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Hopewell City Public Schools

General school information

Division: Hopewell City Public Schools
Division Number: 114
Address: 103 N. 12th Avenue Hopewell, VA 23860-3758
Superintendent: Dr. Melody D. Hackney
Region: 1
Division Website (opens new window)
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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 8 61 69 31 9 61 70 30 8 59 66 34
Female 8 64 73 27 8 66 73 27 8 63 71 29
Male 7 57 65 35 10 57 67 33 7 55 62 38
American Indian - 70 70 30 < < < < 18 59 76 24
Asian < < 100 0 17 42 58 42 20 68 88 12
Black 5 58 63 37 7 57 64 36 6 55 61 39
Hispanic 7 66 72 28 9 66 75 25 7 65 72 28
White 12 66 78 22 12 68 80 20 10 65 75 25
Two or more races 17 57 74 26 11 64 76 24 < < < <
Students with Disabilities 7 24 31 69 17 34 52 48 13 33 46 54
Students without Disabilities 8 67 75 25 8 66 73 27 7 63 70 30
Economically Disadvantaged 6 54 60 40 9 58 66 34 6 56 62 38
Not Economically Disadvantaged 9 68 77 23 10 66 75 25 9 61 70 30
English Learners 3 57 59 41 - 39 39 61 1 41 42 58
Military Connected 8 69 77 23 12 64 76 24
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 9 59 68 32 8 55 62 38 9 53 61 39
Female 10 62 72 28 6 56 62 38 9 58 66 34
Male 7 56 63 37 10 52 62 38 9 48 57 43
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 53 58 42 7 48 55 45 9 49 58 43
Hispanic 4 76 80 20 9 59 68 32 6 50 56 44
White 10 71 81 19 11 63 74 26 12 58 70 30
Two or more races 24 45 69 31 3 66 69 31 < < 100 0
Students with Disabilities 9 39 48 52 11 29 40 60 17 37 54 46
Students without Disabilities 9 62 71 29 7 59 66 34 7 56 63 37
Economically Disadvantaged 8 50 58 42 7 50 57 43 8 47 55 45
Not Economically Disadvantaged 9 68 77 23 10 64 73 27 10 59 68 32
English Learners < < < < - 40 40 60 6 39 44 56
Military Connected < < < < < < 100 0
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 13 52 65 35 14 61 76 24 9 57 66 34
Female 13 51 64 36 13 63 77 23 10 56 66 34
Male 12 53 66 34 15 59 74 26 7 59 66 34
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 10 52 62 38 11 57 68 32 6 53 59 41
Hispanic 11 44 56 44 11 74 85 15 13 61 74 26
White 19 57 76 24 17 67 85 15 12 67 79 21
Two or more races 18 45 64 36 19 65 84 16 < < < <
Students with Disabilities 19 17 35 65 24 45 69 31 15 27 42 58
Students without Disabilities 12 58 70 30 12 64 77 23 8 64 71 29
Economically Disadvantaged 12 46 58 42 12 61 73 27 6 59 65 35
Not Economically Disadvantaged 14 58 72 28 17 62 79 21 12 55 67 33
English Learners 9 36 45 55 < < < < - 47 47 53
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 12 60 72 28 13 57 70 30 14 62 75 25
Female 12 66 79 21 12 61 73 27 14 63 77 23
Male 12 53 65 35 14 54 68 32 14 59 73 27
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 6 56 63 37 10 57 68 32 13 58 71 29
Hispanic 10 68 78 23 21 53 74 26 14 69 83 17
White 20 60 81 19 16 62 78 22 14 66 80 20
Students with Disabilities - 27 27 73 23 29 52 48 23 42 64 36
Students without Disabilities 14 64 78 22 11 63 74 26 12 65 78 22
Economically Disadvantaged 7 50 57 43 14 54 68 32 10 62 71 29
Not Economically Disadvantaged 16 68 84 16 12 61 73 27 19 61 81 19
English Learners - 71 71 29 < < < < < < < <
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 55 60 40 8 60 68 32 4 54 58 42
Female 7 57 64 36 7 66 73 27 4 62 65 35
Male 3 54 57 43 8 55 63 37 4 48 52 48
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 3 51 53 47 5 57 62 38 3 51 53 47
Hispanic 4 74 78 22 3 66 69 31 4 68 71 29
White 6 59 65 35 14 63 77 23 6 60 66 34
Students with Disabilities 7 12 19 81 5 38 44 56 4 29 33 67
Students without Disabilities 5 63 68 32 8 63 71 29 4 59 63 37
Economically Disadvantaged 5 53 58 42 7 56 62 38 2 49 52 48
Not Economically Disadvantaged 5 58 63 37 9 65 74 26 5 60 65 35
English Learners - 60 60 40 - 17 17 83 < < < <
Military Connected < < < < < < < <
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 5 70 74 26 8 66 74 26 9 59 68 32
Female 4 73 78 22 7 72 79 21 12 62 74 26
Male 6 65 71 29 10 61 70 30 7 56 62 38
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 4 70 74 26 5 67 73 27 8 55 64 36
Hispanic - 69 69 31 7 75 82 18 6 60 66 34
White 8 70 79 21 13 63 76 24 11 65 77 23
Students with Disabilities 3 35 38 63 23 30 53 47 7 29 37 63
Students without Disabilities 5 75 81 19 6 72 78 22 9 63 73 27
Economically Disadvantaged 4 63 67 33 7 65 73 27 8 59 66 34
Not Economically Disadvantaged 6 75 81 19 11 66 77 23 11 59 69 31
English Learners < < < < < < < < - 18 18 82
Military Connected < < < < < < < <
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 8 60 68 32 7 60 67 33 5 62 67 33
Female 6 65 71 29 3 68 71 29 4 64 69 31
Male 9 56 65 35 10 52 63 37 5 60 65 35
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 7 57 64 36 5 54 59 41 2 61 63 37
Hispanic 12 56 68 32 8 69 77 23 4 81 85 15
White 9 68 76 24 10 71 81 19 8 62 70 30
Students with Disabilities 11 13 24 76 17 29 46 54 12 27 39 61
Students without Disabilities 7 69 76 24 5 65 71 29 3 68 72 28
Economically Disadvantaged 7 52 58 42 7 57 64 36 3 62 65 35
Not Economically Disadvantaged 8 67 75 25 7 63 70 30 7 62 69 31
English Learners 8 42 50 50 < < < < < < < <
Military Connected < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 72 74 26 3 71 74 26 3 65 68 32
Female 4 78 82 18 3 77 79 21 3 75 78 22
Male 1 67 68 32 3 65 68 32 3 57 59 41
American Indian < < < < < < 100 0
Asian < < < <
Black 1 66 67 33 3 61 64 36 2 59 60 40
Hispanic - 92 92 8 5 68 74 26 - 75 75 25
White 6 77 84 16 4 85 89 11 6 76 82 18
Students with Disabilities - 24 24 76 12 42 55 45 15 41 56 44
Students without Disabilities 3 81 84 16 2 75 76 24 1 69 70 30
Economically Disadvantaged 1 65 65 35 4 63 67 33 4 57 62 38
Not Economically Disadvantaged 5 83 88 12 2 79 81 19 2 71 73 27
English Learners < < < < < < < < < < < <
Military Connected < < 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 14 53 66 34 12 47 58 42 8 54 61 39
Female 16 54 70 30 11 56 66 34 11 57 68 32
Male 12 51 63 37 13 36 49 51 5 51 56 44
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 12 51 63 37 11 41 51 49 6 49 55 45
Hispanic 8 59 68 32 10 50 60 40 5 66 71 29
White 20 52 71 29 15 55 71 29 11 61 72 28
Students with Disabilities 29 16 44 56 21 23 43 57 12 17 29 71
Students without Disabilities 12 58 70 30 11 50 60 40 7 58 65 35
Economically Disadvantaged 10 48 58 42 9 48 57 43 5 47 52 48
Not Economically Disadvantaged 18 58 76 24 20 42 62 38 10 59 68 32
English Learners 8 42 50 50 < < < < < < < <
Military Connected < < < < < < 100 0
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 13 48 61 39 7 43 50 50 8 47 55 45
Female 13 50 63 37 6 51 57 43 8 54 62 38
Male 12 46 58 42 9 34 43 57 9 39 48 52
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 12 46 58 42 6 37 43 57 6 44 50 50
Hispanic 12 56 68 32 8 54 62 38 4 60 64 36
White 15 45 60 40 11 47 58 42 13 48 61 39
Students with Disabilities 33 10 43 58 18 20 38 63 14 3 17 83
Students without Disabilities 9 54 64 36 6 46 52 48 7 53 61 39
Economically Disadvantaged 8 40 48 52 7 45 52 48 6 45 50 50
Not Economically Disadvantaged 17 55 71 29 10 26 36 64 11 49 60 40
English Learners 8 42 50 50 < < < < < < < <
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 58 73 27 20 54 74 26 7 62 69 31
Female 20 60 80 20 18 63 81 19 15 60 75 25
Male 12 56 67 33 23 41 64 36 1 63 64 36
American Indian < < < <
Asian < < 100 0
Black 12 58 70 30 20 49 69 31 6 54 60 40
Hispanic - 67 67 33 14 43 57 43 6 75 81 19
White 24 58 81 19 22 67 89 11 9 75 84 16
Students with Disabilities 23 23 47 53 31 31 62 38 6 50 56 44
Students without Disabilities 14 63 77 23 19 56 75 25 7 62 70 30
Economically Disadvantaged 11 55 66 34 16 56 71 29 4 51 56 44
Not Economically Disadvantaged 21 62 83 17 26 51 77 23 9 66 75 25
English Learners < < 100 0
Military Connected < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 8 65 73 27 9 64 73 27 8 69 76 24
Female 8 70 78 22 8 69 77 23 7 74 81 19
Male 9 59 68 32 10 59 69 31 8 63 72 28
American Indian 25 50 75 25 - 70 70 30 12 65 76 24
Asian < < 100 0 25 58 83 17 25 75 100 0
Black 6 63 69 31 6 63 69 31 6 67 73 27
Hispanic 12 65 77 23 14 59 73 27 11 69 80 20
Native Hawaiian < < 100 0 < < 100 0
White 12 67 79 21 12 68 80 20 10 72 82 18
Two or more races 13 61 74 26 10 65 75 25 < < < <
Students with Disabilities 8 29 36 64 15 35 50 50 13 40 53 47
Students without Disabilities 9 70 79 21 8 68 76 24 7 74 80 20
Economically Disadvantaged 7 60 67 33 9 62 70 30 6 68 74 26
Not Economically Disadvantaged 10 69 80 20 9 67 76 24 9 69 79 21
English Learners 7 63 70 30 4 51 55 45 3 71 73 27
Military Connected 5 81 86 14 6 74 81 19
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 5 55 60 40 5 55 60 40 5 63 69 31
Female 7 57 64 36 3 54 57 43 5 63 68 32
Male 3 53 56 44 8 56 64 36 6 64 69 31
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 50 54 46 5 48 52 48 5 59 64 36
Hispanic 4 65 69 31 12 47 59 41 6 67 72 28
White 3 65 69 31 5 74 79 21 6 72 78 22
Two or more races 12 52 64 36 4 61 64 36 < < < <
Students with Disabilities 9 22 30 70 16 36 51 49 14 38 52 48
Students without Disabilities 4 61 65 35 3 59 62 38 4 69 72 28
Economically Disadvantaged 6 47 53 47 5 52 57 43 4 62 67 33
Not Economically Disadvantaged 3 65 68 32 6 62 68 32 7 65 71 29
English Learners < < < < - 56 56 44 10 65 75 25
Military Connected < < < < < < < <
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 12 56 69 31 17 60 77 23 8 70 78 22
Female 9 61 70 30 15 64 79 21 9 67 76 24
Male 15 53 68 32 20 55 74 26 8 72 80 20
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 8 54 62 38 12 64 76 24 4 68 72 28
Hispanic 18 58 76 24 29 42 71 29 13 74 87 13
White 20 65 84 16 23 59 82 18 13 74 86 14
Two or more races 8 50 58 42 19 56 74 26 < < 100 0
Students with Disabilities 17 27 44 56 22 31 53 47 14 34 48 52
Students without Disabilities 12 61 73 27 16 65 81 19 7 78 84 16
Economically Disadvantaged 9 54 63 37 17 59 76 24 7 68 75 25
Not Economically Disadvantaged 16 59 75 25 18 61 80 20 10 72 82 18
English Learners - 82 82 18 < < < < - 84 84 16
Military Connected 12 76 88 12 < < 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 16 55 72 28 13 51 64 36 10 72 82 18
Female 17 64 81 19 12 54 66 34 8 81 89 11
Male 16 46 62 38 13 49 62 38 13 62 74 26
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 12 55 67 33 11 48 58 42 10 71 81 19
Hispanic 24 45 69 31 18 52 70 30 6 71 77 23
White 19 58 78 22 16 58 73 27 12 74 86 14
Students with Disabilities 5 25 30 70 21 25 45 55 13 51 64 36
Students without Disabilities 18 60 78 22 11 56 67 33 10 76 86 14
Economically Disadvantaged 13 50 63 38 13 51 64 36 9 72 81 19
Not Economically Disadvantaged 20 60 80 20 12 52 64 36 11 73 84 16
English Learners 14 41 55 45 < < < < < < < <
Military Connected < < < < < < < <
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 10 68 78 22 4 65 69 31 9 63 72 28
Female 9 73 81 19 2 72 74 26 9 68 77 23
Male 10 64 75 25 6 58 64 36 9 58 68 32
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 5 74 78 22 3 62 65 35 7 59 66 34
Hispanic 11 74 84 16 7 54 61 39 5 81 86 14
White 15 61 76 24 6 77 83 17 14 67 81 19
Students with Disabilities 9 30 40 60 11 35 46 54 14 29 43 57
Students without Disabilities 10 76 85 15 3 70 73 27 8 70 78 22
Economically Disadvantaged 7 67 74 26 4 62 65 35 4 66 70 30
Not Economically Disadvantaged 13 70 82 18 4 69 73 27 15 59 74 26
English Learners 8 58 67 33 - 33 33 67 < < 100 0
Military Connected < < 100 0 < < 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 8 75 83 18 8 64 72 28 7 67 74 26
Female 6 82 89 11 7 71 78 22 6 78 84 16
Male 9 67 76 24 10 58 68 32 9 58 66 34
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 5 75 80 20 6 63 69 31 4 68 72 28
Hispanic 6 77 84 16 7 67 73 27 10 55 65 35
White 10 78 88 12 12 62 74 26 13 69 82 18
Students with Disabilities 8 44 51 49 20 24 44 56 10 39 49 51
Students without Disabilities 7 80 88 12 6 71 77 23 7 72 79 21
Economically Disadvantaged 5 73 78 22 9 61 70 30 7 68 75 25
Not Economically Disadvantaged 10 77 87 13 7 69 76 24 7 66 73 27
English Learners 18 73 91 9 < < < < - 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 6 76 82 18 8 74 83 17 10 72 83 17
Female 6 81 87 13 3 89 92 8 10 77 86 14
Male 6 70 76 24 13 60 73 27 11 68 78 22
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 7 74 81 19 5 73 79 21 7 76 83 17
Hispanic 5 90 95 5 13 77 90 10 29 64 93 7
White 6 72 78 22 12 75 88 12 11 68 79 21
Students with Disabilities 11 32 43 57 26 38 64 36 12 39 51 49
Students without Disabilities 5 85 90 10 5 81 86 14 10 78 88 12
Economically Disadvantaged 8 70 79 21 7 74 82 18 8 77 85 15
Not Economically Disadvantaged 4 81 85 15 9 75 84 16 13 67 80 20
English Learners - 92 92 8 < < < < < < < <
Military Connected < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 74 78 22 8 77 84 16 5 76 82 18
Female 3 85 88 12 10 81 90 10 6 86 92 8
Male 5 66 71 29 6 73 78 22 4 67 71 29
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 74 78 22 6 80 86 14 5 73 78 22
Hispanic - 84 84 16 7 78 85 15 10 77 87 13
Native Hawaiian < < 100 0
White 8 69 77 23 8 71 79 21 3 83 86 14
Students with Disabilities - 42 42 58 - 56 56 44 - 59 59 41
Students without Disabilities 5 78 83 17 9 79 88 12 6 79 85 15
Economically Disadvantaged 3 69 72 28 6 78 84 16 4 70 74 26
Not Economically Disadvantaged 6 81 87 13 10 75 85 15 6 82 88 12
English Learners < < < < - 82 82 18 < < < <
Military Connected < < 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 6 55 61 39 3 58 62 38 3 59 62 38
Female 6 59 65 35 3 64 67 33 4 65 69 31
Male 6 51 57 43 4 53 57 43 3 53 56 44
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0
Black 3 48 50 50 2 56 58 42 1 58 58 42
Hispanic 14 50 64 36 6 56 61 39 13 50 63 38
White 11 69 80 20 7 63 71 29 4 66 70 30
Students with Disabilities - 20 20 80 - 23 23 77 - 18 18 82
Students without Disabilities 7 59 66 34 4 62 66 34 3 61 65 35
Economically Disadvantaged 3 50 53 47 3 54 57 43 2 55 57 43
Not Economically Disadvantaged 11 63 74 26 4 63 67 33 4 62 66 34
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
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 9 83 93 7 13 80 94 6 5 82 88 13
Female 10 81 91 9 12 81 93 7 2 81 83 17
Male 8 87 95 5 15 79 94 6 11 84 95 5
American Indian < < 100 0 < < 100 0
Asian < < 100 0
Black 6 88 94 6 8 85 92 8 2 84 85 15
Hispanic < < 100 0 33 60 93 7 < < 100 0
White 12 78 90 10 16 79 95 5 17 70 87 13
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 10 84 93 7 14 79 93 7 5 82 87 13
Economically Disadvantaged 10 83 93 7 12 80 91 9 7 76 83 17
Not Economically Disadvantaged 9 84 93 7 15 80 95 5 4 87 91 9
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 64 70 30 6 63 69 31 6 62 68 32
Female 5 69 74 26 4 67 71 29 5 63 68 32
Male 8 59 67 33 8 59 67 33 8 60 68 32
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < < < 18 68 86 14
Black 4 59 63 37 4 58 62 38 4 58 62 38
Hispanic 7 67 75 25 9 64 74 26 7 64 71 29
Native Hawaiian < < 100 0 < < 100 0
White 9 72 82 18 9 72 81 19 10 69 79 21
Two or more races 12 69 81 19 7 70 77 23 < < 100 0
Students with Disabilities 12 31 43 57 12 31 43 57 6 38 44 56
Students without Disabilities 5 69 74 26 5 67 72 28 6 65 72 28
Economically Disadvantaged 3 60 64 36 5 60 65 35 5 59 64 36
Not Economically Disadvantaged 9 69 78 22 7 67 74 26 8 64 72 28
English Learners 2 55 57 43 - 50 50 50 4 54 58 42
Military Connected - 86 86 14 11 61 72 28
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 13 54 67 33 9 55 64 36 15 54 69 31
Female 12 59 70 30 5 60 65 35 15 55 70 30
Male 14 49 63 37 13 50 63 37 16 53 68 32
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 6 51 57 43 7 48 55 45 10 53 63 37
Hispanic 12 56 68 32 12 55 67 33 10 52 62 38
White 20 60 80 20 12 70 82 18 26 57 82 18
Students with Disabilities 10 39 49 51 19 28 47 53 9 51 60 40
Students without Disabilities 13 56 69 31 8 59 67 33 16 55 71 29
Economically Disadvantaged 5 51 56 44 10 53 63 37 12 53 65 35
Not Economically Disadvantaged 19 57 75 25 9 57 65 35 20 55 74 26
English Learners 4 48 52 48 < < < < < < < <
Military Connected < < < < < < < <
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 6 62 68 32 4 61 65 35 5 59 64 36
Female 3 66 69 31 1 64 66 34 2 58 60 40
Male 10 58 68 32 7 57 65 35 9 60 68 32
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 6 59 65 35 3 49 52 48 3 54 57 43
Hispanic 5 57 62 38 10 77 87 13 7 72 79 21
White 7 70 77 23 5 73 78 22 9 65 74 26
Students with Disabilities 24 21 45 55 15 28 44 56 13 28 40 60
Students without Disabilities 3 69 72 28 3 66 68 32 4 64 68 32
Economically Disadvantaged 5 56 60 40 4 60 64 36 4 58 63 37
Not Economically Disadvantaged 8 68 75 25 6 63 68 32 6 59 66 34
English Learners - 54 54 46 < < < < < < 100 0
Military Connected < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 63 66 34 7 63 69 31 3 66 69 31
Female 3 68 72 28 7 68 75 25 2 73 75 25
Male 3 57 61 39 6 59 65 35 4 60 64 36
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0
Black 1 54 55 45 3 61 65 35 2 65 67 33
Hispanic - 88 88 13 20 45 65 35 10 50 60 40
Native Hawaiian < < 100 0
White 7 74 81 19 11 68 79 21 4 73 78 22
Two or more races < < < < 6 69 75 25
Students with Disabilities - 29 29 71 - 42 42 58 - 19 19 81
Students without Disabilities 4 69 72 28 7 64 71 29 3 72 75 25
Economically Disadvantaged 2 57 59 41 4 59 64 36 1 64 65 35
Not Economically Disadvantaged 6 74 80 20 9 66 75 25 5 69 73 27
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 86 88 12 5 88 94 6 4 72 75 25
Female - 89 89 11 6 89 95 5 - 71 71 29
Male 4 84 88 12 4 88 92 8 9 73 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Black - 84 84 16 3 88 91 9 3 67 69 31
Hispanic < < 100 0 - 100 100 0 < < < <
White 3 88 91 9 10 85 96 4 9 73 82 18
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 1 87 89 11 6 89 94 6 4 70 74 26
Economically Disadvantaged 2 85 87 13 2 96 98 2 4 65 70 30
Not Economically Disadvantaged 2 89 90 10 8 84 91 9 3 76 79 21
English Learners < < 100 0 < < 100 0
Military Connected < < < < < < < <
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 2 68 71 29 3 63 66 34 1 67 68 32
Female 3 72 75 25 2 63 65 35 1 67 67 33
Male 2 65 66 34 4 63 67 33 1 67 69 31
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 1 61 62 38 3 62 65 35 1 58 58 42
Hispanic 5 77 82 18 - 60 60 40 3 72 75 25
Native Hawaiian < < 100 0
White 4 79 83 17 6 67 73 27 - 82 82 18
Two or more races 7 86 93 7 - 62 62 38
Students with Disabilities - 37 37 63 - 23 23 77 - 30 30 70
Students without Disabilities 3 72 74 26 4 68 71 29 1 72 73 27
Economically Disadvantaged 1 62 63 37 2 56 58 42 - 64 64 36
Not Economically Disadvantaged 4 77 81 19 5 71 76 24 2 69 71 29
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
< = 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 13 63 76 24 12 59 72 28 10 56 66 34
Female 11 65 76 24 11 62 73 27 8 58 66 34
Male 15 61 76 24 14 56 71 29 11 55 66 34
American Indian < < < < < < < < < < < <
Asian < < < < < < < < 28 56 83 17
Black 10 62 72 28 8 58 66 34 6 54 61 39
Hispanic 18 61 79 21 16 61 77 23 11 61 73 27
Native Hawaiian < < 100 0 < < < < < < < <
White 17 67 84 16 19 61 80 20 15 58 74 26
Two or more races 18 56 74 26 17 63 79 21 < < 100 0
Students with Disabilities 22 34 55 45 12 40 51 49 7 27 34 66
Students without Disabilities 12 67 79 21 12 62 74 26 10 61 71 29
Economically Disadvantaged 10 59 69 31 11 58 69 31 6 55 61 39
Not Economically Disadvantaged 17 67 84 16 15 61 76 24 13 58 71 29
English Learners 11 63 74 26 11 63 74 26 5 39 45 55
Military Connected 28 59 86 14 7 57 64 36
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 7 71 79 21 3 67 70 30 2 44 46 54
Female 8 67 75 25 1 69 69 31 2 45 47 53
Male 7 76 82 18 6 65 71 29 2 43 45 55
American Indian < < < < < < 100 0
Black 4 72 76 24 1 56 58 42 1 40 41 59
Hispanic 6 47 53 47 7 80 87 13 < < < <
Native Hawaiian < < < <
White 13 76 89 11 7 78 85 15 4 52 57 43
Two or more races 11 68 79 21 - 89 89 11
Students with Disabilities 5 41 45 55 - 50 50 50 - 14 14 86
Students without Disabilities 7 74 82 18 4 69 73 27 2 48 50 50
Economically Disadvantaged 5 70 74 26 1 62 63 37 2 31 33 67
Not Economically Disadvantaged 11 74 85 15 6 73 79 21 2 56 57 43
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 64 68 32 6 59 65 35 4 56 60 40
Female 3 71 74 26 5 62 67 33 3 60 63 37
Male 5 58 63 37 7 55 63 37 5 52 58 42
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < < <
Black 2 59 61 39 3 59 62 38 3 50 53 47
Hispanic 5 74 79 21 18 59 77 23 - 64 64 36
Native Hawaiian < < < <
White 8 75 83 17 8 62 70 30 8 64 71 29
Two or more races 8 67 75 25 9 45 55 45
Students with Disabilities - 43 43 57 3 24 27 73 2 24 26 74
Students without Disabilities 5 67 71 29 6 63 69 31 4 61 66 34
Economically Disadvantaged 4 56 61 39 4 56 60 40 2 49 51 49
Not Economically Disadvantaged 4 78 82 18 8 62 70 30 6 62 68 32
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
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 9 63 72 28 6 67 73 27 11 63 74 26
Female 9 62 71 29 4 64 68 32 6 66 72 28
Male 8 66 74 26 8 70 78 22 18 58 77 23
American Indian < < < < < < 100 0
Asian < < < <
Black 6 61 68 32 2 69 71 29 6 63 69 31
Hispanic 20 60 80 20 15 54 69 31 15 85 100 0
White 9 68 77 23 11 67 77 23 21 56 77 23
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 9 64 73 27 6 67 73 27 11 63 74 26
Economically Disadvantaged 7 58 65 35 5 58 63 37 4 63 67 33
Not Economically Disadvantaged 12 71 83 17 7 74 80 20 15 63 78 22
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 71 85 15 10 63 72 28 11 64 75 25
Female 13 73 86 14 9 66 74 26 11 62 73 27
Male 15 69 84 16 10 60 70 30 10 65 76 24
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 10 73 83 17 7 61 67 33 6 66 72 28
Hispanic 21 71 92 8 - 72 72 28 15 73 88 12
White 26 65 90 10 18 62 80 20 17 59 76 24
Two or more races - 73 73 27 18 73 91 9
Students with Disabilities 4 39 43 57 7 39 46 54 - 34 34 66
Students without Disabilities 15 75 90 10 10 65 75 25 13 68 81 19
Economically Disadvantaged 9 67 75 25 11 61 72 28 5 71 76 24
Not Economically Disadvantaged 18 75 93 7 6 67 73 27 17 56 73 27
English Learners 9 73 82 18 10 70 80 20 < < < <
Military Connected < < < <
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 19 54 73 27 28 49 76 24 14 53 67 33
Female 17 54 71 29 25 54 79 21 11 54 65 35
Male 22 53 75 25 31 42 73 27 17 52 70 30
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 13 55 67 33 19 51 70 30 10 52 62 38
Hispanic 28 53 81 19 35 46 81 19 19 43 62 38
White 27 58 84 16 42 45 87 13 21 60 81 19
Two or more races 35 35 70 30 29 52 81 19 < < 100 0
Students with Disabilities 15 35 50 50 8 37 45 55 2 29 31 69
Students without Disabilities 20 56 76 24 30 50 81 19 16 57 74 26
Economically Disadvantaged 14 55 69 31 20 56 75 25 10 54 64 36
Not Economically Disadvantaged 25 52 78 22 40 38 78 22 20 52 72 28
English Learners 27 55 82 18 < < < < - 37 37 63
Military Connected 41 41 82 18
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 < < 100 0
Female < < 100 0
Male < < 100 0
Black < < 100 0
White < < 100 0
Students without Disabilities < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 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
Division264
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-kindergarten298318310
Kindergarten319337349
Grade 1363332341
Grade 2309334304
Grade 3340305325
Grade 4341347305
Grade 5322339347
Grade 6297322323
Grade 7280283316
Grade 8293302292
Grade 9349318307
Grade 10255307316
Grade 11256246280
Grade 12270253257
Total Students4,2924,3434,372

< = 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 Students429243434372
Female212521322139
Male216722112233
American Indian201631
Asian121950
Black245224812707
Hispanic401418452
Native Hawaiian242
White113811111125
Two or more races2672945
Students with Disabilities594617694
Students without Disabilities369837263678
Economically Disadvantaged258935432364
Not Economically Disadvantaged17038002008
English Learners148136204
Not English Learners414442074168
Homeless181933
Military Connected81993
Foster Care16-
< = 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 99 140 21 0 14 12
State 50983 36029 2739 1053 5386 1766
Female Division 50 69 5 0 6 2
State 27838 15825 923 368 1911 652
Male Division 49 71 16 0 8 10
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < < <
State 144 124 9 2 27 8
Black Division 49 84 14 0 10 5
State 7955 11098 1113 244 1362 735
Hispanic Division 5 8 1 0 0 2
State 5087 5586 317 107 2168 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 3 2 4
White Division 35 37 4 0 3 3
State 30221 16421 1144 621 1576 587
Two or more races Division 10 6 1 0 0 2
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 17 21 0 3 2
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 34 64 11 0 10 3
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
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
< = 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 Students2862609126091145
Female132124941249465
Male154136881368885
American Indian<<<<<<<
Black1621479114791106
Hispanic161488148800
Native Hawaiian<<100<10000
White827693769334
Two or more races191790179000
Students with Disabilities443989398937
Economically Disadvantaged1221098910989108
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken104 / 9.2%90 / 8.01%28 / 2.41%
Advanced Placement Course Enrollment107 / 9.47%90 / 8.01%28 / 2.41%
Dual Enrollment185 / 16.37%135 / 12.01%100 / 8.62%
Governor's School Enrollment24 / 2.12%22 / 1.96%22 / 1.9%
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 StudentsDivision23811950
State85,89957,72533
FemaleDivision1186644
State43,22531,59927
MaleDivision1205356
State42,67426,12639
American IndianDivision<<100
State26516737
BlackDivision1326452
State18,86811,29840
HispanicDivision13<100
State10,1025,82642
Native HawaiianDivision<<100
State1428739
WhiteDivision724242
State46,44832,34030
Two or more racesDivision16<100
State3,9902,71532
Students with DisabilitiesDivision17<100
State7,2163,25655
Economically DisadvantagedDivision974257
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
AsianDivision--100
State6,0845,29213
< = 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
State LicensuresDivision595
 State2,4402,2791,881
Industry CertificationDivision76158205
 State99,894109,275104,601
Workplace ReadinessDivision233217
 State30,77542,31350,241
Total Credentials EarnedDivision104199227
 State137,248157,490160,248
Students Earning One or More CredentialsDivision104199227
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision13237
 State1,5141,4311,537
CTE CompletersDivision9514568
 State42,40440,51641,438
NOCTI AssessmentsDivision---
 State4,1393,6233,525

< = 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
2015-2016Division2,442.006,223.001,694.00
State6,084.004,849.00812.00
2016-2017Division2,812.006,722.001,799.00
State6,248.005,052.00871.00
2017-2018Division2,765.006,864.001,835.00
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 Students3,3576233,3486793,363663
Female1,6742951,6543381,673291
Male1,6833281,6943411,690372
American Indian231123245
Asian83181464
Black1,8973271,9083812,044393
Hispanic329473296037260
Native Hawaiian<<<<<<
White886191850184861197
Two or more races2125422950144
Students with Disabilities435125449127522137
Economically Disadvantaged1,7194451,8114731,695409
English Learners138201432119825
Homeless213135271620
< = 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 41
Offenses Against Staff 42
Weapons Offenses 12
Property Offenses 22
All Other Offenses 26
Other Offenses Against Persons 400
Disorderly or Disruptive Behavior Offenses 302
Alcohol, Tobacco, and Other Drug Offenses 25
Technology Offenses 12

< = 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 Indian0.50.30.40.9
Asian0.30.40.6
Black57.175.557.174.8
Hispanic9.34.89.63.9
Native Hawaiian00.10.3
White26.516.625.615.9
Two or more races6.22.86.83.5
< = 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 Indian0.50.4
Asian0.30.4
Black57.110057.1
Hispanic9.39.6100
Native Hawaiian00.1
White26.525.6
Two or more races6.26.8
< = 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 Indian0.50.4
Asian0.30.4
Black57.157.1100
Hispanic9.39.6
Native Hawaiian00.1
White26.525.6
Two or more races6.26.8
< = 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 88.492.692.5
< = 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 55.249.149.9
< = 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 78.97772.9
< = 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: 10.8 : 1

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

2017-2018 Grades 8-12 Student Teacher Ratio: 11.15 : 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

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
Division11.6%0.7%
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
2016-201751%46%1%2%
2017-201854%42%1%3%
2018-201956%39%2%3%
< = 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 Students71%69%73%75%
Asian58%71%87%75%
Black66%64%60%75%
Hispanic76%71%63%75%
White80%79%81%75%
Economically Disadvantaged67%63%62%75%
English Learners57%55%53%75%
Students with Disabilities51%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 Students74%76%74%70%
Asian83%90%89%70%
Black71%72%60%70%
Hispanic73%77%64%70%
White82%82%81%70%
Economically Disadvantaged71%70%63%70%
English Learners68%73%57%70%
Students with Disabilities54%56%42%70%

< = 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 mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 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 mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics 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 on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students67%
Asian<
Black59%
Hispanic78%
White80%
Economically Disadvantaged64%
English Learners59%
Students with Disabilities42%

< = 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 that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students74%77%
Asian58%83%
Black69%73%
Hispanic77%77%
White83%84%
Economically Disadvantaged72%74%
English Learners65%75%
Students with Disabilities58%62%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students80%84%84%
Asian<90%84%
Black78%82%84%
Hispanic84%81%84%
White82%86%84%
Economically Disadvantaged76%78%84%
English Learners<65%84%
Students with Disabilities40%56%84%
Homeless<--
Foster Care---

< = 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 states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. 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 compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students17%12%9%10%
Asian5%9%5%10%
Black17%12%9%10%
Hispanic15%11%9%10%
White18%13%9%10%
Economically Disadvantaged21%16%13%10%
English Learners13%10%8%10%
Students with Disabilities22%17%14%10%

< = 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 states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress44%46%58%
English Learner Proficiency10%--

< = 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 states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress429644%
English Learner Proficiency1413610%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students98%99%96%
Asian100%100%<
Black98%99%96%
Hispanic98%99%96%
White99%99%97%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged98%98%95%
English Learners100%99%97%
Students with Disabilities97%98%95%
Students without Disabilities98%99%97%
Female98%99%97%
Male98%99%96%
Migrant---

< = 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 states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness