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Hopewell City Public Schools

General school information

Division: Hopewell City Public Schools
Address: 103 N. 12th Avenue Hopewell, VA 23860-3758
Superintendent: Dr. Melody D. Hackney
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 6 65 59 35 8 69 61 31 9 70 61 30
Female 6 71 65 29 8 73 64 27 8 73 66 27
Male 6 59 53 41 7 65 57 35 10 67 57 33
American Indian - 73 73 27 - 70 70 30 < < < <
Asian - 80 80 20 < 100 < 0 17 58 42 42
Black 5 59 54 41 5 63 58 37 7 64 57 36
Hispanic 5 66 61 34 7 72 66 28 9 75 66 25
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 10 78 69 22 12 78 66 22 12 80 68 20
Two or more races 12 66 55 34 17 74 57 26 11 76 64 24
Students with Disabilities 7 35 27 65 7 31 24 69 17 52 34 48
Economically Disadvantaged 5 57 52 43 6 60 54 40 9 66 58 34
English Learners 3 53 49 47 3 59 57 41 5 58 53 42
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 58 51 42 9 68 59 32 8 62 55 38
Female 5 65 60 35 10 72 62 28 6 62 56 38
Male 8 51 44 49 7 63 56 37 10 62 52 38
American Indian < < < < < 100 < 0 < < < <
Black 5 49 45 51 5 58 53 42 7 55 48 45
Hispanic 6 55 48 45 4 80 76 20 9 68 59 32
White 9 74 66 26 10 81 71 19 11 74 63 26
Two or more races 10 65 55 35 24 69 45 31 3 69 66 31
Students with Disabilities 9 43 33 57 9 48 39 52 11 40 29 60
Economically Disadvantaged 4 48 44 52 8 58 50 42 7 57 50 43
English Learners 9 27 18 73 < < < < - 40 40 60
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 6 61 55 39 13 65 52 35 14 76 61 24
Female 7 66 59 34 13 64 51 36 13 77 63 23
Male 4 55 51 45 12 66 53 34 15 74 59 26
American Indian < < < < < < < < < 100 < 0
Asian < < < < < 100 < 0
Black 5 51 46 49 10 62 52 38 11 68 57 32
Hispanic 3 59 57 41 11 56 44 44 11 85 74 15
White 9 78 68 22 19 76 57 24 17 85 67 15
Two or more races 5 73 68 27 18 64 45 36 19 84 65 16
Students with Disabilities 4 31 27 69 19 35 17 65 24 69 45 31
Economically Disadvantaged 5 49 44 51 12 58 46 42 12 73 61 27
English Learners - 52 52 48 9 45 36 55 < < < <
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 11 64 53 36 12 72 60 28 13 70 57 30
Female 11 68 57 32 12 79 66 21 12 73 61 27
Male 12 60 49 40 12 65 53 35 14 68 54 32
American Indian < < < < < 100 < 0 < 100 < 0
Black 7 58 51 42 6 63 56 37 10 68 57 32
Hispanic 9 66 57 34 10 78 68 23 21 74 53 26
White 16 73 57 27 20 81 60 19 16 78 62 22
Two or more races 27 73 45 27 25 88 63 13 14 62 48 38
Students with Disabilities 12 39 27 61 - 27 27 73 23 52 29 48
Economically Disadvantaged 9 56 47 44 7 57 50 43 14 68 54 32
English Learners 6 61 56 39 - 71 71 29 9 55 45 45
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 7 61 54 39 5 60 55 40 8 68 60 32
Female 6 63 57 37 7 64 57 36 7 73 66 27
Male 8 59 51 41 3 57 54 43 8 63 55 37
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 52 45 48 3 53 51 47 5 62 57 38
Hispanic - 68 68 32 4 78 74 22 3 69 66 31
White 14 76 62 24 6 65 59 35 14 77 63 23
Two or more races - 73 73 27 29 79 50 21 14 73 59 27
Students with Disabilities 8 38 31 62 7 19 12 81 5 44 38 56
Economically Disadvantaged 8 51 43 49 5 58 53 42 7 62 56 38
English Learners - 55 55 45 - 60 60 40 4 57 52 43
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 7 73 66 27 5 74 70 26 8 74 66 26
Female 4 83 79 17 4 78 73 22 7 79 72 21
Male 10 62 52 38 6 71 65 29 10 70 61 30
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 5 73 68 27 4 74 70 26 5 73 67 27
Hispanic 15 81 65 19 - 69 69 31 7 82 75 18
White 8 74 66 26 8 79 70 21 13 76 63 24
Two or more races 17 42 25 58 8 69 62 31 27 87 60 13
Students with Disabilities 7 29 21 71 3 38 35 63 23 53 30 47
Economically Disadvantaged 4 63 59 37 4 67 63 33 7 73 65 27
English Learners 7 67 60 33 < < < < 7 71 64 29
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 4 67 63 33 8 68 60 32 7 67 60 33
Female 6 77 71 23 6 71 65 29 3 71 68 29
Male 2 57 55 43 9 65 56 35 10 63 52 37
Asian < 100 < 0 < 100 < 0 < < < <
Black 4 59 56 41 7 64 57 36 5 59 54 41
Hispanic - 64 64 36 12 68 56 32 8 77 69 23
White 5 83 78 17 9 76 68 24 10 81 71 19
Two or more races < < < < 8 62 54 38 - 67 67 33
Students with Disabilities 6 32 26 68 11 24 13 76 17 46 29 54
Economically Disadvantaged 4 58 53 42 7 58 52 42 7 64 57 36
English Learners - 40 40 60 8 50 42 50 - 62 62 38
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 3 75 72 25 2 74 72 26 3 74 71 26
Female 5 77 73 23 4 82 78 18 3 79 77 21
Male 1 72 71 28 1 68 67 32 3 68 65 32
Black 1 68 67 32 1 67 66 33 3 64 61 36
Hispanic - 73 73 27 - 92 92 8 5 74 68 26
Native Hawaiian < 100 < 0 < 100 < 0
White 6 87 81 13 6 84 77 16 4 89 85 11
Two or more races 10 70 60 30 - 84 84 16 - 89 89 11
Students with Disabilities - 25 25 75 - 24 24 76 12 55 42 45
Economically Disadvantaged 2 71 69 29 1 65 65 35 4 67 63 33
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 67 54 33 14 66 53 34 12 58 47 42
Female 18 74 56 26 16 70 54 30 11 66 56 34
Male 7 60 53 40 12 63 51 37 13 49 36 51
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 61 52 39 12 63 51 37 11 51 41 49
Hispanic 9 67 58 33 8 68 59 32 10 60 50 40
Native Hawaiian < 100 < 0 < < < < < < < <
White 20 75 55 25 20 71 52 29 15 71 55 29
Two or more races 16 80 64 20 14 76 62 24 10 67 57 33
Students with Disabilities 19 44 25 56 29 44 16 56 21 43 23 57
Economically Disadvantaged 11 64 53 36 10 58 48 42 9 57 48 43
English Learners - 47 47 53 8 50 42 50 - 50 50 50
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 61 49 39 13 61 48 39 7 50 43 50
Female 18 70 52 30 13 63 50 37 6 57 51 43
Male 5 52 47 48 12 58 46 42 9 43 34 57
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 55 47 45 12 58 46 42 6 43 37 57
Hispanic 10 62 52 38 12 68 56 32 8 62 54 38
White 17 71 54 29 15 60 45 40 11 58 47 42
Two or more races < < < < 15 85 69 15 - 75 75 25
Students with Disabilities 24 38 14 62 33 43 10 58 18 38 20 63
Economically Disadvantaged 10 52 41 48 8 48 40 52 7 52 45 48
English Learners < < < < 8 50 42 50 - 50 50 50
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 73 59 27 15 73 58 27 20 74 54 26
Female 19 78 59 22 20 80 60 20 18 81 63 19
Male 9 68 59 32 12 67 56 33 23 64 41 36
Black 9 67 58 33 12 70 58 30 20 69 49 31
Hispanic 9 73 64 27 - 67 67 33 14 57 43 43
Native Hawaiian < 100 < 0 < < < < < < < <
White 23 79 56 21 24 81 58 19 22 89 67 11
Two or more races 19 94 75 6 13 69 56 31 < < < <
Students with Disabilities 14 50 36 50 23 47 23 53 31 62 31 38
Economically Disadvantaged 11 71 60 29 11 66 55 34 16 71 56 29
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 8 72 63 28 8 73 65 27 9 73 64 27
Female 8 78 70 22 8 78 70 22 8 77 69 23
Male 9 66 57 34 9 68 59 32 10 69 59 31
American Indian - 64 64 36 25 75 50 25 - 70 70 30
Asian 9 100 91 0 < 100 < 0 25 83 58 17
Black 6 67 60 33 6 69 63 31 6 69 63 31
Hispanic 12 77 65 23 12 77 65 23 14 73 59 27
White 11 80 69 20 12 79 67 21 12 80 68 20
Two or more races 9 72 64 28 13 74 61 26 10 75 65 25
Students with Disabilities 7 39 32 61 8 36 29 64 15 50 35 50
Economically Disadvantaged 6 65 59 35 7 67 60 33 9 70 62 30
English Learners 11 78 67 22 7 70 63 30 6 67 61 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 3 52 49 48 5 60 55 40 5 60 55 40
Female - 59 59 41 7 64 57 36 3 57 54 43
Male 6 46 40 54 3 56 53 44 8 64 56 36
American Indian < < < < < < < <
Black 2 42 40 58 4 54 50 46 5 52 48 48
Hispanic 13 65 52 35 4 69 65 31 12 59 47 41
White 1 70 68 30 3 69 65 31 5 79 74 21
Two or more races - 53 53 47 12 64 52 36 4 64 61 36
Students with Disabilities 7 34 27 66 9 30 22 70 16 51 36 49
Economically Disadvantaged 3 44 41 56 6 53 47 47 5 57 52 43
English Learners 9 73 64 27 < < < < - 56 56 44
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 11 66 55 34 12 69 56 31 17 77 60 23
Female 8 71 63 29 9 70 61 30 15 79 64 21
Male 14 62 47 38 15 68 53 32 20 74 55 26
Asian < 100 < 0 < 100 < 0
Black 9 58 49 42 8 62 54 38 12 76 64 24
Hispanic 14 73 59 27 18 76 58 24 29 71 42 29
White 13 75 62 25 20 84 65 16 23 82 59 18
Two or more races 23 82 59 18 8 58 50 42 19 74 56 26
Students with Disabilities 13 42 29 58 17 44 27 56 22 53 31 47
Economically Disadvantaged 8 57 49 43 9 63 54 37 17 76 59 24
English Learners 10 67 57 33 - 82 82 18 < < < <
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 11 67 56 33 16 72 55 28 13 64 51 36
Female 10 68 58 32 17 81 64 19 12 66 54 34
Male 11 66 54 34 16 62 46 38 13 62 49 38
American Indian < < < < < 100 < 0
Black 8 59 51 41 12 67 55 33 11 58 48 42
Hispanic 16 75 59 25 24 69 45 31 18 70 52 30
White 15 76 61 24 19 78 58 22 16 73 58 27
Two or more races 6 69 63 31 27 91 64 9 13 63 50 38
Students with Disabilities 8 30 23 70 5 30 25 70 21 45 25 55
Economically Disadvantaged 9 61 52 39 13 63 50 38 13 64 51 36
English Learners 16 84 68 16 14 55 41 45 14 57 43 43
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 10 81 71 19 10 78 68 22 4 69 65 31
Female 12 85 73 15 9 81 73 19 2 74 72 26
Male 8 77 68 23 10 75 64 25 6 64 58 36
Asian < 100 < 0 < 100 < 0 < < < <
Black 8 74 67 26 5 78 74 22 3 65 62 35
Hispanic 9 88 78 13 11 84 74 16 7 61 54 39
White 12 88 77 12 15 76 61 24 6 83 77 17
Two or more races 18 91 73 9 25 83 58 17 - 73 73 27
Students with Disabilities 8 56 49 44 9 40 30 60 11 46 35 54
Economically Disadvantaged 6 73 67 27 7 74 67 26 4 65 62 35
English Learners - 73 73 27 8 67 58 33 - 47 47 53
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 7 77 69 23 8 83 75 18 8 72 64 28
Female 7 87 80 13 6 89 82 11 7 78 71 22
Male 7 66 59 34 9 76 67 24 10 68 58 32
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0
Black 7 76 69 24 5 80 75 20 6 69 63 31
Hispanic - 81 81 19 6 84 77 16 7 73 67 27
White 12 80 69 20 10 88 78 12 12 74 62 26
Two or more races - 58 58 42 24 82 59 18 13 93 80 7
Students with Disabilities 5 29 24 71 8 51 44 49 20 44 24 56
Economically Disadvantaged 7 70 63 30 5 78 73 22 9 70 61 30
English Learners 13 93 80 7 18 91 73 9 - 82 82 18
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 8 83 74 17 6 82 76 18 8 83 74 17
Female 8 90 82 10 6 87 81 13 3 92 89 8
Male 9 76 68 24 6 76 70 24 13 73 60 27
Asian < 100 < 0 < 100 < 0 < < < <
Black 5 80 75 20 7 81 74 19 5 79 73 21
Hispanic 21 95 74 5 5 95 90 5 13 90 77 10
White 13 87 75 13 6 78 72 22 12 88 75 12
Two or more races < < < < - 77 77 23 9 91 82 9
Students with Disabilities 19 55 35 45 11 43 32 57 26 64 38 36
Economically Disadvantaged 9 76 67 24 8 79 70 21 7 82 74 18
English Learners 20 100 80 0 - 92 92 8 23 85 62 15
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 83 76 17 4 78 74 22 8 84 77 16
Female 8 91 83 9 3 88 85 12 10 90 81 10
Male 8 77 69 23 5 71 66 29 6 78 73 22
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 81 75 19 4 78 74 22 6 86 80 14
Hispanic 12 85 73 15 - 84 84 16 7 85 78 15
White 12 90 78 10 8 77 69 23 8 79 71 21
Two or more races - 76 76 24 - 77 77 23 17 83 67 17
Students with Disabilities - 51 51 49 - 42 42 58 - 56 56 44
Economically Disadvantaged 3 77 75 23 3 72 69 28 6 84 78 16
English Learners < < < < < < < < 6 83 78 17
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 59 55 41 6 61 55 39 3 62 58 38
Female 5 69 64 31 6 65 59 35 3 67 64 33
Male 5 52 47 48 6 57 51 43 4 57 53 43
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black 3 52 49 48 3 50 48 50 2 58 56 42
Hispanic < < < < 14 64 50 36 6 61 56 39
White 9 73 64 27 11 80 69 20 7 71 63 29
Two or more races - 60 60 40 - 60 60 40 - 71 71 29
Students with Disabilities - 12 12 88 - 20 20 80 - 23 23 77
Economically Disadvantaged 2 56 53 44 3 53 50 47 3 57 54 43
English Learners < < < < < < < < < < < <
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 17 93 76 7 9 93 83 7 13 94 80 6
Female 16 96 80 4 10 91 81 9 12 93 81 7
Male 18 90 72 10 8 95 87 5 15 94 79 6
Asian < 100 < 0
Black 15 94 79 6 6 94 88 6 8 92 85 8
Hispanic < < < < < 100 < 0 33 93 60 7
White 18 89 71 11 12 90 78 10 16 95 79 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Economically Disadvantaged 16 92 76 8 10 93 83 7 12 91 80 9
English Learners < < < < < < < <
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 6 72 66 28 6 70 64 30 6 69 63 31
Female 6 75 69 25 5 74 69 26 4 71 67 29
Male 6 70 64 30 8 67 59 33 8 67 59 33
American Indian < < < < < < < < < < < <
Asian < < < < < 100 < 0 < < < <
Black 3 65 62 35 4 63 59 37 4 62 58 38
Hispanic 8 76 68 24 7 75 67 25 9 74 64 26
White 9 82 73 18 9 82 72 18 9 81 72 19
Two or more races 11 82 71 18 12 81 69 19 7 77 70 23
Students with Disabilities 11 50 39 50 12 43 31 57 12 43 31 57
Economically Disadvantaged 5 67 63 33 3 64 60 36 5 65 60 35
English Learners 4 69 64 31 2 57 55 43 4 60 56 40
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 16 69 54 31 13 67 54 33 9 64 55 36
Female 14 68 54 32 12 70 59 30 5 65 60 35
Male 17 71 54 29 14 63 49 37 13 63 50 37
American Indian < 100 < 0 < 100 < 0 < < < <
Black 8 60 51 40 6 57 51 43 7 55 48 45
Hispanic 21 85 64 15 12 68 56 32 12 67 55 33
White 20 75 55 25 20 80 60 20 12 82 70 18
Two or more races 40 85 45 15 29 79 50 21 14 67 52 33
Students with Disabilities 28 55 28 45 10 49 39 51 19 47 28 53
Economically Disadvantaged 12 63 51 38 5 56 51 44 10 63 53 37
English Learners 11 78 67 22 4 52 48 48 - 57 57 43
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 2 65 62 35 6 68 62 32 4 65 61 35
Female 3 68 65 32 3 69 66 31 1 66 64 34
Male 2 62 60 38 10 68 58 32 7 65 57 35
Asian < 100 < 0 < 100 < 0 < < < <
Black 2 63 61 38 6 65 59 35 3 52 49 48
Hispanic - 61 61 39 5 62 57 38 10 87 77 13
White 5 72 67 28 7 77 70 23 5 78 73 22
Two or more races < < < < - 69 69 31 6 100 94 0
Students with Disabilities 17 57 40 43 24 45 21 55 15 44 28 56
Economically Disadvantaged 4 63 59 37 5 60 56 40 4 64 60 36
English Learners - 70 70 30 - 54 54 46 8 69 62 31
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 71 70 29 3 66 63 34 7 69 63 31
Female 1 75 74 25 3 72 68 28 7 75 68 25
Male 1 68 67 32 3 61 57 39 6 65 59 35
American Indian < < < < < 100 < 0 < 100 < 0
Black 1 66 64 34 1 55 54 45 3 65 61 35
Hispanic - 60 60 40 - 88 88 13 20 65 45 35
White 1 82 81 18 7 81 74 19 11 79 68 21
Two or more races - 80 80 20 < < < < 6 75 69 25
Students with Disabilities - 35 35 65 - 29 29 71 - 42 42 58
Economically Disadvantaged 1 65 65 35 2 59 57 41 4 64 59 36
English Learners < < < < < < < < 10 50 40 50
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 93 87 7 2 88 86 12 5 94 88 6
Female 8 96 89 4 - 89 89 11 6 95 89 5
Male 5 89 85 11 4 88 84 12 4 92 88 8
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 92 89 8 - 84 84 16 3 91 88 9
Hispanic 7 93 86 7 < 100 < 0 - 100 100 0
White 12 95 83 5 3 91 88 9 10 96 85 4
Two or more races - 93 93 7 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 6 90 85 10 2 87 85 13 2 98 96 2
English Learners < 100 < 0 < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 68 65 32 2 71 68 29 3 66 63 34
Female 3 71 68 29 3 75 72 25 2 65 63 35
Male 3 64 61 36 2 66 65 34 4 67 63 33
American Indian < 100 < 0 < < < < < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 2 58 56 42 1 62 61 38 3 65 62 35
Hispanic - 75 75 25 5 82 77 18 - 60 60 40
White 5 82 77 18 4 83 79 17 6 73 67 27
Two or more races - 80 80 20 7 93 86 7 - 62 62 38
Students with Disabilities - 32 32 68 - 37 37 63 - 23 23 77
Economically Disadvantaged 2 60 58 40 1 63 62 37 2 58 56 42
English Learners < < < < < < < < - 45 45 55
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 16 76 60 24 13 76 63 24 12 72 59 28
Female 14 78 64 22 11 76 65 24 11 73 62 27
Male 19 75 56 25 15 76 61 24 14 71 56 29
American Indian < 100 < 0 < < < < < < < <
Asian < < < < < < < < < < < <
Black 12 70 58 30 10 72 62 28 8 66 58 34
Hispanic 16 80 65 20 18 79 61 21 16 77 61 23
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 22 85 63 15 17 84 67 16 19 80 61 20
Two or more races 22 81 59 19 18 74 56 26 17 79 63 21
Students with Disabilities 17 61 44 39 22 55 34 45 12 51 40 49
Economically Disadvantaged 11 70 59 30 10 69 59 31 11 69 58 31
English Learners 9 76 67 24 11 74 63 26 14 72 58 28
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 7 76 69 24 7 79 71 21 3 70 67 30
Female 5 74 69 26 8 75 67 25 1 69 69 31
Male 10 78 68 22 7 82 76 18 6 71 65 29
American Indian < 100 < 0 < < < <
Black 4 66 62 34 4 76 72 24 1 58 56 42
Hispanic 6 83 78 17 6 53 47 47 7 87 80 13
Native Hawaiian < 100 < 0
White 10 86 76 14 13 89 76 11 7 85 78 15
Two or more races 13 87 73 13 11 79 68 21 - 89 89 11
Students with Disabilities 5 55 50 45 5 45 41 55 - 50 50 50
Economically Disadvantaged 4 69 65 31 5 74 70 26 1 63 62 37
English Learners < < < < < < < < < < < <
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 3 64 60 36 4 68 64 32 6 65 59 35
Female 2 68 66 32 3 74 71 26 5 67 62 33
Male 5 60 55 40 5 63 58 37 7 63 55 37
Black 3 57 55 43 2 61 59 39 3 62 59 38
Hispanic 5 74 68 26 5 79 74 21 18 77 59 23
Native Hawaiian < 100 < 0 < < < <
White 4 71 66 29 8 83 75 17 8 70 62 30
Two or more races - 67 67 33 8 75 67 25 9 55 45 45
Students with Disabilities 3 32 29 68 - 43 43 57 3 27 24 73
Economically Disadvantaged 2 58 56 42 4 61 56 39 4 60 56 40
English Learners < < < < < < < < < < < <
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 8 81 73 19 9 72 63 28 6 73 67 27
Female 5 77 72 23 9 71 62 29 4 68 64 32
Male 12 87 75 13 8 74 66 26 8 78 70 22
Black 6 78 72 22 6 68 61 32 2 71 69 29
Hispanic 9 82 73 18 20 80 60 20 15 69 54 31
White 12 86 74 14 9 77 68 23 11 77 67 23
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 7 74 67 26 7 65 58 35 5 63 58 37
English Learners < 100 < 0 < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0
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 24 82 57 18 14 85 71 15 10 72 63 28
Female 28 88 60 12 13 86 73 14 9 74 66 26
Male 21 76 55 24 15 84 69 16 10 70 60 30
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 18 76 59 24 10 83 73 17 7 67 61 33
Hispanic 18 86 68 14 21 92 71 8 - 72 72 28
White 40 95 55 5 26 90 65 10 18 80 62 20
Two or more races < < < < - 73 73 27 18 91 73 9
Students with Disabilities 4 58 54 42 4 43 39 57 7 46 39 54
Economically Disadvantaged 14 78 65 22 9 75 67 25 11 72 61 28
English Learners 10 80 70 20 9 82 73 18 8 75 67 25
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 28 79 51 21 19 73 54 27 28 76 49 24
Female 23 82 59 18 17 71 54 29 25 79 54 21
Male 33 76 43 24 22 75 53 25 31 73 42 27
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 19 72 53 28 13 67 55 33 19 70 51 30
Hispanic 26 77 52 23 28 81 53 19 35 81 46 19
White 41 89 48 11 27 84 58 16 42 87 45 13
Two or more races 50 91 41 9 35 70 35 30 29 81 52 19
Students with Disabilities 12 76 65 24 15 50 35 50 8 45 37 55
Economically Disadvantaged 17 70 52 30 14 69 55 31 20 75 56 25
English Learners 18 76 59 24 27 82 55 18 < < < <
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: 73.3 State: 89.72 Division: 69.51 State: 88.34 Division: 77.71 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division426
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten301298318
Kindergarten357319337
Grade 1353363332
Grade 2347309334
Grade 3336340305
Grade 4353341347
Grade 5304322339
Grade 6288297322
Grade 7301280283
Grade 8291293302
Grade 9341349318
Grade 10264255307
Grade 11273256246
Grade 12267270253
Total Students4,3764,2924,343
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 Students437642924343
Female212221252132
Male225421672211
American Indian192016
Asian191219
Black248624522481
Hispanic393401418
Native Hawaiian424
White119311381111
Two or more races262267294
Students with Disabilities605594617
Not Students with Disabilities377136983726
Economically Disadvantaged298925893543
Not Economically Disadvantaged13871703800
English Learners151148136
Not English Learners422541444207
Homeless241819
Military Connected318199
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 98 139 19 0 14 15
State 50979 36013 2733 1046 5404 1786
Female Division 49 68 5 0 6 4
State 27837 15823 920 366 1922 656
Male Division 49 71 14 0 8 11
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < < <
State 144 124 8 2 27 9
Black Division 49 83 13 0 10 6
State 7955 11090 1111 244 1359 744
Hispanic Division 5 8 1 0 0 2
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 34 37 4 0 3 4
State 30218 16420 1139 617 1589 596
Two or more races Division 10 6 1 0 0 2
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 17 19 0 3 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 34 64 10 0 10 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students28525689.825689.8144.9
Female13212292.412292.464.5
Male15313487.613487.685.2
American Indian0<<<<<<
Black16114590.114590.1106.2
Hispanic161487.51487.500
Native Hawaiian0<100<10000
White827591.57591.533.7
Two or more races191789.51789.500
Students with Disabilities433786378637
Economically Disadvantaged12110889.310889.3108.3
English Learners0<100<10000
Homeless0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken90 / 7.86%104 / 9.2%90 / 8.01%
Advanced Placement Course Enrollment93 / 8.12%107 / 9.47%90 / 8.01%
Dual Enrollment137 / 11.97%185 / 16.37%135 / 12.01%
Governor’s School Enrollment22 / 1.92%24 / 2.12%22 / 1.96%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 235 97 59
State 82482 57560 30
Female Division 117 47 60
State 41546 31230 25
Male Division 118 50 58
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 126 50 60
State 18272 11640 36
Hispanic Division 18 < 100
State 8547 5341 38
White Division 80 33 59
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 19 < 100
State 5986 3008 50
Economically Disadvantaged Division 133 48 64
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision595
 State179019641412
Industry CertificationDivision76158205
 State100544109590103892
Workplace ReadinessDivision233217
 State307754231350242
Total Credentials EarnedDivision104199227
 State137248157490159017
Students Earning One or More CredentialsDivision104199227
 State109089126113127744
CTE CompletersDivision9514568
 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 87 192 24 12.5%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 56 102 13 12.7%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 87 161 20 12.4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
69.5 70.6 70.7

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
2014-20152,566.006,341.001,388.00
2015-20162,442.006,223.001,694.00
2016-20172,812.006,722.001,799.00

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 Students420615954774223114539137603451852283685364176249
Female20168327232059502242187917389108181518785116
Male21907627542164643149188117296120187017791133
American Indian14000231002301114013
Asian19001180001120122101
Black22768534402340642946215317693129212621290130
Hispanic386956402102636228919357351628
Native Hawaiian0000000000000000
White126454152611762919339681126259918945462
Two or more races24411042571036239272018244221525
Students with Disabilities583321125600221122503644049541703257
Economically Disadvantaged30511254355242380395518732241201401971246118146
English Learners14441016940415613551541294
Homeless392164873833105234211719
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 80
Offenses Against Staff 11
Weapons Offenses <
Property Offenses 31
All Other Offenses 16
Other Offenses Against Persons 452
Disorderly or Disruptive Behavior Offenses 326
Alcohol, Tobacco, and Other Drug Offenses 17
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3450.4340.4660.3
Asian0.3450.130.4340.28
Black54.77974.1956.8177.0557.1375.48
Hispanic8.8477.028.9814.599.3434.75
Native Hawaiian0.0690.0910.047
White30.03214.6627.26214.1426.51416.64
Two or more races5.5844.015.9874.226.2212.82
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 Indian0.3450.4340.466
Asian0.3450.4340.28
Black54.7798056.815057.13100
Hispanic8.847208.9819.343
Native Hawaiian0.0690.0910.047
White30.03227.26226.514
Two or more races5.5845.987506.221
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 Indian0.3450.4340.466
Asian0.3450.4340.28
Black54.77910056.8110057.13
Hispanic8.8478.9819.343
Native Hawaiian0.0690.0910.047
White30.03227.26226.514
Two or more races5.5845.9876.221
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 75.283.9188.39
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 52.7254.2455.16
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 80.2479.7778.94
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: 10.85 : 1

student 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: 11.06 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%9%
Provisional Special Education2%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
2015-201653%43%1%3%
2016-201752%45%1%2%
2017-201855%41%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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