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Isle of Wight County Public Schools

General school information

Division: Isle of Wight County Public Schools
Address: 820 West Main Street Smithfield, VA 23430-1034
Superintendent: Dr. James Thornton
Region: 2
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 16 84 67 16 19 83 64 17 16 81 66 19
Female 18 86 67 14 20 85 65 15 18 83 65 17
Male 14 82 68 18 17 81 64 19 13 80 66 20
American Indian < < < < 8 75 67 25 17 83 67 17
Asian 23 92 69 8 32 95 62 5 24 84 59 16
Black 7 72 65 28 9 70 61 30 6 69 63 31
Hispanic 12 90 78 10 18 84 66 16 12 83 71 17
Native Hawaiian < < < < < < < < < < < <
White 20 88 68 12 22 88 65 12 20 87 67 13
Two or more races 21 86 65 14 19 82 64 18 16 79 63 21
Students with Disabilities 7 49 42 51 9 51 42 49 8 46 38 54
Economically Disadvantaged 8 72 64 28 9 72 63 28 8 70 62 30
English Learners 6 50 44 50 11 67 56 33 - 50 50 50
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 18 83 65 17 20 82 62 18 18 77 59 23
Female 21 86 65 14 17 85 68 15 23 80 57 20
Male 16 81 65 19 22 79 57 21 14 75 61 25
Asian < 100 < 0 < 100 < 0 < < < <
Black 8 74 66 26 6 69 63 31 5 61 56 39
Hispanic 7 93 87 7 < < < < 23 69 46 31
White 24 87 63 13 25 87 62 13 23 85 62 15
Two or more races 6 65 59 35 26 83 57 17 9 64 55 36
Students with Disabilities 11 61 50 39 12 57 45 43 7 47 40 53
Economically Disadvantaged 9 68 59 32 12 74 62 26 10 64 54 36
English Learners < 100 < 0 < < < < < < < <
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 20 85 65 15 25 80 56 20 20 76 56 24
Female 19 86 67 14 30 84 54 16 20 76 56 25
Male 21 85 63 15 19 77 57 23 21 76 55 24
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 7 72 66 28 9 65 56 35 6 61 55 39
Hispanic 30 70 40 30 10 80 70 20 15 85 69 15
White 25 90 66 10 32 86 54 14 28 82 54 18
Two or more races 26 91 65 9 21 79 58 21 16 80 64 20
Students with Disabilities 5 59 54 41 6 44 38 56 13 45 32 55
Economically Disadvantaged 7 76 69 24 8 66 58 34 12 64 52 36
English Learners < < < < < < < < < < < <
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 25 82 57 18 21 82 61 18 23 78 56 22
Female 29 85 56 15 19 81 62 19 28 84 56 16
Male 22 79 58 21 23 84 61 16 17 73 56 27
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 16 74 58 26 12 69 57 31 8 61 53 39
Hispanic 17 83 67 17 17 75 58 25 16 72 56 28
Native Hawaiian < < < < < 100 < 0
White 28 85 57 15 25 88 63 12 28 85 57 15
Two or more races 35 80 45 20 13 83 70 17 25 85 60 15
Students with Disabilities 7 53 45 47 12 58 47 42 9 44 35 56
Economically Disadvantaged 15 74 58 26 9 73 65 27 11 67 56 33
English Learners < < < < < < < < < < < <
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 18 80 62 20 26 85 60 15 14 82 68 18
Female 19 79 59 21 29 87 58 13 14 83 69 17
Male 17 81 64 19 22 84 62 16 14 80 66 20
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 5 62 57 38 17 79 62 21 8 70 62 30
Hispanic < 100 < 0 < 100 < 0 14 71 57 29
White 21 85 64 15 29 88 58 12 16 87 71 13
Two or more races 36 86 50 14 22 83 61 17 23 85 62 15
Students with Disabilities 11 39 28 61 8 61 53 39 4 38 34 62
Economically Disadvantaged 8 69 61 31 12 77 65 23 6 72 65 28
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 15 82 67 18 17 86 68 15 16 86 70 14
Female 19 84 65 16 19 87 68 13 20 88 68 12
Male 12 81 68 19 16 84 68 16 11 83 72 17
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 11 68 58 32 9 73 64 27 8 79 71 21
Hispanic 21 93 71 7 < < < < - 93 93 7
Native Hawaiian < 100 < 0 < < < <
White 18 87 69 13 18 90 72 10 20 89 69 11
Two or more races 15 90 75 10 21 84 63 16 18 82 64 18
Students with Disabilities 6 42 36 58 14 53 40 47 6 51 45 49
Economically Disadvantaged 6 64 58 36 10 75 65 25 6 76 70 24
English Learners < < < < < < < < < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 82 69 18 17 77 59 23 14 82 68 18
Female 14 87 73 13 19 79 60 21 16 83 66 17
Male 12 77 65 23 15 75 59 25 11 81 70 19
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 1 66 65 34 9 59 50 41 7 70 63 30
Hispanic < < < < 28 72 44 28 25 100 75 0
White 19 89 70 11 20 84 64 16 16 87 71 13
Two or more races 18 91 73 9 17 78 61 22 14 64 50 36
Students with Disabilities 3 42 39 58 5 28 23 72 13 43 30 57
Economically Disadvantaged 5 69 64 31 6 60 54 40 8 70 63 30
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 5 92 87 8 6 88 82 12 5 88 84 12
Female 8 93 86 7 8 90 83 10 4 87 83 13
Male 3 91 88 9 3 85 82 15 5 90 85 10
Asian < 100 < 0 < 100 < 0 < < < <
Black 2 83 81 17 2 77 75 23 1 78 76 22
Hispanic - 94 94 6 - 100 100 0 - 95 95 5
White 6 96 89 4 7 92 84 8 7 94 87 6
Two or more races 7 100 93 0 7 87 80 13 - 93 93 7
Students with Disabilities 6 51 46 49 6 58 52 42 4 53 49 47
Economically Disadvantaged 2 82 81 18 2 81 80 19 1 78 78 22
English Learners < < < < < 100 < 0 < 100 < 0
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 17 80 63 20 18 78 60 22 17 78 61 22
Female 21 85 64 15 25 84 60 16 21 83 62 17
Male 12 74 63 26 13 72 60 28 14 74 60 26
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 25 92 67 8 45 100 55 0 < 100 < 0
Black 8 69 61 31 9 61 52 39 7 65 58 35
Hispanic 7 85 78 15 13 81 68 19 24 85 61 15
White 21 85 64 15 23 85 62 15 22 84 62 16
Two or more races 21 82 61 18 9 77 69 23 13 72 59 28
Students with Disabilities 8 36 28 64 6 37 31 63 6 35 29 65
Economically Disadvantaged 7 65 58 35 4 59 55 41 9 63 55 37
English Learners < < < < < < < < < < < <
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 18 75 57 26 17 75 58 25 14 71 58 29
Female 25 82 57 18 26 81 55 19 17 76 59 24
Male 11 67 56 33 8 70 62 30 10 67 57 33
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 12 60 48 40 10 58 48 42 7 54 48 46
Hispanic < < < < 22 72 50 28 50 92 42 8
White 20 81 61 19 20 82 61 18 14 77 63 23
Two or more races 23 77 54 23 5 84 79 16 9 61 52 39
Students with Disabilities - 26 26 74 3 27 24 73 2 27 25 73
Economically Disadvantaged 9 58 49 42 3 56 54 44 8 57 49 43
English Learners < < < < < < < < < < < <
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 16 85 69 15 20 81 61 19 21 85 64 15
Female 19 89 70 11 23 88 65 12 24 89 65 11
Male 13 81 68 19 17 75 58 25 18 80 63 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 77 72 23 8 64 55 36 7 73 66 27
Hispanic - 89 89 11 - 92 92 8 10 81 71 19
White 22 89 67 11 25 88 63 12 30 91 61 9
Two or more races 20 87 67 13 13 69 56 31 19 88 69 13
Students with Disabilities 16 45 29 55 9 50 41 50 11 45 34 55
Economically Disadvantaged 4 74 70 26 6 62 56 38 10 70 60 30
English Learners < < < < < 100 < 0 < 100 < 0
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 17 84 66 16 16 81 66 19 14 78 63 22
Female 18 85 68 15 16 82 66 18 15 80 65 20
Male 17 82 65 18 16 81 65 19 14 75 61 25
American Indian 13 87 73 13 - 86 86 14 15 62 46 38
Asian 45 90 45 10 44 96 52 4 33 85 52 15
Black 8 71 63 29 6 66 60 34 6 64 58 36
Hispanic 15 89 74 11 16 84 68 16 13 82 69 18
Native Hawaiian < < < < < < < < < < < <
White 21 89 68 11 19 88 68 12 18 83 65 17
Two or more races 22 86 63 14 18 80 62 20 14 77 63 23
Students with Disabilities 7 48 42 52 6 44 38 56 7 40 33 60
Economically Disadvantaged 10 72 62 28 8 70 62 30 7 65 57 35
English Learners 12 59 47 41 9 66 57 34 10 67 57 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 22 87 65 13 18 80 61 20 16 76 61 24
Female 22 84 61 16 17 76 59 24 18 75 58 25
Male 22 89 68 11 19 83 64 17 15 77 63 23
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 74 65 26 3 62 58 38 8 63 55 37
Hispanic 14 93 79 7 < < < < 23 77 54 23
White 27 92 65 8 24 88 64 12 19 83 64 17
Two or more races 22 72 50 28 30 78 48 22 9 55 45 45
Students with Disabilities 9 64 55 36 12 40 29 60 9 46 37 54
Economically Disadvantaged 13 76 63 24 9 71 62 29 7 66 59 34
English Learners < 100 < 0 10 90 80 10 < < < <
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 31 87 56 13 30 82 52 18 29 78 48 22
Female 27 85 58 15 32 82 50 18 22 77 55 23
Male 36 89 53 11 28 81 53 19 36 78 42 22
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 20 74 54 26 16 62 47 38 12 60 49 40
Hispanic < < < < 15 80 65 20 33 83 50 17
White 33 92 59 8 37 90 53 10 36 85 49 15
Two or more races 55 91 36 9 26 74 47 26 40 88 48 12
Students with Disabilities 7 62 55 38 8 47 39 53 14 29 14 71
Economically Disadvantaged 22 78 56 22 17 70 53 30 16 65 49 35
English Learners < < < < < < < < < 100 < 0
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 26 79 53 21 21 81 60 19 22 76 53 24
Female 28 80 52 20 19 75 57 25 25 77 52 23
Male 24 78 54 22 23 86 63 14 20 75 55 25
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 19 64 45 36 7 63 55 37 5 59 54 41
Hispanic 18 91 73 9 33 75 42 25 12 80 68 20
Native Hawaiian < < < < < < < <
White 28 84 56 16 24 89 65 11 29 82 53 18
Two or more races 38 90 52 10 26 70 43 30 30 75 45 25
Students with Disabilities 11 36 25 64 7 41 34 59 5 37 32 63
Economically Disadvantaged 20 68 48 32 9 66 57 34 10 60 50 40
English Learners < < < < < < < < < < < <
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 18 84 66 16 15 86 72 14 11 77 67 23
Female 19 86 67 14 16 87 71 13 11 76 66 24
Male 17 82 66 18 13 86 73 14 11 78 67 22
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 6 70 64 30 7 75 69 25 3 60 57 40
Hispanic < < < < 9 100 91 0 21 79 57 21
White 21 89 68 11 18 90 72 10 13 85 72 15
Two or more races 7 80 73 20 17 91 74 9 12 69 58 31
Students with Disabilities 11 41 30 59 3 50 47 50 2 34 32 66
Economically Disadvantaged 10 74 65 26 5 75 70 25 6 63 57 37
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 16 81 65 19 11 75 65 25 10 71 61 29
Female 19 82 63 18 9 74 65 26 13 76 62 24
Male 14 81 66 19 13 77 65 23 7 66 59 34
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 64 57 36 5 61 56 39 6 58 52 42
Hispanic 23 77 54 23 < < < < 7 93 87 7
Native Hawaiian < 100 < 0 < < < <
White 21 88 67 12 12 81 69 19 12 74 62 26
Two or more races 6 89 83 11 11 63 53 37 9 86 77 14
Students with Disabilities 4 37 33 63 7 44 37 56 6 40 35 60
Economically Disadvantaged 5 62 57 38 7 64 57 36 7 54 47 46
English Learners < < < < < < < < < < < <
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 1 83 82 17 5 77 72 23 3 71 68 29
Female 1 87 86 13 3 77 73 23 4 76 72 24
Male 2 81 79 19 7 78 71 22 3 68 65 32
Black - 74 74 26 4 66 62 34 4 64 60 36
Hispanic < < < < 18 64 45 36 < < < <
White 2 89 88 11 4 83 79 17 4 77 73 23
Two or more races < < < < 14 93 79 7 - 63 63 37
Students with Disabilities 3 45 42 55 6 38 31 63 10 40 31 60
Economically Disadvantaged 2 76 74 24 4 73 69 27 3 62 59 38
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 11 86 76 14 8 82 74 18 8 79 71 21
Female 12 90 79 10 10 85 75 15 10 87 77 13
Male 9 82 73 18 7 78 72 22 6 72 66 28
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 77 73 23 4 66 63 34 4 72 68 28
Hispanic 10 100 90 0 27 93 67 7 14 57 43 43
White 13 90 77 10 9 88 79 12 9 84 75 16
Two or more races 7 80 73 20 - 75 75 25 4 74 70 26
Students with Disabilities - 53 53 47 - 43 43 57 - 49 49 51
Economically Disadvantaged 5 76 71 24 2 66 64 34 2 68 66 32
English Learners < 100 < 0 < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 77 68 23 12 77 66 23 10 78 68 22
Female 9 83 75 17 11 81 70 19 12 80 69 20
Male 10 70 60 30 12 73 61 27 8 76 68 24
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 2 62 60 38 3 58 55 42 3 59 56 41
Hispanic - 85 85 15 - 86 86 14 - 82 82 18
White 13 84 71 16 16 85 69 15 14 85 71 15
Two or more races 15 85 69 15 8 92 85 8 - 93 93 7
Students with Disabilities 2 45 43 55 3 42 39 58 - 29 29 71
Economically Disadvantaged 1 57 57 43 5 60 55 40 2 64 63 36
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 90 74 10 22 92 70 8 16 91 75 9
Female 16 91 76 9 20 93 74 7 15 92 77 8
Male 17 89 72 11 26 90 64 10 16 89 73 11
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < 60 100 40 0 < < < <
Black 12 87 75 13 8 87 79 13 6 84 78 16
Hispanic 17 89 72 11 < < < < 8 100 92 0
Native Hawaiian < 100 < 0 < 100 < 0
White 18 91 73 9 26 93 67 7 21 93 72 7
Two or more races 20 100 80 0 15 92 77 8 < < < <
Students with Disabilities 10 100 90 0 7 67 60 33 - 80 80 20
Economically Disadvantaged 6 85 79 15 17 91 74 9 7 86 79 14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 15 86 71 14 13 84 71 16 15 85 70 15
Female 15 86 72 14 11 83 72 17 14 85 71 15
Male 16 86 70 14 15 85 70 15 16 85 69 15
American Indian - 100 100 0 < < < < < < < <
Asian 22 91 70 9 19 96 77 4 41 96 56 4
Black 5 74 68 26 3 67 64 33 4 70 66 30
Hispanic 8 92 83 8 6 87 81 13 14 83 69 17
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 20 91 72 9 17 91 74 9 19 91 72 9
Two or more races 21 87 66 13 18 82 65 18 11 84 73 16
Students with Disabilities 8 51 43 50 3 50 47 50 6 52 46 48
Economically Disadvantaged 8 75 67 25 4 71 66 29 6 72 66 28
English Learners < < < < 7 57 50 43 < < < <
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 27 88 61 12 21 81 60 19 19 81 62 19
Female 26 87 61 13 16 76 60 24 20 80 60 20
Male 29 90 62 10 25 85 60 15 18 81 64 19
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 15 76 61 24 6 59 52 41 6 62 56 38
Hispanic 27 91 64 9 17 83 67 17 16 80 64 20
Native Hawaiian < < < < < 100 < 0
White 31 93 63 7 26 90 64 10 24 87 63 13
Two or more races 43 86 43 14 26 74 48 26 20 85 65 15
Students with Disabilities 11 56 46 44 - 43 43 57 7 43 36 57
Economically Disadvantaged 19 81 62 19 10 68 58 33 7 65 58 35
English Learners < < < < < < < < < < < <
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 91 79 9 10 85 75 15 13 84 71 16
Female 9 92 83 8 10 84 74 16 9 81 72 19
Male 15 91 76 9 11 87 76 13 16 86 70 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 81 81 19 3 69 66 31 3 65 63 35
Hispanic < < < < - 89 89 11 27 100 73 0
White 17 95 78 5 14 91 77 9 16 91 75 9
Two or more races 9 100 91 0 11 89 78 11 5 68 64 32
Students with Disabilities 9 66 57 34 2 48 46 52 3 48 45 52
Economically Disadvantaged 6 81 75 19 4 75 71 25 6 70 64 30
English Learners < < < < < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 81 67 19 14 80 67 20 20 87 67 13
Female 15 84 69 16 12 82 71 18 22 90 68 10
Male 12 77 65 23 16 78 63 22 18 84 66 16
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 3 63 59 37 4 62 58 38 4 76 72 24
Hispanic - 93 93 7 4 91 87 9 20 87 67 13
White 19 88 69 12 20 89 69 11 28 93 65 7
Two or more races - 69 69 31 20 87 67 13 24 82 59 18
Students with Disabilities 4 38 35 62 2 41 39 59 7 56 49 44
Economically Disadvantaged 3 65 62 35 2 65 63 35 8 74 66 26
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 86 73 14 9 89 80 11 14 89 76 11
Female 14 87 73 13 7 88 82 12 7 89 82 11
Male 11 84 73 16 13 90 77 10 23 90 67 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 76 67 24 - 77 77 23 5 79 74 21
Hispanic < < < < < < < < 9 64 55 36
White 14 89 75 11 12 93 81 7 17 93 77 7
Two or more races 9 91 82 9 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 5 69 64 31 5 83 78 17 4 86 82 14
English Learners < < < <
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 9 86 76 14 8 86 78 14 8 85 78 15
Female 8 83 75 17 7 85 78 15 7 84 77 16
Male 11 88 77 12 10 88 78 12 9 87 78 13
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 3 74 72 26 - 74 74 26 4 70 66 30
Hispanic - 100 100 0 - 80 80 20 4 83 79 17
White 14 91 77 9 13 94 81 6 10 91 81 9
Two or more races 27 91 64 9 17 83 67 17 - 100 100 0
Students with Disabilities 5 48 43 52 2 61 59 39 - 53 53 47
Economically Disadvantaged 3 75 72 25 1 72 71 28 3 73 70 27
English Learners < 100 < 0 < < < < < 100 < 0
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 34 90 55 10 23 85 62 15 23 84 61 16
Female 30 89 59 11 21 86 64 14 19 82 63 18
Male 38 90 52 10 24 84 60 16 27 85 58 15
American Indian 17 92 75 8 < < < < < < < <
Asian 53 97 43 3 50 96 46 4 52 100 48 0
Black 18 80 62 20 10 72 63 28 9 71 63 29
Hispanic 26 93 67 7 20 83 63 17 21 88 67 12
Native Hawaiian < < < < < 100 < 0 < < < <
White 41 93 53 7 28 90 62 10 28 89 61 11
Two or more races 46 92 45 8 24 89 66 11 28 85 57 15
Students with Disabilities 15 62 47 38 6 56 50 44 12 53 41 47
Economically Disadvantaged 21 82 61 18 11 74 64 26 11 71 59 29
English Learners 23 77 54 23 < < < < < < < <
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 20 86 66 14 14 83 68 17 14 83 69 17
Female 13 84 72 16 13 83 70 17 10 78 68 22
Male 28 88 60 12 16 82 67 18 18 87 69 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 74 69 26 7 66 59 34 5 70 64 30
Hispanic 13 80 67 20 8 77 69 23 5 86 82 14
White 27 92 65 8 17 89 73 11 21 89 68 11
Two or more races 29 93 64 7 15 85 69 15 - 87 87 13
Students with Disabilities 4 54 50 46 - 53 53 47 9 52 43 48
Economically Disadvantaged 5 75 69 25 5 75 70 25 5 68 64 32
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 19 88 69 12 19 86 67 14 21 82 61 18
Female 17 87 70 13 17 87 71 13 21 80 59 20
Male 21 88 67 12 21 85 63 15 21 84 63 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 80 74 20 5 74 68 26 6 70 63 30
Hispanic 21 100 79 0 25 83 58 17 27 86 59 14
White 25 90 65 10 23 91 68 9 26 86 61 14
Two or more races 23 92 69 8 29 93 64 7 29 88 58 13
Students with Disabilities 10 52 43 48 11 62 51 38 5 48 44 52
Economically Disadvantaged 7 77 70 23 11 72 60 28 10 71 60 29
English Learners < 100 < 0 < < < < < < < <
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 25 89 64 11 17 86 69 14 18 84 65 16
Female 21 88 67 12 13 84 71 16 12 83 71 17
Male 29 89 60 11 22 88 66 12 26 85 59 15
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black 14 74 60 26 4 75 71 25 4 71 67 29
Hispanic 8 100 92 0 14 90 76 10 23 77 54 23
White 30 94 64 6 25 92 67 8 21 88 67 12
Two or more races 17 83 67 17 15 85 69 15 27 73 45 27
Students with Disabilities 6 69 63 31 11 63 53 37 27 91 64 9
Economically Disadvantaged 8 80 71 20 4 73 69 27 12 68 55 32
English Learners < 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 37 93 57 7 25 88 63 12 22 87 65 13
Female 35 96 61 4 23 88 65 12 19 88 69 12
Male 39 91 52 9 27 88 61 12 24 85 61 15
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 88 73 12 14 76 62 24 6 71 64 29
Hispanic < < < < 24 76 53 24 25 100 75 0
White 45 96 51 4 30 93 63 7 26 92 66 8
Two or more races 55 91 36 9 24 94 71 6 18 82 64 18
Students with Disabilities 11 66 54 34 4 52 48 48 9 41 33 59
Economically Disadvantaged 22 89 67 11 9 77 69 23 10 74 65 26
English Learners < < < < < < < < < < < <
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 53 91 38 9 39 83 44 17 38 83 45 17
Female 48 91 42 9 40 85 45 15 31 82 51 18
Male 58 92 35 8 38 80 42 20 45 85 39 15
American Indian < 100 < 0 < < < <
Asian 60 90 30 10 < 100 < 0 < 100 < 0
Black 38 82 44 18 20 70 49 30 19 75 55 25
Hispanic 38 95 57 5 29 82 53 18 36 91 55 9
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 58 94 36 6 47 87 39 13 46 87 41 13
Two or more races 64 93 29 7 32 89 58 11 52 88 36 12
Students with Disabilities 23 65 42 35 10 43 33 57 16 45 29 55
Economically Disadvantaged 35 84 49 16 20 73 53 27 17 71 53 29
English Learners < < < < < 100 < 0 < 100 < 0
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: 90.74 State: 89.72 Division: 91.04 State: 88.34 Division: 89.86 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division130
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten108109113
Kindergarten356358343
Grade 1401366384
Grade 2404398377
Grade 3425411395
Grade 4381418411
Grade 5433377433
Grade 6390447394
Grade 7443404438
Grade 8409455406
Grade 9456454518
Grade 10457438429
Grade 11408416407
Grade 12412400428
Total Students5,4835,4515,476
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 Students548354515476
Female266926612653
Male281427902823
American Indian171721
Asian707072
Black152214811474
Hispanic149173194
Native Hawaiian568
White348134493434
Two or more races239255273
Students with Disabilities641635681
Not Students with Disabilities484248164795
Economically Disadvantaged192118631880
Not Economically Disadvantaged356235883596
English Learners444855
Not English Learners543954035421
Homeless233138
Military Connected95582600
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 230 186 8 3 11 6
State 50979 36013 2733 1046 5404 1786
Female Division 124 81 3 0 3 2
State 27837 15823 920 366 1922 656
Male Division 106 105 5 3 8 4
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 53 61 2 0 4 4
State 7955 11090 1111 244 1359 744
Hispanic Division 5 5 0 0 1 0
State 5086 5583 317 105 2172 323
White Division 161 114 6 2 6 1
State 30218 16420 1139 617 1589 596
Two or more races Division 6 6 0 1 0 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 3 37 8 1 5 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 41 82 2 2 6 5
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 13 6 0 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students44442495.542796.2112.5
Female21320897.720897.731.4
Male23121693.521994.883.5
American Indian0<100<10000
Asian0<100<10000
Black12411693.511693.543.2
Hispanic111090.91090.919.1
White29028196.928397.662.1
Two or more races141285.71392.900
Students with Disabilities554887.34989.159.1
Economically Disadvantaged13812590.61279264.3
Homeless0<100<10000
Foster Care0<100<10000
Military Connected19191001910000
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 Taken303 / 17.48%260 / 15.22%302 / 16.95%
Advanced Placement Course Enrollment328 / 18.93%267 / 15.63%341 / 19.14%
Dual Enrollment326 / 18.81%289 / 16.92%338 / 18.97%
Governor’s School Enrollment45 / 2.6%48 / 2.81%42 / 2.36%
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 396 252 36
State 82482 57560 30
Female Division 199 149 25
State 41546 31230 25
Male Division 197 103 48
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 102 64 37
State 18272 11640 36
Hispanic Division 12 < 100
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 262 164 37
State 46319 33154 28
Two or more races Division 13 11 15
State 3521 2499 29
Students with Disabilities Division 19 < 100
State 5986 3008 50
Economically Disadvantaged Division 100 53 47
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 AssessmentsDivision8--
 State413936233471
State LicensuresDivision77-
 State179019641412
Industry CertificationDivision745185450
 State100544109590103892
Workplace ReadinessDivision284360140
 State307754231350242
Total Credentials EarnedDivision1044552590
 State137248157490159017
Students Earning One or More CredentialsDivision749481497
 State109089126113127744
CTE CompletersDivision234207193
 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 225 348 203 58.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 255 410 235 57.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 302 418 239 57.2%
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
69.7 68.5 69.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,467.004,918.00552.00
2015-20164,692.005,041.00608.00
2016-20174,625.005,309.00661.00

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 Students5319256919952242548811250043071441555064318119158
Female26061243745255112333542458144646724721405372
Male27131325454267313155582546163808825921786686
American Indian13110161001520115310
Asian68201664006930070102
Black1463792429145570263613589032411376782642
Hispanic165113615495515512431991044
Native Hawaiian0000000000009100
White336115262553301154546131751819410431462068199
Two or more races2441018227163102271814624919711
Students with Disabilities611522024581492022567474641556622550
Economically Disadvantaged1985144596318731475573181218084103179518274109
English Learners42300433105231061201
Homeless25454297563794838847
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 49
Offenses Against Staff 15
Weapons Offenses 19
Property Offenses 15
All Other Offenses 100
Other Offenses Against Persons 152
Disorderly or Disruptive Behavior Offenses 327
Alcohol, Tobacco, and Other Drug Offenses 74
Technology Offenses 17
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 Indian0.2510.310.450.312
Asian1.2370.631.2770.451.284
Black27.53247.6827.75952.3727.16945.59
Hispanic3.1011.92.7171.583.1741.68
Native Hawaiian0.1080.420.0910.11
White63.14844.9463.48740.4163.27345.59
Two or more races4.6424.434.3594.744.6787.14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.2510.310.312
Asian1.2371.2771.284
Black27.53227.75927.16940.91
Hispanic3.1012.7173.174
Native Hawaiian0.1080.0910.114.55
White63.14863.48763.27350
Two or more races4.6424.3594.6784.55
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

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 Indian0.2510.310.312
Asian1.2371.2771.284
Black27.53227.75927.169
Hispanic3.1012.7173.174
Native Hawaiian0.1080.0910.11
White63.14863.48763.273100
Two or more races4.6424.3594.678
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 37.2537.2533.7
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 41.340.8144.76
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 73.2668.3474.41
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.89 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 14.04 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%5%
Provisional Special Education0%0%
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
2015-201644%51%0%5%
2016-201743%53%0%4%
2017-201843%52%0%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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