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 23 66 90 10 22 55 77 23 11 60 71 29
Female 24 67 91 9 22 57 79 21 12 62 75 25
Male 23 66 89 11 22 53 75 25 11 57 68 32
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 71 85 15 16 58 73 27 6 47 54 46
Hispanic 21 66 87 13 21 53 74 26 11 60 72 28
White 27 65 93 7 27 54 81 19 14 65 79 21
Two or more races 21 64 86 14 6 61 68 33 6 65 71 29
Students with Disabilities 6 59 65 35 4 34 38 62 3 42 45 55
Students without Disabilities 25 67 93 7 25 58 83 17 13 62 75 25
Economically Disadvantaged 16 68 84 16 13 58 72 28 8 56 64 36
Not Economically Disadvantaged 29 65 95 5 32 51 84 16 17 65 81 19
English Learners 5 53 58 42 - 46 46 54 < < < <
Military Connected 29 57 86 14 < < < <
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 42 47 90 10 30 53 83 17 23 54 77 23
Female 44 46 90 10 29 53 82 18 18 58 76 24
Male 41 49 89 11 31 53 85 15 27 51 78 22
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 32 52 84 16 23 54 77 23 19 44 63 37
Hispanic 40 47 87 13 32 54 86 14 9 63 72 28
White 47 45 92 8 32 53 85 15 28 56 84 16
Two or more races 40 57 97 3 32 51 83 17 16 53 70 30
Students with Disabilities 25 45 71 29 14 43 58 42 11 46 57 43
Students without Disabilities 45 48 93 7 33 55 87 13 25 56 81 19
Economically Disadvantaged 32 56 88 12 24 56 80 20 20 54 73 27
Not Economically Disadvantaged 53 38 91 9 39 49 88 12 28 55 83 17
English Learners 44 42 86 14 11 67 79 21 6 63 69 31
Military Connected 60 30 90 10 26 57 84 16
Foster Care < < < < < < < <
Geography 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
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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
Division821
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-kindergarten322329318
Kindergarten530531528
Grade 1525527532
Grade 2591521521
Grade 3566586533
Grade 4568564581
Grade 5550558567
Grade 6536543571
Grade 7537552556
Grade 8549536553
Grade 9657615624
Grade 10554585543
Grade 11542504534
Grade 12481528494
Total Students7,5087,4797,455

< = 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 Students750874797455
Female356235563528
Male394639233927
American Indian1069
Asian302428
Black164115891613
Hispanic103010491051
White428642714225
Two or more races511540527
Students with Disabilities103010551074
Students without Disabilities647864246381
Economically Disadvantaged372046023965
Not Economically Disadvantaged378828773490
English Learners583637674
Not English Learners692568426781
Homeless421526
Military Connected106114379
Foster Care397379
< = 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 238 243 27 10 45 15
State 50983 36029 2739 1053 5386 1766
Female Division 137 113 6 2 18 4
State 27838 15825 923 368 1911 652
Male Division 101 130 21 8 27 11
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 41 65 8 2 10 2
State 7955 11098 1113 244 1362 735
Hispanic Division 25 24 2 0 2 2
State 5087 5586 317 107 2168 323
White Division 164 146 17 8 31 10
State 30221 16421 1144 621 1576 587
Two or more races Division 6 8 0 0 2 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 39 27 1 6 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 83 119 16 7 30 9
State 10703 17350 1682 461 2633 1087
English Learners Division 1 13 0 0 2 1
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < < <
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 Students5785088851890458
Female2802569125892186
Male2982528526087279
Asian<<100<10000
Black1281148911691108
Hispanic555193519324
White3763278733589318
Two or more races1714821482212
Students with Disabilities746791689268
Economically Disadvantaged26421883225853011
English Learners1714821482212
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<<<
< = 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 2016-20172017-20182018-2019
Advanced Placement Test Taken12 / .54%15 / .67%16 / .73%
Advanced Placement Course Enrollment186 / 8.33%577 / 25.85%572 / 26.06%
Dual Enrollment508 / 22.74%471 / 21.1%429 / 19.54%
Governor's School Enrollment55 / 2.46%51 / 2.28%41 / 1.87%
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

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision48034129
State85,89957,72533
FemaleDivision25018526
State43,22531,59927
MaleDivision23015632
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision1067925
State18,86811,29840
HispanicDivision482352
State10,1025,82642
WhiteDivision31023125
State46,44832,34030
Two or more racesDivision14<100
State3,9902,71532
Students with DisabilitiesDivision402050
State7,2163,25655
Economically DisadvantagedDivision20112438
State27,32914,19048
English LearnersDivision15<100
State5,1822,82046
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
< = 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 AssessmentsDivision323232
 State4,1393,6233,525
State LicensuresDivision589478
 State2,4402,2791,881
Industry CertificationDivision820623676
 State99,894109,275104,601
Total Credentials EarnedDivision910749787
 State137,248157,490160,248
Students Earning One or More CredentialsDivision704522606
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision644961
 State1,5141,4311,537
CTE CompletersDivision316288298
 State42,40440,51641,438
Workplace ReadinessDivision--1
 State30,77542,31350,241

< = 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
2015-2016Division1,930.006,644.001,203.00
State6,084.004,849.00812.00
2016-2017Division2,011.006,903.001,298.00
State6,248.005,052.00871.00
2017-2018Division2,010.007,131.001,325.00
State6,462.005,219.00867.00

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 Students6,2858426,2628706,266816
Female3,0353673,0123882,978363
Male3,2504753,2504823,288453
American Indian<<<<<<
Asian290231252
Black1,3861591,3781451,370160
Hispanic882858928592581
Native Hawaiian----<<
White3,5785283,5535593,524483
Two or more races403694108041788
Students with Disabilities842173873200915194
Economically Disadvantaged3,5926823,4696713,383622
English Learners540485973663940
Homeless3217136207
< = 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 103
Offenses Against Staff 17
Weapons Offenses 25
Property Offenses 22
All Other Offenses 116
Other Offenses Against Persons 283
Disorderly or Disruptive Behavior Offenses 604
Alcohol, Tobacco, and Other Drug Offenses 136
Technology Offenses 16

< = 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 Indian0.10.10.1
Asian0.40.20.30.2
Black21.930.121.225.2
Hispanic13.76.1147.1
Native Hawaiian----
White57.153.657.155.4
Two or more races6.8107.212
< = 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
Asian0.40.3
Black21.921.2
Hispanic13.714
Native Hawaiian
White57.157.1
Two or more races6.87.2
< = 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
Asian0.40.3
Black21.921.2
Hispanic13.714
Native Hawaiian----
White57.157.1100
Two or more races6.87.2
< = 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 73.18588.6
< = 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 60.756.749.8
< = 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 74.573.777
< = 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

2017-2018 Grades K-7 Student Teacher Ratio: 14.27 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 12.89 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division7.8%1.4%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201752%45%1%2%
2017-201851%46%1%2%
2018-201954%43%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%77%73%75%
Asian100%96%87%75%
Black69%70%60%75%
Hispanic74%73%63%75%
White82%81%81%75%
Economically Disadvantaged72%71%62%75%
English Learners68%64%53%75%
Students with Disabilities48%49%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students80%80%74%70%
Asian100%100%89%70%
Black74%74%60%70%
Hispanic81%82%64%70%
White82%82%81%70%
Economically Disadv