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King George County Public Schools

General school information

Division: King George County Public Schools
Address: 9100 St. Anthony's Road King George, VA 22485
Superintendent: Dr. Robert B. Benson
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 80 60 20 24 77 54 23 23 79 56 21
Female 27 86 59 14 31 86 56 14 29 88 59 12
Male 13 75 61 25 17 69 52 31 18 71 53 29
American Indian < 100 < 0 < < < < < 100 < 0
Asian 36 91 55 9 < < < < 55 82 27 18
Black 10 67 57 33 16 61 44 39 13 64 52 36
Hispanic 15 82 68 18 21 87 66 13 38 78 41 22
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 84 61 16 26 82 56 18 25 82 57 18
Two or more races 24 72 48 28 19 67 49 33 16 80 65 20
Students with Disabilities 17 35 18 65 17 33 17 67 4 29 25 71
Economically Disadvantaged 10 66 56 34 15 66 51 34 9 67 58 33
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 72 51 28 25 76 52 24 23 77 54 23
Female 28 82 54 18 35 89 54 11 28 87 59 13
Male 14 60 47 40 15 64 49 36 18 66 49 34
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 58 48 42 22 60 38 40 12 61 49 39
Hispanic 27 80 53 20 28 83 56 17 32 86 55 14
White 24 75 50 25 25 80 56 20 24 79 55 21
Two or more races 20 70 50 30 25 75 50 25 12 73 62 27
Students with Disabilities 19 36 17 64 24 32 7 68 2 26 24 74
Economically Disadvantaged 15 57 42 43 16 66 50 34 11 65 54 35
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 87 69 13 23 78 56 22 24 82 58 18
Female 26 89 63 11 26 84 57 16 29 88 59 12
Male 13 86 73 14 20 74 54 26 19 76 57 24
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 10 75 65 25 10 61 51 39 13 67 54 33
Hispanic 5 84 79 16 15 90 75 10 47 67 20 33
Native Hawaiian < 100 < 0 < 100 < 0
White 22 93 71 7 28 83 56 17 26 87 61 13
Two or more races 26 74 47 26 13 61 48 39 20 88 68 12
Students with Disabilities 13 33 21 67 9 35 26 65 8 35 27 65
Economically Disadvantaged 4 77 73 23 13 65 52 35 7 71 64 29
English Learners < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

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

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 85 68 15 15 85 70 15 14 84 70 16
Female 16 84 69 16 14 85 71 15 13 86 73 14
Male 18 85 67 15 16 85 69 15 16 83 67 17
American Indian 20 80 60 20 < < < < 20 80 60 20
Asian 23 95 73 5 29 100 71 0 37 84 47 16
Black 8 72 65 28 6 69 63 31 6 70 64 30
Hispanic 12 80 68 20 13 84 71 16 7 86 79 14
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 20 89 69 11 18 89 71 11 16 88 72 12
Two or more races 13 80 67 20 17 88 71 12 17 81 64 19
Students with Disabilities 6 55 50 45 11 53 42 47 7 46 39 54
Economically Disadvantaged 6 70 64 30 6 73 66 28 4 70 65 30
English Learners < < < < 8 62 54 38 7 43 36 57
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 84 52 16 23 80 57 20 17 78 62 22
Female 29 80 51 20 25 77 51 23 19 79 60 21
Male 34 87 53 13 20 82 62 18 14 77 63 23
American Indian < 100 < 0 < 100 < 0 < < < <
Black 13 72 59 28 13 64 51 36 10 57 46 43
Hispanic 14 76 62 24 10 80 70 20 - 81 81 19
White 38 88 51 12 26 83 57 17 20 85 66 15
Two or more races 38 69 31 31 23 81 58 19 19 74 55 26
Students with Disabilities 14 69 56 31 18 55 38 45 4 34 30 66
Economically Disadvantaged 9 70 61 30 9 59 50 41 5 61 56 39
English Learners < < < < < < < < < < < <
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 84 76 16 16 87 71 13 12 84 72 16
Female 10 85 75 15 11 89 78 11 8 87 79 13
Male 8 84 76 16 21 85 64 15 16 81 65 19
Asian < 100 < 0 < 100 < 0 < < < <
Black 3 75 72 25 4 70 67 30 - 71 71 29
Hispanic 7 93 86 7 11 89 78 11 10 86 76 14
White 11 86 75 14 19 90 71 10 15 87 72 13
Two or more races < < < < 23 86 64 14 4 81 77 19
Students with Disabilities 5 61 55 39 13 59 46 41 - 44 44 56
Economically Disadvantaged 1 74 73 26 9 81 73 19 2 67 65 33
English Learners < 100 < 0 < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 81 70 19 15 87 72 13 18 84 66 16
Female 10 83 72 17 17 91 73 9 17 89 71 11
Male 11 80 68 20 13 84 70 16 19 80 61 20
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 8 67 59 33 3 71 68 29 7 71 64 29
Hispanic 15 77 62 23 33 75 42 25 22 89 67 11
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 13 87 74 13 19 92 73 8 20 88 68 12
Two or more races - 72 72 28 4 96 91 4 31 77 46 23
Students with Disabilities - 44 44 56 3 36 33 64 7 41 34 59
Economically Disadvantaged 4 62 58 38 3 75 71 25 5 73 68 27
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 94 72 6 11 88 77 12 14 94 80 7
Female 22 96 73 4 9 87 78 13 12 90 79 10
Male 23 93 70 7 12 88 76 12 17 98 81 2
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 87 73 13 4 78 74 22 3 97 94 3
Hispanic 10 90 80 10 8 75 67 25 < < < <
White 25 96 71 4 12 91 79 9 14 93 79 7
Two or more races 20 90 70 10 < < < < 15 85 69 15
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Economically Disadvantaged 9 88 78 13 8 62 54 38 9 97 89 3
English Learners < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 84 72 16 8 85 77 15 9 85 76 15
Female 9 83 74 17 6 85 79 15 7 86 80 14
Male 14 84 70 16 10 85 75 15 12 84 72 16
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 5 69 64 31 3 66 63 34 1 66 64 34
Hispanic 9 64 55 36 10 90 81 10 - 88 88 13
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 14 90 76 10 9 89 80 11 11 89 78 11
Two or more races 9 87 78 13 10 90 80 10 21 89 68 11
Students with Disabilities - 43 43 57 3 47 43 53 6 46 40 54
Economically Disadvantaged 7 69 61 31 2 76 74 24 2 70 68 30
English Learners < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 85 64 15 21 84 63 16 23 84 60 16
Female 18 87 70 13 19 84 65 16 21 84 64 16
Male 25 84 59 16 24 85 61 15 25 83 58 17
American Indian 27 91 64 9 17 83 67 17 < < < <
Asian 33 95 62 5 41 100 59 0 65 90 25 10
Black 11 75 65 25 12 72 60 28 10 69 58 31
Hispanic 23 96 73 4 24 90 66 10 17 88 71 12
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 24 87 63 13 23 86 63 14 26 87 61 13
Two or more races 24 86 62 14 21 86 65 14 29 81 52 19
Students with Disabilities 12 51 39 49 12 55 43 45 11 48 37 52
Economically Disadvantaged 9 74 65 26 11 72 61 28 11 68 57 32
English Learners 17 83 67 17 9 73 64 27 20 50 30 50
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 89 74 11 18 89 71 11 18 88 70 12
Female 9 90 81 10 11 87 76 13 17 91 73 9
Male 20 88 68 12 23 90 67 10 19 86 67 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 77 69 23 12 77 65 23 10 78 68 22
Hispanic 5 100 95 0 19 94 75 6 7 93 86 7
Native Hawaiian < 100 < 0 < < < <
White 18 92 74 8 20 91 72 9 20 91 71 9
Two or more races 6 82 76 18 14 86 71 14 26 96 70 4
Students with Disabilities 4 38 33 63 - 55 55 45 4 39 35 61
Economically Disadvantaged 2 78 76 22 8 75 68 25 8 81 73 19
English Learners < 100 < 0 < 100 < 0 < < < <
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 80 69 20 18 85 67 15 22 85 63 15
Female 10 85 75 15 16 86 70 14 19 85 66 15
Male 13 74 62 26 19 83 64 17 26 86 60 14
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 67 61 33 11 69 57 31 6 78 73 22
Hispanic 17 100 83 0 16 95 79 5 19 81 62 19
White 12 82 70 18 19 87 68 13 25 87 62 13
Two or more races < < < < 24 95 71 5 16 84 68 16
Students with Disabilities - 50 50 50 6 48 42 52 3 62 59 38
Economically Disadvantaged 4 67 63 33 7 74 67 26 7 68 61 32
English Learners < 100 < 0 < < < < < < < <
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 78 60 22 14 80 66 20 15 74 58 26
Female 13 77 63 23 12 79 67 21 9 73 64 27
Male 24 80 56 20 17 82 65 18 21 74 54 26
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 67 59 33 4 63 60 37 6 47 41 53
Hispanic 25 92 67 8 28 89 61 11 5 82 77 18
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 21 81 60 19 15 82 67 18 17 81 64 19
Two or more races 24 76 52 24 < 100 < 0 26 67 41 33
Students with Disabilities 14 57 43 43 7 73 67 27 5 14 10 86
Economically Disadvantaged 3 66 62 34 6 61 55 39 5 48 42 52
English Learners < < < < < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 99 84 1 20 92 73 8 25 94 69 6
Female 13 100 87 0 11 87 77 13 21 96 75 4
Male 17 97 80 3 29 98 69 2 29 93 64 7
Asian < 100 < 0 < 100 < 0
Black - 100 100 0 18 91 73 9 < < < <
Hispanic < 100 < 0 < < < < 18 100 82 0
White 20 98 78 2 19 93 73 7 25 95 70 5
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged - 100 100 0 5 82 77 18 - 89 89 11
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 87 70 13 18 84 66 16 17 85 68 15
Female 11 91 80 9 16 84 68 16 15 87 72 13
Male 23 84 61 16 20 83 64 17 18 83 65 17
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 75 71 25 7 73 67 27 7 72 66 28
Hispanic - 100 100 0 19 95 76 5 7 90 83 10
White 20 89 68 11 19 84 65 16 20 87 67 13
Two or more races 31 94 63 6 14 82 68 18 16 89 74 11
Students with Disabilities 4 30 26 70 3 42 39 58 7 50 43 50
Economically Disadvantaged 5 76 70 24 8 71 63 29 4 71 68 29
English Learners < 100 < 0 < < < <
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 45 89 44 11 35 82 47 18 39 82 43 18
Female 46 90 45 10 35 81 47 19 38 81 43 19
Male 43 87 44 13 36 83 47 17 39 84 44 16
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 28 87 58 13 19 71 53 29 18 64 47 36
Hispanic 57 90 33 10 37 81 44 19 42 92 50 8
White 47 89 43 11 41 86 44 14 43 87 44 13
Two or more races 46 88 42 13 22 74 52 26 48 76 28 24
Students with Disabilities 27 53 27 47 8 41 33 59 18 51 33 49
Economically Disadvantaged 30 78 47 22 14 71 57 29 25 70 45 30
English Learners < < < < < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 91.11 State: 89.72 Division: 88.24 State: 88.34 Division: 84.44 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division002
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten99102102
Kindergarten277307340
Grade 1314289336
Grade 2354321292
Grade 3362364336
Grade 4331360373
Grade 5337345370
Grade 6368345350
Grade 7306367349
Grade 8321311384
Grade 9327349345
Grade 10347302337
Grade 11281298296
Grade 12359305322
Post Graduate313
Total Students4,3864,3664,535
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students438643664535
Female214920962196
Male223722702339
American Indian232021
Asian505049
Black842798780
Hispanic241256291
Native Hawaiian479
White292529113013
Two or more races301324372
Students with Disabilities471510550
Not Students with Disabilities391538563985
Economically Disadvantaged150814641535
Not Economically Disadvantaged287829023000
English Learners243653
Not English Learners436243304482
Migrant1
Homeless421319
Military Connected173350373
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.” 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 171 135 11 0 12 4
State 50979 36013 2733 1046 5404 1786
Female Division 91 55 3 0 3 1
State 27837 15823 920 366 1922 656
Male Division 80 80 8 0 9 3
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < < <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 22 31 6 0 4 1
State 7955 11090 1111 244 1359 744
Hispanic Division 10 7 1 0 0 0
State 5086 5583 317 105 2172 323
White Division 129 85 4 0 6 2
State 30218 16420 1139 617 1589 596
Two or more races Division 7 10 0 0 1 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 22 11 0 5 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 20 49 8 0 8 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Military Connected Division 16 8 0 0 1 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students33331795.231795.2123.6
Female15314997.414997.432
Male18016893.316893.395
American Indian0<<<<<<
Asian0<100<10000
Black645992.25992.246.3
Hispanic18181001810000
White22621896.521896.562.7
Two or more races191789.51789.515.3
Students with Disabilities393487.23487.2512.8
Economically Disadvantaged887787.57787.589.1
English Learners0<100<10000
Homeless0<100<10000
Military Connected252496249614
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken110 / 8.38%202 / 16.12%240 / 18.46%
Advanced Placement Course Enrollment118 / 8.99%250 / 19.95%276 / 21.23%
Dual Enrollment507 / 38.61%477 / 38.07%186 / 14.31%
Governor’s School Enrollment89 / 6.78%89 / 7.1%92 / 7.08%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 323 190 41
State 82482 57560 30
Female Division 169 110 35
State 41546 31230 25
Male Division 154 80 48
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 53 29 45
State 18272 11640 36
Hispanic Division 17 < 100
State 8547 5341 38
White Division 228 138 39
State 46319 33154 28
Two or more races Division 20 11 45
State 3521 2499 29
Students with Disabilities Division 19 < 100
State 5986 3008 50
Economically Disadvantaged Division 65 25 62
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision-1120
 State179019641412
Industry CertificationDivision468490563
 State100544109590103892
Workplace ReadinessDivision-2517
 State307754231350242
Total Credentials EarnedDivision468526600
 State137248157490159017
Students Earning One or More CredentialsDivision391405439
 State109089126113127744
CTE CompletersDivision194194184
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 169 283 201 71%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 183 314 236 75.2%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 194 321 213 66.4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66.5 67.8 66.5

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,315.004,946.00478.00
2015-20163,378.005,054.00531.00
2016-20173,985.005,429.00628.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students3916359127132389735412415238803771221544012352143178
Female19171606664191917655601885171508019591637282
Male19991996168197817869921995206727420531897196
American Indian24302213011900216321
Asian50310501104921242411
Black795802532752682737674702641703592733
Hispanic225137421422912233289925929810
Native Hawaiian0000000000000000
White257423087752593227798726092388087266422093116
Two or more races244287192643381428939612319371217
Students with Disabilities380561520410591526424652924470522433
Economically Disadvantaged122820082811178193759210791716278124320467107
English Learners27210252013622444832
Homeless53176134510993513382612413
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 24
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 97
Disorderly or Disruptive Behavior Offenses 160
Alcohol, Tobacco, and Other Drug Offenses 26
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4791.690.5250.430.460.84
Asian1.2550.421.141.150.42
Black20.6240.5119.20239.3218.35738.4
Hispanic5.2242.115.4962.565.8891.27
Native Hawaiian0.1140.840.0910.161
White65.76246.4166.70547.8666.96648.95
Two or more races6.5478.026.8649.837.45310.13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4790.5250.46
Asian1.2551.141.15
Black20.6219.20228.5718.35737.5
Hispanic5.2245.4967.145.88912.5
Native Hawaiian0.1140.0910.161
White65.76210066.70557.1466.96650
Two or more races6.5476.8647.147.453
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4790.5250.46
Asian1.2551.141.15
Black20.6219.20218.357
Hispanic5.2245.4965.889
Native Hawaiian0.1140.0910.161
White65.76266.70510066.966
Two or more races6.5476.8647.453
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 35.2831.5829.31
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 31.0441.4447.67
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 68.8972.2173.52
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 15.16 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 10.23 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional9%9%
Provisional Special Education2%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201649%46%1%4%
2016-201750%46%0%4%
2017-201849%47%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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