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Isle of Wight County Public Schools

General school information

Division: Isle of Wight County Public Schools
Division Number: 46
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.

Assessments

Assessments

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Enrollment

College & Career Readiness

College & Career Readiness

Finance

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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 19 64 83 17 16 66 81 19 16 65 80 20
Female 20 65 85 15 18 65 83 17 17 67 84 16
Male 17 64 81 19 13 66 80 20 14 62 77 23
American Indian 8 67 75 25 17 67 83 17 17 75 92 8
Asian 32 62 95 5 24 59 84 16 17 72 89 11
Black 9 61 70 30 6 63 69 31 7 60 67 33
Hispanic 18 66 84 16 12 71 83 17 14 63 77 23
Native Hawaiian < < < < < < < < < < < <
White 22 65 88 12 20 67 87 13 19 67 86 14
Two or more races 19 64 82 18 16 63 79 21 17 63 80 20
Students with Disabilities 9 42 51 49 8 38 46 54 6 39 45 55
Students without Disabilities 20 68 88 12 17 70 87 13 17 68 85 15
Economically Disadvantaged 9 63 72 28 8 62 70 30 8 58 67 33
Not Economically Disadvantaged 25 65 90 10 20 68 88 12 19 68 88 12
English Learners 11 56 67 33 - 44 44 56 - 37 37 63
Military Connected 22 67 88 12 23 64 87 13
Foster Care - 42 42 58 < < < <
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 20 62 82 18 18 59 77 23 20 53 72 28
Female 17 68 85 15 23 57 80 20 24 57 81 19
Male 22 57 79 21 14 61 75 25 16 50 66 34
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 6 63 69 31 5 56 61 39 7 48 55 45
Hispanic < < < < 23 46 69 31 18 35 53 47
White 25 62 87 13 23 62 85 15 24 55 79 21
Two or more races 26 57 83 17 9 55 64 36 27 40 67 33
Students with Disabilities 12 45 57 43 7 40 47 53 5 30 34 66
Students without Disabilities 21 65 86 14 20 63 82 18 21 56 77 23
Economically Disadvantaged 12 62 74 26 10 54 64 36 11 47 58 42
Not Economically Disadvantaged 25 63 88 12 24 63 87 13 25 56 80 20
English Learners < < < < < < < < < < < <
Military Connected 21 62 83 17 27 50 77 23
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 56 80 20 20 56 76 24 18 62 80 20
Female 30 54 84 16 20 56 76 25 21 61 82 18
Male 19 57 77 23 21 55 76 24 15 63 77 23
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 9 56 65 35 6 55 61 39 7 59 66 34
Hispanic 10 70 80 20 15 69 85 15 7 73 80 20
White 32 54 86 14 28 54 82 18 23 64 87 13
Two or more races 21 58 79 21 16 64 80 20 < < < <
Students with Disabilities 6 38 44 56 13 32 45 55 9 36 45 55
Students without Disabilities 27 58 85 15 21 59 81 19 19 66 85 15
Economically Disadvantaged 8 58 66 34 12 52 64 36 8 57 66 34
Not Economically Disadvantaged 37 54 90 10 26 58 84 16 23 65 88 12
English Learners < < < < < < < < < < < <
Military Connected 29 57 86 14 23 58 81 19
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 21 61 82 18 23 56 78 22 20 58 78 22
Female 19 62 81 19 28 56 84 16 19 61 80 20
Male 23 61 84 16 17 56 73 27 21 56 77 23
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 12 57 69 31 8 53 61 39 8 55 64 36
Hispanic 17 58 75 25 16 56 72 28 27 53 80 20
Native Hawaiian < < 100 0 < < 100 0
White 25 63 88 12 28 57 85 15 24 60 85 15
Two or more races 13 70 83 17 25 60 85 15 30 52 81 19
Students with Disabilities 12 47 58 42 9 35 44 56 9 39 48 52
Students without Disabilities 22 63 85 15 25 59 84 16 22 61 83 17
Economically Disadvantaged 9 65 73 27 11 56 67 33 10 54 64 36
Not Economically Disadvantaged 30 59 89 11 30 56 86 14 27 61 88 12
Military Connected 34 60 94 6 29 68 98 2
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 60 85 15 14 68 82 18 21 61 82 18
Female 29 58 87 13 14 69 83 17 23 60 83 17
Male 22 62 84 16 14 66 80 20 18 63 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 17 62 79 21 8 62 70 30 8 59 67 33
Hispanic < < 100 0 14 57 71 29 23 58 81 19
Native Hawaiian < < < < < < 100 0 < < 100 0
White 29 58 88 12 16 71 87 13 25 62 87 13
Two or more races 22 61 83 17 23 62 85 15 14 73 86 14
Students with Disabilities 8 53 61 39 4 34 38 62 5 44 49 51
Students without Disabilities 28 61 89 11 15 72 87 13 23 64 87 13
Economically Disadvantaged 12 65 77 23 6 65 72 28 6 60 66 34
Not Economically Disadvantaged 33 57 90 10 19 69 88 12 28 62 90 10
English Learners < < < < < < < < < < < <
Military Connected 17 67 83 17 28 67 94 6
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 17 68 86 15 16 70 86 14 14 67 81 19
Female 19 68 87 13 20 68 88 12 13 71 85 15
Male 16 68 84 16 11 72 83 17 15 62 77 23
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 9 64 73 27 8 71 79 21 8 59 67 33
Hispanic < < < < - 93 93 7 - 81 81 19
Native Hawaiian < < < < < < 100 0
White 18 72 90 10 20 69 89 11 18 69 87 13
Two or more races 21 63 84 16 18 64 82 18 14 64 79 21
Students with Disabilities 14 40 53 47 6 45 51 49 2 34 36 64
Students without Disabilities 18 73 91 9 17 73 91 9 16 71 88 12
Economically Disadvantaged 10 65 75 25 6 70 76 24 10 61 70 30
Not Economically Disadvantaged 22 70 92 8 21 70 91 9 17 70 87 13
English Learners < < < < < < < < < < < <
Military Connected 14 76 89 11 18 61 79 21
Foster Care < < < < < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 59 77 23 14 68 82 18 10 68 78 22
Female 19 60 79 21 16 66 83 17 12 73 84 16
Male 15 59 75 25 11 70 81 19 8 64 72 28
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 9 50 59 41 7 63 70 30 6 62 68 32
Hispanic 28 44 72 28 25 75 100 0 6 75 81 19
Native Hawaiian < < 100 0 < < < < < < < <
White 20 64 84 16 16 71 87 13 12 70 82 18
Two or more races 17 61 78 22 14 50 64 36 13 75 88 13
Students with Disabilities 5 23 28 72 13 30 43 57 9 34 43 57
Students without Disabilities 19 66 85 15 14 74 88 12 10 74 84 16
Economically Disadvantaged 6 54 60 40 8 63 70 30 8 56 65 35
Not Economically Disadvantaged 24 63 87 13 16 71 88 12 11 74 85 15
English Learners < < < < < < < <
Military Connected 23 65 87 13 5 85 90 10
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 82 88 12 5 84 88 12 7 83 90 10
Female 8 83 90 10 4 83 87 13 8 83 91 9
Male 3 82 85 15 5 85 90 10 6 82 88 12
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 2 75 77 23 1 76 78 22 2 77 78 22
Hispanic - 100 100 0 - 95 95 5 11 72 83 17
Native Hawaiian < < 100 0 < < < <
White 7 84 92 8 7 87 94 6 9 86 95 5
Two or more races 7 80 87 13 - 93 93 7 8 85 92 8
Students with Disabilities 6 52 58 42 4 49 53 47 5 59 65 35
Students without Disabilities 5 86 91 9 5 88 92 8 7 85 92 8
Economically Disadvantaged 2 80 81 19 1 78 78 22 4 76 80 20
Not Economically Disadvantaged 7 83 91 9 6 86 93 7 8 85 93 7
English Learners < < 100 0 < < < <
Military Connected 4 93 96 4 13 79 92 8
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 60 78 22 17 61 78 22 20 57 78 22
Female 25 60 84 16 21 62 83 17 28 56 84 16
Male 13 60 72 28 14 60 74 26 13 59 71 29
American Indian < < 100 0 < < < < < < < <
Asian 45 55 100 0 < < 100 0 29 57 86 14
Black 9 52 61 39 7 58 65 35 7 60 68 32
Hispanic 13 68 81 19 24 61 85 15 19 63 81 19
Native Hawaiian < < < < < < < <
White 23 62 85 15 22 62 84 16 26 57 83 17
Two or more races 9 69 77 23 13 59 72 28 21 50 71 29
Students with Disabilities 6 31 37 63 6 29 35 65 5 38 43 57
Students without Disabilities 20 64 85 15 19 65 84 16 22 60 82 18
Economically Disadvantaged 4 55 59 41 9 55 63 37 7 54 61 39
Not Economically Disadvantaged 25 62 87 13 21 63 85 15 26 59 84 16
English Learners < < < < < < < < < < < <
Military Connected 19 58 77 23 33 55 88 12
Foster Care < < 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 17 58 75 25 14 58 71 29 18 50 69 31
Female 26 55 81 19 17 59 76 24 27 51 78 22
Male 8 62 70 30 10 57 67 33 9 50 59 41
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 10 48 58 42 7 48 54 46 10 49 59 41
Hispanic 22 50 72 28 50 42 92 8 13 67 80 20
Native Hawaiian < < < < < < < <
White 20 61 82 18 14 63 77 23 22 50 73 27
Two or more races 5 79 84 16 9 52 61 39 13 50 63 38
Students with Disabilities 3 24 27 73 2 25 27 73 2 32 33 67
Students without Disabilities 19 64 84 16 15 63 78 22 21 53 74 26
Economically Disadvantaged 3 54 56 44 8 49 57 43 5 44 49 51
Not Economically Disadvantaged 25 61 85 15 16 62 78 22 24 53 78 22
English Learners < < < < < < < < < < 100 0
Military Connected 15 57 72 28 35 50 85 15
Foster Care < < 100 0 < < < <
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 20 61 81 19 21 64 85 15 23 65 87 13
Female 23 65 88 12 24 65 89 11 29 62 90 10
Male 17 58 75 25 18 63 80 20 16 68 84 16
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 8 55 64 36 7 66 73 27 5 70 75 25
Hispanic - 92 92 8 10 71 81 19 24 59 82 18
Native Hawaiian < < 100 0 < < < <
White 25 63 88 12 30 61 91 9 30 63 93 7
Two or more races 13 56 69 31 19 69 88 13 36 50 86 14
Students with Disabilities 9 41 50 50 11 34 45 55 11 47 58 42
Students without Disabilities 21 64 85 15 22 67 89 11 24 66 90 10
Economically Disadvantaged 6 56 62 38 10 60 70 30 10 67 77 23
Not Economically Disadvantaged 25 63 88 12 26 65 91 9 27 64 91 9
English Learners < < 100 0 < < < <
Military Connected 26 58 84 16 32 59 91 9
Foster Care < < 100 0 < < 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 16 66 81 19 14 63 78 22 14 69 83 17
Female 16 66 82 18 15 65 80 20 14 70 84 16
Male 16 65 81 19 14 61 75 25 14 67 81 19
American Indian - 86 86 14 15 46 62 38 15 69 85 15
Asian 44 52 96 4 33 52 85 15 29 66 95 5
Black 6 60 66 34 6 58 64 36 5 65 70 30
Hispanic 16 68 84 16 13 69 82 18 14 70 84 16
Native Hawaiian < < < < < < < < < < < <
White 19 68 88 12 18 65 83 17 17 70 88 12
Two or more races 18 62 80 20 14 63 77 23 16 66 82 18
Students with Disabilities 6 38 44 56 7 33 40 60 5 40 45 55
Students without Disabilities 17 69 86 14 15 67 83 17 15 73 88 12
Economically Disadvantaged 8 62 70 30 7 57 65 35 6 65 71 29
Not Economically Disadvantaged 20 68 88 12 19 66 85 15 18 71 89 11
English Learners 9 57 66 34 11 53 63 37 4 68 72 28
Military Connected 23 62 85 15 21 69 89 11
Foster Care - 31 31 69 < < < <
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 18 61 80 20 16 61 76 24 18 65 83 17
Female 17 59 76 24 18 58 75 25 18 68 86 14
Male 19 64 83 17 15 63 77 23 19 63 82 18
American Indian < < < < < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 3 58 62 38 8 55 63 37 3 59 63 37
Hispanic < < < < 23 54 77 23 24 71 94 6
White 24 64 88 12 19 64 83 17 24 66 90 10
Two or more races 30 48 78 22 9 45 55 45 20 67 87 13
Students with Disabilities 12 29 40 60 9 37 46 54 5 39 43 57
Students without Disabilities 19 66 86 14 17 64 81 19 20 68 89 11
Economically Disadvantaged 9 62 71 29 7 59 66 34 9 59 69 31
Not Economically Disadvantaged 26 61 87 13 22 62 84 16 24 68 92 8
English Learners 10 80 90 10 < < < < < < 100 0
Military Connected 26 57 83 17 19 75 94 6
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 52 82 18 29 48 78 22 16 68 83 17
Female 32 50 82 18 22 55 77 23 17 67 84 16
Male 28 53 81 19 36 42 78 22 14 68 82 18
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 16 47 62 38 12 49 60 40 3 70 73 27
Hispanic 15 65 80 20 33 50 83 17 33 47 80 20
White 37 53 90 10 36 49 85 15 20 68 88 12
Two or more races 26 47 74 26 40 48 88 12 < < < <
Students with Disabilities 8 39 47 53 14 14 29 71 9 40 49 51
Students without Disabilities 33 54 87 13 32 54 85 15 17 72 89 11
Economically Disadvantaged 17 53 70 30 16 49 65 35 7 65 72 28
Not Economically Disadvantaged 39 51 90 10 39 48 87 13 21 69 90 10
English Learners < < < < < < 100 0 < < 100 0
Military Connected 37 49 86 14 16 67 82 18
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 21 60 81 19 22 53 76 24 16 65 81 19
Female 19 57 75 25 25 52 77 23 12 70 82 19
Male 23 63 86 14 20 55 75 25 19 61 81 19
American Indian < < 100 0 < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 7 55 63 37 5 54 59 41 3 64 68 32
Hispanic 33 42 75 25 12 68 80 20 13 80 93 7
Native Hawaiian < < < < < < 100 0
White 24 65 89 11 29 53 82 18 20 66 86 14
Two or more races 26 43 70 30 30 45 75 25 30 59 89 11
Students with Disabilities 7 34 41 59 5 32 37 63 2 37 39 61
Students without Disabilities 22 63 85 15 25 57 82 18 18 70 87 13
Economically Disadvantaged 9 57 66 34 10 50 60 40 4 63 68 32
Not Economically Disadvantaged 30 62 91 9 30 55 86 14 23 67 90 10
Military Connected 32 64 96 4 26 64 90 10
Foster Care < < < < < < 100 0
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 15 72 86 14 11 67 77 23 21 63 84 16
Female 16 71 87 13 11 66 76 24 21 66 87 13
Male 13 73 86 14 11 67 78 22 21 61 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 7 69 75 25 3 57 60 40 7 61 69 31
Hispanic 9 91 100 0 21 57 79 21 16 65 81 19
Native Hawaiian < < < < < < 100 0 < < 100 0
White 18 72 90 10 13 72 85 15 26 64 89 11
Two or more races 17 74 91 9 12 58 69 31 18 64 82 18
Students with Disabilities 3 47 50 50 2 32 34 66 10 41 51 49
Students without Disabilities 16 76 92 8 12 71 83 17 22 66 89 11
Economically Disadvantaged 5 70 75 25 6 57 63 37 8 62 70 30
Not Economically Disadvantaged 21 72 93 7 14 73 87 13 28 63 91 9
English Learners < < < < < < < < < < < <
Military Connected 17 69 86 14 35 61 96 4
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 11 65 75 25 10 61 71 29 15 67 81 19
Female 9 65 74 26 13 62 76 24 13 69 82 18
Male 13 65 77 23 7 59 66 34 17 64 81 19
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 5 56 61 39 6 52 58 42 7 64 71 29
Hispanic < < < < 7 87 93 7 19 50 69 31
Native Hawaiian < < < < < < 100 0
White 12 69 81 19 12 62 74 26 18 70 87 13
Two or more races 11 53 63 37 9 77 86 14 22 52 74 26
Students with Disabilities 7 37 44 56 6 35 40 60 4 34 38 62
Students without Disabilities 11 69 81 19 11 64 75 25 17 71 88 12
Economically Disadvantaged 7 57 64 36 7 47 54 46 7 65 72 28
Not Economically Disadvantaged 13 69 82 18 12 68 80 20 20 67 87 13
English Learners < < < < < < < < < < < <
Military Connected 14 59 73 27 25 66 91 9
Foster Care < < < < < < 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 5 72 77 23 3 68 71 29 8 71 79 21
Female 3 73 77 23 4 72 76 24 12 73 85 15
Male 7 71 78 22 3 65 68 32 5 69 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 4 62 66 34 4 60 64 36 7 65 72 28
Hispanic 18 45 64 36 < < < < < < < <
Native Hawaiian < < 100 0 < < < < < < < <
White 4 79 83 17 4 73 77 23 10 73 83 17
Two or more races 14 79 93 7 - 63 63 37 6 76 82 18
Students with Disabilities 6 31 38 63 10 31 40 60 2 53 55 45
Students without Disabilities 5 85 89 11 2 78 80 20 10 76 85 15
Economically Disadvantaged 4 69 73 27 3 59 62 38 4 69 73 27
Not Economically Disadvantaged 7 76 82 18 4 74 78 22 11 73 84 16
English Learners < < < < < < 100 0
Military Connected 8 54 62 38 13 87 100 0
Foster Care < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 82 18 8 71 79 21 8 71 79 21
Female 10 75 85 15 10 77 87 13 12 70 82 18
Male 7 72 78 22 6 66 72 28 3 73 77 23
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 63 66 34 4 68 72 28 4 68 72 28
Hispanic 27 67 93 7 14 43 57 43 - 79 79 21
Native Hawaiian < < 100 0 < < 100 0
White 9 79 88 12 9 75 84 16 10 73 82 18
Two or more races - 75 75 25 4 70 74 26 8 69 77 23
Students with Disabilities - 43 43 57 - 49 49 51 - 40 40 60
Students without Disabilities 9 77 87 13 9 74 83 17 9 76 85 15
Economically Disadvantaged 2 64 66 34 2 66 68 32 3 68 71 29
Not Economically Disadvantaged 11 79 90 10 12 74 87 13 10 73 83 17
English Learners < < < < < < < < < < < <
Military Connected 16 73 89 11 8 71 79 21
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 66 77 23 10 68 78 22 9 72 81 19
Female 11 70 81 19 12 69 80 20 8 73 81 19
Male 12 61 73 27 8 68 76 24 9 72 81 19
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black 3 55 58 42 3 56 59 41 1 55 56 44
Hispanic - 86 86 14 - 82 82 18 8 75 83 17
Native Hawaiian < < 100 0 < < 100 0
White 16 69 85 15 14 71 85 15 10 79 90 10
Two or more races 8 85 92 8 - 93 93 7 6 81 88 13
Students with Disabilities 3 39 42 58 - 29 29 71 - 29 29 71
Students without Disabilities 12 68 80 20 11 71 82 18 9 76 86 14
Economically Disadvantaged 5 55 60 40 2 63 64 36 4 60 64 36
Not Economically Disadvantaged 15 71 85 15 13 71 84 16 10 77 87 13
English Learners < < < <
Military Connected 14 69 83 17 12 68 80 20
Foster Care < < < <
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 22 70 92 8 16 75 91 9 9 84 93 7
Female 20 74 93 7 15 77 92 8 9 84 94 6
Male 26 64 90 10 16 73 89 11 9 84 93 7
American Indian < < 100 0 < < < <
Asian 60 40 100 0 < < < < < < 100 0
Black 8 79 87 13 6 78 84 16 6 84 90 10
Hispanic < < < < 8 92 100 0 9 91 100 0
Native Hawaiian < < 100 0 < < < <
White 26 67 93 7 21 72 93 7 10 85 95 5
Two or more races 15 77 92 8 < < < < 18 73 91 9
Students with Disabilities 7 60 67 33 - 80 80 20 < < 100 0
Students without Disabilities 23 70 93 7 16 75 91 9 9 84 93 7
Economically Disadvantaged 17 74 91 9 7 79 86 14 5 84 88 12
Not Economically Disadvantaged 24 68 92 8 19 73 92 8 10 84 94 6
English Learners < < < <
Military Connected 30 59 89 11 19 81 100 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 13 71 84 16 15 70 85 15 15 68 83 17
Female 11 72 83 17 14 71 85 15 14 68 82 18
Male 15 70 85 15 16 69 85 15 16 67 83 17
American Indian < < < < < < < < < < < <
Asian 19 77 96 4 41 56 96 4 39 57 96 4
Black 3 64 67 33 4 66 70 30 6 62 68 32
Hispanic 6 81 87 13 14 69 83 17 18 73 91 9
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 17 74 91 9 19 72 91 9 18 70 89 11
Two or more races 18 65 82 18 11 73 84 16 21 63 84 16
Students with Disabilities 3 47 50 50 6 46 52 48 3 46 49 51
Students without Disabilities 14 74 88 12 16 73 89 11 17 71 88 12
Economically Disadvantaged 4 66 71 29 6 66 72 28 7 61 68 32
Not Economically Disadvantaged 17 74 91 9 19 72 91 9 19 71 90 10
English Learners 7 50 57 43 < < < < < < < <
Military Connected 26 68 94 6 21 73 94 6
Foster Care < < < < < < < <
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 21 60 81 19 19 62 81 19 20 56 76 24
Female 16 60 76 24 20 60 80 20 17 59 76 24
Male 25 60 85 15 18 64 81 19 24 52 76 24
American Indian < < 100 0 < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 6 52 59 41 6 56 62 38 8 48 56 44
Hispanic 17 67 83 17 16 64 80 20 13 80 93 7
Native Hawaiian < < 100 0 < < 100 0
White 26 64 90 10 24 63 87 13 25 59 84 16
Two or more races 26 48 74 26 20 65 85 15 37 44 81 19
Students with Disabilities - 43 43 57 7 36 43 57 - 33 33 67
Students without Disabilities 23 62 86 14 21 66 86 14 23 59 82 18
Economically Disadvantaged 10 58 68 33 7 58 65 35 8 50 58 42
Not Economically Disadvantaged 29 62 91 9 27 64 90 10 29 59 88 12
Military Connected 32 62 94 6 41 46 88 12
Foster Care < < < < < < 100 0
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 10 75 85 15 13 71 84 16 10 72 83 17
Female 10 74 84 16 9 72 81 19 9 73 82 18
Male 11 76 87 13 16 70 86 14 12 72 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 3 66 69 31 3 63 65 35 4 67 71 29
Hispanic - 89 89 11 27 73 100 0 6 88 94 6
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 14 77 91 9 16 75 91 9 13 73 86 14
Two or more races 11 78 89 11 5 64 68 32 13 79 92 8
Students with Disabilities 2 46 48 52 3 45 48 52 4 49 53 47
Students without Disabilities 12 80 92 8 14 75 89 11 11 76 87 13
Economically Disadvantaged 4 71 75 25 6 64 70 30 5 64 69 31
Not Economically Disadvantaged 14 77 92 8 16 74 90 10 13 76 89 11
English Learners < < < < < < < < < < < <
Military Connected 33 57 90 10 11 85 96 4
Foster Care < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 67 80 20 20 67 87 13 20 67 87 13
Female 12 71 82 18 22 68 90 10 20 68 88 12
Male 16 63 78 22 18 66 84 16 20 66 86 14
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 70 30 100 0
Black 4 58 62 38 4 72 76 24 8 66 75 25
Hispanic 4 87 91 9 20 67 87 13 24 64 88 12
White 20 69 89 11 28 65 93 7 23 69 92 8
Two or more races 20 67 87 13 24 59 82 18 24 60 84 16
Students with Disabilities 2 39 41 59 7 49 56 44 6 46 52 48
Students without Disabilities 15 69 85 15 22 69 90 10 22 69 91 9
Economically Disadvantaged 2 63 65 35 8 66 74 26 10 68 78 22
Not Economically Disadvantaged 20 68 88 12 26 67 93 7 24 66 91 9
English Learners < < < < < < < <
Military Connected 39 57 95 5 26 69 94 6
Foster Care < < 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 9 80 89 11 14 76 89 11 19 68 87 13
Female 7 82 88 12 7 82 89 11 19 70 89 11
Male 13 77 90 10 23 67 90 10 20 65 85 15
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 77 77 23 5 74 79 21 13 60 73 27
Hispanic < < < < 9 55 64 36 < < < <
White 12 81 93 7 17 77 93 7 25 75 100 0
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 9 80 89 11 13 76 90 10 20 67 87 13
Economically Disadvantaged 5 78 83 17 4 82 86 14 < < < <
Not Economically Disadvantaged 10 80 90 10 16 74 90 10 21 69 90 10
Military Connected 14 79 93 7 < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 78 86 14 8 78 85 15 9 76 85 15
Female 7 78 85 15 7 77 84 16 9 73 82 18
Male 10 78 88 12 9 78 87 13 9 78 88 12
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 74 74 26 4 66 70 30 2 66 68 32
Hispanic - 80 80 20 4 79 83 17 25 70 95 5
Native Hawaiian < < 100 0 < < < <
White 13 81 94 6 10 81 91 9 11 81 92 8
Two or more races 17 67 83 17 - 100 100 0 11 71 82 18
Students with Disabilities 2 59 61 39 - 53 53 47 2 49 51 49
Students without Disabilities 9 80 89 11 9 81 90 10 10 80 90 10
Economically Disadvantaged 1 71 72 28 3 70 73 27 5 62 67 33
Not Economically Disadvantaged 13 82 95 5 11 82 93 7 11 82 93 7
English Learners < < < < < < 100 0 < < < <
Military Connected 6 88 94 6 3 94 97 3
Foster Care < < 100 0 < < < <
< = 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 23 62 85 15 23 61 84 16 19 61 80 20
Female 21 64 86 14 19 63 82 18 16 63 79 21
Male 24 60 84 16 27 58 85 15 22 59 80 20
American Indian < < < < < < < < < < 100 0
Asian 50 46 96 4 52 48 100 0 48 40 88 12
Black 10 63 72 28 9 63 71 29 9 57 66 34
Hispanic 20 63 83 17 21 67 88 12 18 61 79 21
Native Hawaiian < < 100 0 < < < < < < < <
White 28 62 90 10 28 61 89 11 23 62 85 15
Two or more races 24 66 89 11 28 57 85 15 13 69 81 19
Students with Disabilities 6 50 56 44 12 41 53 47 6 37 43 57
Students without Disabilities 25 64 89 11 24 63 88 12 21 64 84 16
Economically Disadvantaged 11 64 74 26 11 59 71 29 10 54 64 36
Not Economically Disadvantaged 29 62 91 9 29 62 90 10 23 64 87 13
English Learners < < < < < < < < < < < <
Military Connected 32 59 91 9 24 64 88 13
Foster Care < < < < < < < <
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 14 68 83 17 14 69 83 17 3 53 56 44
Female 13 70 83 17 10 68 78 22 2 58 60 40
Male 16 67 82 18 18 69 87 13 4 48 52 48
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 59 66 34 5 64 70 30 - 40 40 60
Hispanic 8 69 77 23 5 82 86 14 < < < <
Native Hawaiian < < 100 0 < < < <
White 17 73 89 11 21 68 89 11 8 66 74 26
Two or more races 15 69 85 15 - 87 87 13 < < 100 0
Students with Disabilities - 53 53 47 9 43 52 48 - 25 25 75
Students without Disabilities 16 70 86 14 15 72 86 14 4 59 63 37
Economically Disadvantaged 5 70 75 25 5 64 68 32 2 37 39 61
Not Economically Disadvantaged 18 67 86 14 18 71 89 11 4 66 70 30
English Learners < < 100 0
Military Connected 14 68 82 18 < < < <
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 67 86 14 21 61 82 18 14 65 79 21
Female 17 71 87 13 21 59 80 20 10 68 78 22
Male 21 63 85 15 21 63 84 16 19 61 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 68 74 26 6 63 70 30 5 58 62 38
Hispanic 25 58 83 17 27 59 86 14 11 79 89 11
Native Hawaiian < < 100 0 < < 100 0
White 23 68 91 9 26 61 86 14 17 67 84 16
Two or more races 29 64 93 7 29 58 88 13 15 63 78 22
Students with Disabilities 11 51 62 38 5 44 48 52 5 29 34 66
Students without Disabilities 20 69 89 11 23 64 87 13 16 70 86 14
Economically Disadvantaged 11 60 72 28 10 60 71 29 7 53 61 39
Not Economically Disadvantaged 23 71 94 6 27 61 89 11 17 70 87 13
English Learners < < < < < < < < < < < <
Military Connected 30 60 90 10 23 71 94 6
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 69 86 14 18 65 84 16 18 63 80 20
Female 13 71 84 16 12 71 83 17 15 64 79 21
Male 22 66 88 12 26 59 85 15 20 61 82 18
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 4 71 75 25 4 67 71 29 5 53 58 42
Hispanic 14 76 90 10 23 54 77 23 22 50 72 28
Native Hawaiian < < < <
White 25 67 92 8 21 67 88 12 22 65 87 13
Two or more races 15 69 85 15 27 45 73 27 6 89 94 6
Students with Disabilities 11 53 63 37 27 64 91 9 13 40 53 47
Students without Disabilities 18 69 87 13 18 65 83 17 18 64 81 19
Economically Disadvantaged 4 69 73 27 12 55 68 32 7 53 60 40
Not Economically Disadvantaged 22 68 91 9 21 70 90 10 21 65 86 14
English Learners < < < <
Military Connected 18 68 86 14 19 56 75 25
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 25 63 88 12 22 65 87 13 18 66 83 17
Female 23 65 88 12 19 69 88 12 18 65 83 17
Male 27 61 88 12 24 61 85 15 18 66 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 14 62 76 24 6 64 71 29 8 68 77 23
Hispanic 24 53 76 24 25 75 100 0 20 73 93 7
Native Hawaiian < < 100 0 < < < < < < < <
White 30 63 93 7 26 66 92 8 21 64 85 15
Two or more races 24 71 94 6 18 64 82 18 21 67 88 13
Students with Disabilities 4 48 52 48 9 33 41 59 4 43 46 54
Students without Disabilities 28 65 93 7 23 69 93 7 20 69 89 11
Economically Disadvantaged 9 69 77 23 10 65 74 26 7 62 69 31
Not Economically Disadvantaged 35 60 94 6 27 65 92 8 23 67 90 10
English Learners < < < < < < < < < < 100 0
Military Connected 32 65 97 3 14 83 97 3
Foster Care < < 100 0 < < < <
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 39 44 83 17 38 45 83 17 29 52 81 19
Female 40 45 85 15 31 51 82 18 26 54 81 19
Male 38 42 80 20 45 39 85 15 31 50 82 18
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 20 49 70 30 19 55 75 25 17 58 75 25
Hispanic 29 53 82 18 36 55 91 9 27 47 73 27
Native Hawaiian < < 100 0 < < 100 0
White 47 39 87 13 46 41 87 13 35 51 86 14
Two or more races 32 58 89 11 52 36 88 12 < < < <
Students with Disabilities 10 33 43 57 16 29 45 55 2 43 45 55
Students without Disabilities 43 45 87 13 42 47 89 11 33 54 87 13
Economically Disadvantaged 20 53 73 27 17 53 71 29 16 55 71 29
Not Economically Disadvantaged 52 37 89 11 54 39 93 7 36 51 87 13
English Learners < < 100 0 < < 100 0 < < < <
Military Connected 51 45 96 4 35 52 87 13
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
Division3-6
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-kindergarten109113111
Kindergarten358343374
Grade 1366384359
Grade 2398377403
Grade 3411395384
Grade 4418411410
Grade 5377433408
Grade 6447394465
Grade 7404438409
Grade 8455406441
Grade 9454518459
Grade 10438429489
Grade 11416407391
Grade 12400428429
Total Students5,4515,4765,532

< = 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 Students545154765532
Female266126532680
Male279028232852
American Indian172125
Asian707270
Black148114741475
Hispanic173194248
Native Hawaiian687
White344934343418
Two or more races255273289
Students with Disabilities635681661
Students without Disabilities481647954871
Economically Disadvantaged186318801543
Not Economically Disadvantaged358835963989
English Learners485562
Not English Learners540354215470
Homeless31384
Military Connected582600564
Foster Care14189
< = 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 230 186 8 3 11 6
State 50983 36029 2739 1053 5386 1766
Female Division 124 81 3 0 3 2
State 27838 15825 923 368 1911 652
Male Division 106 105 5 3 8 4
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 53 61 2 0 4 4
State 7955 11098 1113 244 1362 735
Hispanic Division 5 5 0 0 1 0
State 5087 5586 317 107 2168 323
White Division 161 114 6 2 6 1
State 30221 16421 1144 621 1576 587
Two or more races Division 6 6 0 1 0 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 3 37 8 1 5 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 41 82 2 2 6 5
State 10703 17350 1682 461 2633 1087
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division 13 6 0 0 0 0
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4444249642796113
Female213208982089831
Male231216942199584
American Indian<<100<10000
Asian<<100<10000
Black124116941169443
Hispanic111091109119
White290281972839862
Two or more races141286139300
Students with Disabilities554887498959
Economically Disadvantaged138125911279264
Homeless<<100<10000
Military Connected19191001910000
Foster Care<<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 2016-20172017-2018
Advanced Placement Test Taken260 / 15.22%302 / 16.95%
Advanced Placement Course Enrollment267 / 15.63%341 / 19.14%
Dual Enrollment289 / 16.92%338 / 18.97%
Governor's School Enrollment48 / 2.81%42 / 2.36%
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

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision38024934
State83,31058,98329
FemaleDivision19814427
State42,04632,13924
MaleDivision18210542
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision1097234
State18,36711,78836
HispanicDivision151033
State9,2355,82337
WhiteDivision23515136
State45,92633,47627
Two or more racesDivision171229
State3,8212,77427
Students with DisabilitiesDivision24<100
State6,7843,33551
Economically DisadvantagedDivision1004753
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision8--
 State4,1393,6233,525
State LicensuresDivision187-
 State2,4402,2791,881
Industry CertificationDivision734185450
 State99,894109,275104,601
Workplace ReadinessDivision284360140
 State30,77542,31350,241
Total Credentials EarnedDivision1,044552590
 State137,248157,490160,248
Students Earning One or More CredentialsDivision749481497
 State109,089126,113128,672
CTE CompletersDivision234207207
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision-11
 State1,5141,4311,537

< = 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
2012-2013Division4,772.004,727.00541.00
State5,761.004,621.00875.00
2013-2014Division4,384.004,729.00555.00
State5,807.004,651.00784.00
2014-2015Division4,467.004,918.00552.00
State5,933.004,819.00771.00
2015-2016Division4,692.005,041.00608.00
State6,084.004,849.00812.00
2016-2017Division4,625.005,309.00661.00
State6,248.005,052.00871.00

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 Students4,7515694,8115244,833546
Female2,3342712,3482332,343264
Male2,4172982,4632912,490282
American Indian134154158
Asian664664671
Black1,2861621,2961261,282142
Hispanic150161861622619
Native Hawaiian<<<<101
White3,0183453,0093432,981347
Two or more races214372303125228
Students with Disabilities528125517122560105
Economically Disadvantaged1,7043381,6753231,570300
English Learners484545733
Homeless26153012119
< = 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 78
Offenses Against Staff 16
Weapons Offenses 13
Property Offenses <
All Other Offenses 44
Other Offenses Against Persons 164
Disorderly or Disruptive Behavior Offenses 376
Alcohol, Tobacco, and Other Drug Offenses 72
Technology Offenses <

< = 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 Indian0.30.40.4
Asian1.31.30.2
Black27.245.826.953.6
Hispanic3.21.73.52.7
Native Hawaiian0.10.1
White63.345.362.738.1
Two or more races4.77.255
< = 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 Indian0.30.4
Asian1.31.3
Black27.240.926.946.2
Hispanic3.23.5
Native Hawaiian0.14.50.1
White63.35062.746.2
Two or more races4.74.557.7
< = 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 Indian0.30.4
Asian1.31.3
Black27.226.9
Hispanic3.23.5
Native Hawaiian0.10.1
White63.310062.7
Two or more races4.75
< = 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 33.735.232.2
< = 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 44.842.142.7
< = 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: