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King and Queen County Public Schools

General school information

Division: King and Queen County Public Schools
Division Number: 49
Address: Suite M King and Queen CH, VA 23085-0097
Superintendent: Dr. Carol B. Carter
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
King & Queen ElementaryAccredited
Lawson-Marriott ElementaryAccredited
High Schools
Central HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 64 79 21 11 69 81 19 13 66 79 21
Female 14 68 82 18 10 72 83 17 13 67 80 20
Male 15 60 75 25 13 66 79 21 13 65 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 9 61 70 30 14 65 79 21 15 65 81 19
Hispanic 20 63 83 17 6 69 75 25 24 59 82 18
White 16 65 81 19 12 72 84 16 12 65 77 23
Two or more races 8 75 83 17 - 74 74 26 3 72 76 24
Students with Disabilities 6 41 48 52 15 35 50 50 13 33 45 55
Students without Disabilities 16 68 84 16 11 76 87 13 13 74 87 13
Economically Disadvantaged 12 64 77 23 11 66 76 24 11 68 79 21
Not Economically Disadvantaged 18 64 82 18 14 77 91 9 17 61 79 21
English Learners 12 59 71 29 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
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 19 63 81 19 7 60 67 33 15 48 63 37
Female 16 70 86 14 5 68 73 27 17 43 61 39
Male 21 55 76 24 9 52 61 39 14 52 66 34
Black 20 65 85 15 7 40 47 53 16 53 68 32
Hispanic < < 100 0 < < 100 0 < < 100 0
White 20 59 78 22 9 70 78 22 19 38 58 42
Two or more races < < < < < < < < < < < <
Students with Disabilities 20 40 60 40 10 40 50 50 15 15 31 69
Students without Disabilities 18 66 85 15 6 66 71 29 15 59 74 26
Economically Disadvantaged 14 66 80 20 6 54 60 40 9 52 61 39
Not Economically Disadvantaged 28 56 84 16 10 80 90 10 26 42 68 32
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 75 25 23 57 80 20 18 69 87 13
Female 14 60 74 26 25 54 79 21 17 71 88 13
Male 19 57 76 24 21 61 82 18 20 67 87 13
Black 10 67 77 23 31 56 88 13 25 58 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
White 18 52 70 30 23 55 77 23 16 68 84 16
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 10 30 40 60 40 10 50 50 9 73 82 18
Students without Disabilities 18 62 80 20 20 67 87 13 21 68 89 11
Economically Disadvantaged 17 59 76 24 20 57 77 23 14 72 86 14
Not Economically Disadvantaged 16 56 72 28 33 58 92 8 30 60 90 10
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 63 85 15 16 69 84 16 29 53 82 18
Female 26 55 81 19 12 74 85 15 26 59 85 15
Male 17 73 90 10 20 63 83 17 32 46 79 21
Black 19 50 69 31 22 65 87 13 41 47 88 12
Hispanic < < < < < < 100 0 < < < <
White 22 66 88 12 16 69 84 16 21 61 82 18
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 60 60 40 < < < < 40 10 50 50
Students without Disabilities 28 63 91 9 16 73 89 11 27 62 89 11
Economically Disadvantaged 18 63 80 20 17 65 81 19 31 51 82 18
Not Economically Disadvantaged 28 63 91 9 13 81 94 6 25 56 81 19
English Learners < < < < < < 100 0
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 66 81 19 9 60 70 30 12 68 80 20
Female 11 78 89 11 13 58 71 29 13 63 77 23
Male 19 56 75 25 5 63 68 32 10 72 83 17
American Indian < < 100 0
Black 5 67 71 29 18 55 73 27 13 74 87 13
White 14 76 90 10 4 67 70 30 14 62 76 24
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 7 36 43 57 < < < <
Students without Disabilities 17 69 87 13 10 72 83 17 12 75 86 14
Economically Disadvantaged 14 64 78 22 4 70 74 26 7 76 83 17
Not Economically Disadvantaged 17 70 87 13 19 44 63 38 24 47 71 29
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 8 81 89 11 13 72 85 15 6 66 71 29
Female 11 79 89 11 9 74 83 17 5 70 75 25
Male 4 84 88 12 17 70 87 13 7 60 67 33
Asian < < 100 0
Black - 79 79 21 10 70 80 20 < < < <
Hispanic < < < < < < < < < < < <
White 14 81 95 5 19 73 92 8 5 68 73 27
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 45 45 55
Students without Disabilities 8 83 92 8 13 77 89 11 8 75 83 17
Economically Disadvantaged 3 81 83 17 6 69 75 25 5 67 71 29
Not Economically Disadvantaged 15 81 96 4 24 76 100 0 7 64 71 29
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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 7 45 52 48 2 84 86 14 2 79 81 19
Female 5 62 67 33 3 88 91 9 - 90 90 10
Male 10 29 38 62 - 76 76 24 4 71 75 25
Black - 35 35 65 - 77 77 23 - 76 76 24
Hispanic < < < < < < < < < < < <
White 18 47 65 35 3 93 97 3 - 83 83 17
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 9 53 62 38 2 89 91 9 3 90 93 8
Economically Disadvantaged 5 41 45 55 3 74 77 23 - 76 76 24
Not Economically Disadvantaged 10 50 60 40 - 100 100 0 5 84 89 11
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 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 3 74 77 23 5 86 92 8 3 85 88 13
Female - 88 88 13 6 94 100 0 5 77 82 18
Male 4 65 70 30 5 81 86 14 - 94 94 6
Black 8 58 67 33 6 88 94 6 5 76 81 19
Hispanic < < 100 0 < < 100 0
White - 79 79 21 6 83 89 11 - 93 93 7
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 50 60 40 < < < < < < < <
Students without Disabilities - 83 83 17 3 94 97 3 3 89 92 8
Economically Disadvantaged 4 75 79 21 10 81 90 10 - 88 88 12
Not Economically Disadvantaged - 73 73 27 - 94 94 6 7 79 86 14
Homeless < < 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 5 53 58 42 5 76 80 20 10 54 64 36
Female 6 65 71 29 6 82 88 12 19 52 71 29
Male 5 43 48 52 3 68 70 30 2 55 57 43
Black - 41 41 59 7 78 85 15 10 58 68 33
Hispanic < < < < < < < < < < < <
White 8 59 67 33 4 75 79 21 12 49 61 39
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 24 24 76 < < < < - 30 30 70
Students without Disabilities 7 61 67 33 4 81 85 15 11 57 68 32
Economically Disadvantaged 3 57 59 41 4 73 78 22 4 58 62 38
Not Economically Disadvantaged 7 49 56 44 5 78 84 16 19 49 68 32
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 57 57 43 4 74 78 22 4 46 50 50
Female - 71 71 29 3 79 82 18 10 50 60 40
Male - 43 43 57 6 65 71 29 - 43 43 57
Black - 35 35 65 8 83 92 8 - 53 53 47
Hispanic < < < < < < < < < < < <
White - 76 76 24 3 73 77 23 8 42 50 50
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 68 68 32 4 78 83 17 5 49 54 46
Economically Disadvantaged - 58 58 42 4 71 75 25 - 45 45 55
Not Economically Disadvantaged - 57 57 43 5 77 82 18 11 47 58 42
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 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 11 47 58 42 6 78 83 17 17 63 80 20
Female 15 54 69 31 13 88 100 0 27 55 82 18
Male 9 43 52 48 - 70 70 30 5 74 79 21
Black - 50 50 50 7 73 80 20 19 62 81 19
Hispanic < < 100 0 < < 100 0
White 14 45 59 41 6 78 83 17 18 59 76 24
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 15 52 67 33 3 84 88 13 18 66 84 16
Economically Disadvantaged 6 56 61 39 5 76 81 19 9 74 83 17
Not Economically Disadvantaged 17 39 56 44 7 80 87 13 28 50 78 22
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 60 74 26 12 58 70 30 8 69 78 22
Female 13 59 72 28 11 59 69 31 6 70 77 23
Male 16 60 76 24 13 57 70 30 11 68 79 21
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 14 57 71 29 15 50 65 35 10 63 73 27
Hispanic 28 59 88 13 10 71 81 19 10 75 85 15
White 13 62 75 25 11 62 73 27 7 72 80 20
Two or more races 8 54 62 38 3 61 64 36 10 68 77 23
Students with Disabilities 6 27 34 66 12 30 42 58 10 44 53 47
Students without Disabilities 15 64 80 20 12 63 75 25 8 76 84 16
Economically Disadvantaged 14 59 72 28 12 54 66 34 8 71 78 22
Not Economically Disadvantaged 15 61 77 23 12 66 78 22 10 67 77 23
English Learners 29 53 82 18 - 82 82 18 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 17 60 77 23 7 44 51 49 6 67 73 27
Female 18 59 77 23 - 50 50 50 9 57 65 35
Male 16 61 76 24 13 39 52 48 3 76 79 21
Black 23 55 77 23 7 33 40 60 5 74 79 21
Hispanic < < 100 0 < < < < < < 100 0
White 12 62 74 26 9 57 65 35 4 62 65 35
Two or more races < < < < < < < < < < < <
Students with Disabilities 20 30 50 50 10 40 50 50 8 31 38 62
Students without Disabilities 17 64 81 19 6 46 51 49 5 79 85 15
Economically Disadvantaged 12 63 75 25 6 40 46 54 6 67 73 27
Not Economically Disadvantaged 28 52 80 20 10 60 70 30 5 68 74 26
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 50 75 25 34 55 89 11 13 74 87 13
Female 14 60 74 26 29 61 89 11 8 79 88 13
Male 36 40 76 24 39 50 89 11 20 67 87 13
Black 33 40 73 27 50 44 94 6 17 67 83 17
Hispanic < < 100 0 < < 100 0 < < < <
White 20 55 75 25 29 61 90 10 16 74 89 11
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 10 30 40 60 30 40 70 30 9 55 64 36
Students without Disabilities 27 53 80 20 35 59 93 7 14 82 96 4
Economically Disadvantaged 29 53 81 19 32 55 86 14 7 79 86 14
Not Economically Disadvantaged 16 44 60 40 42 58 100 0 30 60 90 10
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 52 76 24 24 52 76 24 29 64 93 7
Female 24 45 69 31 21 48 70 30 19 78 96 4
Male 24 62 86 14 28 55 83 17 39 50 89 11
Black 12 59 71 29 17 52 70 30 41 59 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 23 53 75 25 33 50 83 17 25 68 93 7
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 21 29 71 < < < < 40 40 80 20
Students without Disabilities 28 60 88 12 25 55 80 20 27 69 96 4
Economically Disadvantaged 21 46 67 33 22 50 72 28 28 69 97 3
Not Economically Disadvantaged 28 59 88 13 31 56 88 13 31 50 81 19
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 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 10 64 75 25 9 53 63 37 8 75 83 17
Female 4 71 75 25 8 46 54 46 4 82 86 14
Male 16 58 74 26 11 63 74 26 12 68 80 20
American Indian < < 100 0
Black 5 52 57 43 27 18 45 55 5 79 84 16
White 10 69 79 21 - 63 63 37 11 74 85 15
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 7 21 29 71 < < < <
Students without Disabilities 12 71 83 17 10 69 79 21 7 82 89 11
Economically Disadvantaged 11 63 74 26 4 59 63 37 5 78 84 16
Not Economically Disadvantaged 8 67 75 25 19 44 63 38 13 69 81 19
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 16 52 68 32 9 49 58 42 3 71 74 26
Female 22 46 68 32 9 43 52 48 7 60 67 33
Male 8 60 68 32 10 53 63 37 - 81 81 19
Black 16 63 79 21 15 35 50 50 - 60 60 40
Hispanic < < < < < < < < < < 100 0
White 19 44 64 36 8 50 58 42 - 78 78 22
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 53 69 31 6 55 62 38 5 82 86 14
Economically Disadvantaged 11 50 61 39 9 44 53 47 - 73 73 27
Not Economically Disadvantaged 23 54 77 23 10 57 67 33 < < < <
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < < < 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 - 19 19 81 - 41 41 59 - 69 69 31
Female - 13 13 88 - 44 44 56 - 65 65 35
Male - 25 25 75 - 38 38 62 - 72 72 28
Black - - - 100 < < < < - 57 57 43
Hispanic < < < < < < < < < < 100 0
White - 33 33 67 - 50 50 50 - 71 71 29
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 21 21 79 - 46 46 54 - 74 74 26
Economically Disadvantaged - 21 21 79 - 38 38 62 - 68 68 32
Not Economically Disadvantaged - 15 15 85 < < < < - 69 69 31
English Learners < < < < < < < < < < 100 0
Homeless < < < <
Military Connected < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 78 78 22 2 71 73 27 2 71 73 27
Female - 80 80 20 3 78 81 19 4 67 70 30
Male - 76 76 24 - 62 62 38 - 74 74 26
Asian < < 100 0
Black - 83 83 17 3 67 70 30 6 69 75 25
Hispanic < < 100 0 < < 100 0 < < 100 0
White - 76 76 24 - 69 69 31 - 71 71 29
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 58 58 42
Students without Disabilities - 87 87 13 2 73 75 25 2 74 76 24
Economically Disadvantaged - 70 70 30 - 68 68 32 - 68 68 32
Not Economically Disadvantaged - 88 88 12 4 75 79 21 4 75 79 21
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 92 96 4 - 68 68 32 3 56 59 41
Female 8 88 96 4 - 77 77 23 - 62 62 38
Male - 96 96 4 - 62 62 38 9 45 55 45
Black 10 90 100 0 - 50 50 50 - 33 33 67
Hispanic < < 100 0 < < < <
White - 93 93 7 - 69 69 31 - 87 87 13
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 94 98 2 - 79 79 21 3 60 63 37
Economically Disadvantaged 3 90 93 7 - 56 56 44 5 53 58 42
Not Economically Disadvantaged 5 95 100 0 - 78 78 22 - 62 62 38
English Learners < < 100 0
Homeless < < < <
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 6 88 94 6 8 92 100 0 < < 100 0
Female < < < < 15 85 100 0 < < 100 0
Male < < 100 0 - 100 100 0 < < 100 0
Black < < < < 15 85 100 0 < < 100 0
Hispanic < < 100 0
White 10 90 100 0 5 95 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 6 88 94 6 9 91 100 0 < < 100 0
Economically Disadvantaged 9 82 91 9 15 85 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 - 100 100 0 < < 100 0
Homeless < < 100 0 < < 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 9 64 73 27 8 71 79 21 19 62 81 19
Female 6 67 73 27 8 74 81 19 17 65 82 18
Male 11 60 72 28 8 69 76 24 20 59 80 20
Asian < < 100 0 < < < < < < < <
Black 4 55 59 41 8 64 72 28 17 60 77 23
Hispanic 13 73 87 13 - 75 75 25 19 50 69 31
White 11 68 79 21 9 76 85 15 20 69 89 11
Two or more races 10 70 80 20 - 76 76 24 20 40 60 40
Students with Disabilities 6 25 31 69 3 45 48 52 6 42 48 52
Students without Disabilities 9 71 80 20 8 75 83 17 21 66 87 13
Economically Disadvantaged 6 65 71 29 8 71 79 21 20 59 79 21
Not Economically Disadvantaged 12 63 75 25 6 72 78 22 18 66 84 16
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
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 24 56 80 20 16 68 84 16 40 51 91 9
Female 17 56 73 27 12 70 82 18 30 67 96 4
Male 34 55 90 10 20 67 87 13 50 36 86 14
Black 19 56 75 25 13 70 83 17 41 59 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 25 53 78 23 23 61 84 16 39 50 89 11
Two or more races < < < < < < < < < < < <
Students with Disabilities 14 29 43 57 < < < < - 50 50 50
Students without Disabilities 27 63 89 11 18 71 89 11 49 51 100 0
Economically Disadvantaged 16 55 71 29 17 66 83 17 41 51 92 8
Not Economically Disadvantaged 34 56 91 9 13 75 88 13 38 50 88 13
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 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 - 48 48 52 6 75 80 20 13 63 75 25
Female - 52 52 48 6 76 82 18 15 50 65 35
Male - 43 43 57 6 71 76 24 11 71 82 18
Black - 28 28 72 15 69 85 15 12 65 76 24
Hispanic < < < < < < < < < < < <
White - 59 59 41 3 87 90 10 13 63 75 25
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 56 56 44 7 78 85 15 13 68 80 20
Economically Disadvantaged - 41 41 59 - 74 74 26 14 59 72 28
Not Economically Disadvantaged - 55 55 45 15 75 90 10 11 68 79 21
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Military Connected < < 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 - 84 84 16 4 86 90 10 6 62 68 32
Female - 88 88 13 4 96 100 0 6 63 69 31
Male - 80 80 20 4 79 82 18 6 61 67 33
Black < < < < 5 86 90 10 6 47 53 47
Hispanic < < 100 0 < < < <
White - 90 90 10 5 86 91 9 - 90 90 10
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 92 92 8 5 89 93 7 7 63 70 30
Economically Disadvantaged - 90 90 10 6 87 94 6 6 50 56 44
Not Economically Disadvantaged - 73 73 27 - 85 85 15 6 75 81 19
Homeless < < 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 - 86 86 14 7 87 93 7 < < 100 0
Female < < < < < < 100 0 < < 100 0
Male < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0 < < 100 0
White < < 100 0 < < < < < < 100 0
Two or more races < < 100 0
Students with Disabilities < < < <
Students without Disabilities - 86 86 14 7 93 100 0 < < 100 0
Economically Disadvantaged < < 100 0 10 80 90 10
Not Economically Disadvantaged < < < < < < 100 0 < < 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 2 72 74 26 - 49 49 51 10 73 82 18
Female - 80 80 20 - 47 47 53 10 76 86 14
Male 4 64 68 32 - 50 50 50 9 68 77 23
Asian < < < <
Black - 67 67 33 - 21 21 79 8 69 77 23
Hispanic < < 100 0 < < < < < < < <
White 5 74 79 21 - 64 64 36 13 87 100 0
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 76 78 22 - 53 53 47 10 81 90 10
Economically Disadvantaged 3 73 77 23 - 52 52 48 6 74 81 19
Not Economically Disadvantaged - 70 70 30 - 44 44 56 15 70 85 15
English Learners < < 100 0 < < 100 0
Homeless < < < <
< = 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 19 59 78 22 17 63 80 20 25 51 76 24
Female 18 60 78 22 15 65 80 20 23 56 78 22
Male 20 57 78 22 19 61 81 19 27 45 73 27
Asian < < 100 0 < < < <
Black 23 48 71 29 19 58 77 23 24 37 61 39
Hispanic 17 83 100 0 15 69 85 15 - 64 64 36
White 16 65 81 19 17 67 83 17 32 51 84 16
Two or more races 18 53 71 29 15 54 69 31 7 86 93 7
Students with Disabilities 10 38 48 52 4 52 56 44 17 43 60 40
Students without Disabilities 20 61 81 19 19 65 83 17 27 54 81 19
Economically Disadvantaged 21 55 77 23 19 58 77 23 23 53 76 24
Not Economically Disadvantaged 15 64 79 21 14 73 86 14 28 48 76 24
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 - 58 58 42 3 78 81 19 < < < <
Female - 60 60 40 7 79 86 14 < < < <
Male - 57 57 43 - 78 78 22 < < < <
Black - 30 30 70 - 73 73 27 < < < <
Hispanic < < 100 0 < < 100 0
White - 71 71 29 6 78 83 17 < < < <
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 < < < < < < 100 0
Students without Disabilities - 64 64 36 3 83 86 14 < < < <
Economically Disadvantaged - 65 65 35 6 72 78 22 < < < <
Not Economically Disadvantaged - 47 47 53 - 86 86 14 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 69 78 22 - 47 47 53 6 61 67 33
Female 8 72 80 20 - 47 47 53 - 81 81 19
Male 12 65 77 23 - 46 46 54 10 45 55 45
Asian < < < <
Black 11 64 75 25 - 35 35 65 < < < <
Hispanic < < 100 0 < < < < < < < <
White 11 67 78 22 - 56 56 44 12 71 82 18
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 9 36 45 55
Students without Disabilities 10 69 79 21 - 49 49 51 4 72 76 24
Economically Disadvantaged 9 67 76 24 - 44 44 56 5 73 77 23
Not Economically Disadvantaged 11 72 83 17 - 50 50 50 7 43 50 50
English Learners < < 100 0 < < 100 0
Homeless < < < <
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 3 75 78 22 22 66 88 13 - 58 58 42
Female 6 67 72 28 16 68 84 16 - 50 50 50
Male - 86 86 14 31 62 92 8 < < < <
Black - 82 82 18 36 57 93 7 < < < <
Hispanic < < 100 0 < < < <
White 6 72 78 22 13 67 80 20 < < < <
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 83 86 14 23 67 90 10 - 61 61 39
Economically Disadvantaged 5 70 75 25 19 62 81 19 < < < <
Not Economically Disadvantaged - 83 83 17 27 73 100 0 - 60 60 40
Homeless < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 92 92 8 8 92 100 0 < < 100 0
Female < < < < 6 94 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 7 93 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0
Students without Disabilities - 92 92 8 8 92 100 0 < < 100 0
Economically Disadvantaged < < 100 0 - 100 100 0 < < 100 0
Not Economically Disadvantaged < < < < 15 85 100 0 < < 100 0
English Learners < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 60 81 19 12 70 82 18 41 38 79 21
Female 24 55 79 21 5 68 73 27 35 45 80 20
Male 16 68 84 16 18 71 89 11 50 29 79 21
Asian < < 100 0 < < 100 0
Black 30 40 70 30 11 72 83 17 < < < <
Hispanic < < 100 0 < < < < < < < <
White 19 70 89 11 12 73 85 15 43 33 76 24
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < 20 40 60 40
Students without Disabilities 22 62 83 17 13 72 85 15 50 38 88 13
Economically Disadvantaged 17 56 72 28 10 63 73 27 38 38 76 24
Not Economically Disadvantaged 26 67 93 7 15 80 95 5 46 38 85 15
English Learners < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 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 41 80 20 49 41 90 10 45 45 89 11
Female 31 50 81 19 48 40 88 12 46 46 92 8
Male 47 32 79 21 50 42 92 8 43 43 86 14
Asian < < 100 0
Black 50 27 77 23 64 29 93 7 45 36 82 18
Hispanic < < 100 0 < < 100 0 < < 100 0
White 26 54 79 21 46 43 89 11 58 32 89 11
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < 20 50 70 30
Students without Disabilities 41 41 83 17 53 42 96 4 54 43 96 4
Economically Disadvantaged 47 35 82 18 51 37 88 12 39 46 86 14
Not Economically Disadvantaged 20 56 76 24 40 60 100 0 60 40 100 0
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division1--
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 2017-20182018-20192019-2020
Pre-kindergarten414732
Kindergarten494752
Grade 15086114
Grade 2215194188
Grade 3475343
Grade 4544347
Grade 5675342
Grade 6466252
Grade 7533857
Grade 8524733
Grade 9455049
Grade 10473751
Grade 11363836
Grade 12303437
Post Graduate1--
Total Students833829833

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students833829833
Female422432410
Male411397423
American Indian642
Asian4811
Black289291260
Hispanic434945
Native Hawaiian112
White433415439
Two or more races576174
Students with Disabilities123100102
Students without Disabilities710729731
Economically Disadvantaged444432422
Not Economically Disadvantaged389397411
English Learners201817
Not English Learners813811816
Homeless3917
Military Connected10116
< = 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 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 11 18 3 2 0 0
State 50715 36614 2715 1064 5504 1801
Female Division 5 8 2 0 0 0
State 27679 16161 917 351 2003 680
Male Division 6 10 1 2 0 0
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Black Division 5 7 3 0 0 0
State 7794 10864 1035 246 1353 673
White Division 6 8 0 2 0 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division < < < < 0 <
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 7 14 2 2 0 0
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
< = 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 Students3432943410000
Female15151001510000
Male1917901910000
American Indian<<100<10000
Black15151001510000
White1614881610000
Two or more races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged2523922510000
Homeless<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - 2 / 1.27% -
Advanced Placement Course Enrollment - 2 / 1.27% -
Dual Enrollment0 / 0%0 / 0%3 / 1.89%
Governor's School Enrollment8 / 4.82%9 / 5.7%9 / 5.66%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision27<100
State85,89957,72533
FemaleDivision10<100
State43,22531,59927
MaleDivision17<100
State42,67426,12639
American IndianDivision<<100
State26516737
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision18<100
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision15<100
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
AsianDivision--100
State6,0845,29213
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
Industry CertificationDivision33-12
 State109,275104,601107,234
Workplace ReadinessDivision12167
 State42,31350,24144,892
Total Credentials EarnedDivision451619
 State157,490160,248158,452
Students Earning One or More CredentialsDivision441619
 State126,113128,672126,041
Armed Services Vocational Aptitude Battery ExaminationDivision3--
 State1,4311,5371,317
CTE CompletersDivision152730
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
State LicensuresDivision---
 State2,2791,8812,231

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,640.005,846.001,217.00
State6,084.004,849.00812.00
2016-2017Division4,760.006,512.001,160.00
State6,248.005,052.00871.00
2017-2018Division5,092.006,818.001,152.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students66314863413767877
Female336803207135343
Male327683146632534
American Indian<<<<<<
Asian120<<<<
Black229392352523720
Hispanic416381424
Native Hawaiian<<<<<<
White335883118934540
Two or more races411438214213
Students with Disabilities823866398919
Economically Disadvantaged36610331610742061
English Learners224181180
Homeless<<<<84
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 13
Disorderly or Disruptive Behavior Offenses 66
Other Offenses Against Persons 24
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 11
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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.70.71.10.5
Asian1.50.51
Black33.343.434.748.935.152.7
Hispanic51.25.25.45.91.4
Native Hawaiian0.10.10.1
White52.649.45240.250.136.5
Two or more races6.766.84.37.49.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.70.70.5
Asian1.50.51
Black33.334.735.1
Hispanic55.25.9
Native Hawaiian0.10.10.1
White52.65250.1
Two or more races6.76.87.4
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.70.70.5
Asian1.50.51
Black33.334.735.1
Hispanic55.25.9
Native Hawaiian0.10.10.1
White52.65250.1
Two or more races6.76.87.4
< = 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 49.159.564.8
< = 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 51.748.250.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 61.162.165.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 14.41 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 7.89 : 1

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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division13%1.4%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201758%37%4%1%
2017-201859%37%2%2%
2018-201958%40%1%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%80%73%75%
Asian<<87%75%
Black83%77%60%75%
Hispanic81%79%63%75%
White77%82%81%75%
Economically Disadvantaged79%77%62%75%
English Learners82%74%53%75%
Students with Disabilities47%53%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students83%75%74%70%
Asian<75%89%70%
Black81%72%60%70%
Hispanic88%81%64%70%
White83%77%81%70%
Economically Disadvantaged83%73%63%70%
English Learners100%85%57%70%
Students with Disabilities54%49%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students84%
Asian-
Black85%
Hispanic<
White84%
Economically Disadvantaged84%
English Learners<
Students with Disabilities52%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students79%85%
Asian<<
Black85%86%
Hispanic92%83%
White76%85%
Economically Disadvantaged81%87%
English Learners<<
Students with Disabilities56%63%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students69%84%84%
Asian-90%84%
Black<82%84%
Hispanic<81%84%
White75%86%84%
Economically Disadvantaged65%78%84%
English Learners<65%84%
Students with Disabilities36%56%84%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students10%15%9%10%
Asian<-5%10%
Black8%11%9%10%
Hispanic9%8%9%10%
White10%18%9%10%
Economically Disadvantaged13%20%13%10%
English Learners-8%8%10%
Students with Disabilities18%29%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress69%46%58%
English Learner Proficiency19%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress91369%
English Learner Proficiency31619%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian<<-
Black99%100%98%
Hispanic100%100%<
White99%99%99%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%100%100%
English Learners100%100%<
Students with Disabilities98%100%95%
Students without Disabilities100%99%99%
Female99%100%98%
Male99%99%99%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 85%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 86%
State 81%
King and Queen County Public Schools to top