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King George County Public Schools

General school information

Division: King George County Public Schools
Division Number: 48
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 82 18 18 64 82 18 17 63 80 20
Female 22 64 86 14 21 64 85 15 19 64 83 17
Male 15 63 78 22 15 64 79 21 15 62 76 24
American Indian 15 77 92 8 - 83 83 17 14 71 86 14
Asian 23 62 85 15 26 63 89 11 15 70 85 15
Black 9 59 68 32 9 61 70 30 8 59 67 33
Hispanic 17 67 83 17 21 60 81 19 16 62 78 22
Native Hawaiian < < 100 0 < < < < < < 100 0
White 21 65 86 14 20 66 85 15 19 64 83 17
Two or more races 16 60 76 24 18 61 80 20 18 57 75 25
Students with Disabilities 9 31 40 60 9 35 43 57 8 27 35 65
Students without Disabilities 20 68 88 12 19 68 87 13 18 68 86 14
Economically Disadvantaged 9 61 70 30 10 58 68 32 8 57 65 35
Not Economically Disadvantaged 22 65 87 13 21 67 88 12 21 66 87 13
English Learners 5 50 55 45 7 27 33 67 8 46 54 46
Military Connected 21 68 89 11 24 62 86 14
Foster Care < < < < < < 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 20 56 75 25 21 58 79 21 16 56 72 28
Female 22 57 79 21 26 50 76 24 17 60 77 23
Male 17 55 72 28 15 66 81 19 15 52 67 33
Asian < < < < < < 100 0 < < < <
Black 6 54 60 40 15 50 65 35 16 60 77 23
Hispanic 23 59 82 18 25 54 79 21 6 50 56 44
White 24 56 80 20 22 60 82 18 18 55 73 27
Two or more races 16 50 66 34 16 59 76 24 10 59 68 32
Students with Disabilities 9 23 33 67 11 33 43 57 11 24 35 65
Students without Disabilities 21 60 81 19 22 62 85 15 17 62 79 21
Economically Disadvantaged 8 51 58 42 12 58 69 31 13 51 63 37
Not Economically Disadvantaged 26 58 84 16 26 59 84 16 18 59 77 24
English Learners < < < < < < < < < < < <
Military Connected 21 64 85 15 25 36 61 39
Foster Care < < 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 23 56 79 21 21 56 77 23 18 56 74 26
Female 28 54 83 17 23 60 83 17 20 54 74 26
Male 18 59 76 24 19 53 72 28 15 58 74 26
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 9 60 69 31 7 55 61 39 - 48 48 52
Hispanic 21 57 79 21 22 59 81 19 20 52 72 28
White 29 55 84 16 26 55 81 19 20 58 78 22
Two or more races 15 52 67 33 21 59 79 21 20 60 80 20
Students with Disabilities 11 28 39 61 16 18 34 66 8 19 27 73
Students without Disabilities 25 61 85 15 22 61 83 17 19 63 82 18
Economically Disadvantaged 14 57 71 29 12 53 65 35 9 49 57 43
Not Economically Disadvantaged 27 56 84 16 26 58 84 16 23 60 83 17
English Learners < < < < < < 100 0 < < < <
Military Connected 25 63 88 13 25 53 78 22
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 23 61 84 16 23 53 76 24 23 56 79 21
Female 25 58 83 17 28 50 78 22 26 55 82 18
Male 20 64 84 16 18 57 74 26 20 57 77 23
American Indian < < 100 0 < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 11 59 70 30 13 54 67 33 7 54 61 39
Hispanic 35 45 80 20 24 36 60 40 33 52 85 15
White 24 64 87 13 27 54 81 19 28 56 84 16
Two or more races 29 57 86 14 16 59 75 25 21 54 75 25
Students with Disabilities 12 37 49 51 11 26 36 64 4 26 30 70
Students without Disabilities 24 64 88 12 25 57 82 18 26 61 87 13
Economically Disadvantaged 12 55 67 33 12 52 63 37 10 53 64 36
Not Economically Disadvantaged 27 63 90 10 29 54 83 17 30 58 88 12
Military Connected 32 54 86 14 31 51 83 17
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 23 58 81 19 19 64 84 16 19 61 81 19
Female 22 62 84 16 26 62 87 13 21 63 84 16
Male 23 55 78 22 14 67 80 20 17 60 77 23
American Indian < < 100 0 < < 100 0 < < < <
Asian < < < < < < < <
Black 13 50 63 37 15 58 73 27 9 59 68 32
Hispanic 13 67 80 20 20 64 84 16 4 68 72 28
White 27 59 86 14 20 68 88 12 23 64 87 13
Two or more races 21 63 84 16 29 46 75 25 21 48 70 30
Students with Disabilities 9 26 34 66 7 33 40 60 11 20 32 68
Students without Disabilities 24 62 87 13 21 69 90 10 20 67 87 13
Economically Disadvantaged 7 63 70 30 15 51 66 34 7 58 65 35
Not Economically Disadvantaged 30 56 86 14 22 70 91 9 25 63 89 11
English Learners < < < < < < < < < < < <
Military Connected 24 74 97 3 36 58 94 6
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 68 86 14 18 67 86 14 18 64 81 19
Female 22 69 92 8 20 68 88 12 23 62 86 14
Male 15 66 81 19 17 66 83 17 12 65 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 11 69 80 20 10 64 75 25 8 58 66 34
Hispanic 13 78 91 9 26 58 84 16 12 77 88 12
White 19 68 88 12 19 70 89 11 20 65 85 15
Two or more races 17 57 74 26 21 58 79 21 27 50 77 23
Students with Disabilities 5 38 43 57 9 56 65 35 5 34 39 61
Students without Disabilities 20 72 92 8 19 69 88 12 19 68 87 13
Economically Disadvantaged 11 65 76 24 9 67 76 24 8 56 64 36
Not Economically Disadvantaged 21 69 90 10 23 67 90 10 22 67 89 11
English Learners < < 100 0 < < < < < < 100 0
Military Connected 16 78 94 6 22 75 97 3
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 16 64 79 21 14 70 84 16 16 67 82 18
Female 20 65 86 14 14 78 92 8 14 71 86 14
Male 11 62 73 27 14 63 78 22 16 63 79 21
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 14 47 61 39 - 73 73 27 8 61 69 31
Hispanic - 84 84 16 10 85 95 5 14 66 79 21
White 17 66 83 17 16 70 86 14 17 68 86 14
Two or more races 15 70 85 15 23 62 85 15 19 63 81 19
Students with Disabilities 15 18 33 67 - 44 44 56 6 36 42 58
Students without Disabilities 16 70 86 14 16 74 90 10 17 70 86 14
Economically Disadvantaged 8 59 67 33 6 61 66 34 7 61 68 32
Not Economically Disadvantaged 19 66 85 15 17 74 92 8 20 69 89 11
English Learners < < < < < < < < < < < <
Military Connected 18 71 88 12 15 82 97 3
Foster Care < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 83 89 11 6 81 87 13 7 80 87 13
Female 9 86 94 6 7 85 91 9 8 84 92 8
Male 4 80 84 16 5 78 84 16 6 76 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 3 75 78 22 1 76 78 22 5 73 78 22
Hispanic 7 86 93 7 13 80 93 7 22 65 87 13
Native Hawaiian < < 100 0 < < 100 0
White 7 85 92 8 7 82 89 11 7 83 90 10
Two or more races - 80 80 20 4 88 92 8 - 85 85 15
Students with Disabilities 5 47 51 49 8 40 48 52 13 32 45 55
Students without Disabilities 6 88 94 6 6 85 91 9 6 85 91 9
Economically Disadvantaged 3 83 86 14 3 74 76 24 4 72 77 23
Not Economically Disadvantaged 7 82 89 11 7 84 91 9 8 83 91 9
Military Connected 9 77 86 14 8 84 92 8
< = 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 24 54 77 23 23 56 79 21 30 50 80 20
Female 31 56 86 14 29 59 88 12 36 51 87 13
Male 17 52 69 31 18 53 71 29 24 48 72 28
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < 55 27 82 18 < < 100 0
Black 16 44 61 39 13 52 64 36 17 50 67 33
Hispanic 21 66 87 13 38 41 78 22 29 49 78 22
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 26 56 82 18 25 57 82 18 33 50 83 17
Two or more races 19 49 67 33 16 65 80 20 33 52 85 15
Students with Disabilities 17 17 33 67 4 25 29 71 20 16 36 64
Students without Disabilities 25 59 84 16 25 59 84 16 31 53 84 16
Economically Disadvantaged 15 51 66 34 9 58 67 33 12 52 64 36
Not Economically Disadvantaged 27 55 82 18 28 55 83 17 37 49 86 14
English Learners < < 100 0 < < < < < < 100 0
Military Connected 39 39 78 22 43 48 91 9
Foster Care < < 100 0 < < 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 25 52 76 24 23 54 77 23 36 45 81 19
Female 35 54 89 11 28 59 87 13 44 43 86 14
Male 15 49 64 36 18 49 66 34 28 47 76 24
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 22 38 60 40 12 49 61 39 22 43 66 34
Hispanic 28 56 83 17 32 55 86 14 25 57 82 18
White 25 56 80 20 24 55 79 21 39 45 84 16
Two or more races 25 50 75 25 12 62 73 27 40 47 87 13
Students with Disabilities 24 7 32 68 2 24 26 74 16 23 39 61
Students without Disabilities 25 58 83 17 25 57 83 17 38 47 85 15
Economically Disadvantaged 16 50 66 34 11 54 65 35 13 51 64 36
Not Economically Disadvantaged 29 52 81 19 28 54 81 19 46 42 88 12
English Learners < < 100 0 < < < < < < 100 0
Military Connected 45 27 73 27 45 48 94 6
Foster Care < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 56 78 22 24 58 82 18 25 54 79 21
Female 26 57 84 16 29 59 88 12 30 59 88 12
Male 20 54 74 26 19 57 76 24 19 49 69 31
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 10 51 61 39 13 54 67 33 12 56 68 32
Hispanic 15 75 90 10 47 20 67 33 35 39 74 26
Native Hawaiian < < 100 0 < < 100 0
White 28 56 83 17 26 61 87 13 27 55 82 18
Two or more races 13 48 61 39 20 68 88 12 25 58 83 17
Students with Disabilities 9 26 35 65 8 27 35 65 25 8 33 67
Students without Disabilities 25 60 85 15 25 61 85 15 25 58 83 17
Economically Disadvantaged 13 52 65 35 7 64 71 29 10 53 64 36
Not Economically Disadvantaged 26 57 83 17 29 56 85 15 29 55 84 16
Military Connected 29 57 86 14 40 48 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 82 18 17 63 80 20 18 67 85 15
Female 15 68 84 16 17 65 82 18 18 69 87 13
Male 16 64 80 20 16 61 77 23 17 66 83 17
American Indian 29 64 93 7 6 69 75 25 13 75 88 13
Asian 29 64 93 7 37 47 83 17 39 55 94 6
Black 8 62 71 29 7 58 65 35 8 65 73 27
Hispanic 13 74 87 13 16 65 81 19 18 73 90 10
Native Hawaiian < < < < < < < < < < < <
White 18 67 84 16 19 65 84 16 19 68 87 13
Two or more races 13 64 77 23 18 57 76 24 18 65 83 17
Students with Disabilities 12 31 43 57 11 28 38 62 11 35 46 54
Students without Disabilities 16 70 86 14 18 67 85 15 18 71 90 10
Economically Disadvantaged 9 64 73 27 8 59 66 34 7 66 73 27
Not Economically Disadvantaged 19 67 86 14 21 65 86 14 22 68 90 10
English Learners 5 68 73 27 4 39 43 57 12 76 88 12
Military Connected 20 70 90 10 25 67 92 8
Foster Care < < < < < < < <
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 16 62 78 22 15 59 75 25 12 70 82 18
Female 12 65 77 23 15 55 70 30 10 74 84 16
Male 20 58 78 22 16 63 79 21 14 66 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 55 61 39 4 52 57 43 5 72 77 23
Hispanic 18 73 91 9 13 63 75 25 - 83 83 17
White 19 62 82 18 16 62 78 22 14 70 84 16
Two or more races 16 56 72 28 22 51 73 27 15 63 78 22
Students with Disabilities 14 21 36 64 11 22 33 67 13 37 50 50
Students without Disabilities 16 67 83 17 16 65 81 19 12 76 88 12
Economically Disadvantaged 6 58 64 36 6 56 62 38 8 69 77 23
Not Economically Disadvantaged 21 63 84 16 21 61 82 18 15 71 85 15
English Learners < < 100 0 < < < < < < 100 0
Military Connected 22 63 84 16 21 61 82 18
Foster Care < < 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 57 82 18 25 52 78 22 17 60 77 23
Female 24 59 84 16 22 56 78 22 16 59 75 25
Male 25 55 80 20 29 48 77 23 19 60 79 21
American Indian < < < < < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 18 56 74 26 11 47 57 43 - 57 57 43
Hispanic 21 61 82 18 33 48 81 19 24 68 92 8
White 28 58 86 14 31 52 83 17 20 60 79 21
Two or more races 15 56 70 30 10 66 76 24 17 60 77 23
Students with Disabilities 15 20 35 65 14 23 36 64 10 25 35 65
Students without Disabilities 26 63 89 11 27 56 83 17 19 65 84 16
Economically Disadvantaged 13 59 72 28 9 55 64 36 5 56 61 39
Not Economically Disadvantaged 31 56 87 13 34 51 85 15 24 62 86 14
English Learners < < < < < < 100 0 < < 100 0
Military Connected 28 63 91 9 25 64 89 11
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 33 53 85 15 23 56 78 22 25 58 82 18
Female 38 47 85 15 22 58 80 20 24 63 86 14
Male 27 59 85 15 23 53 76 24 26 53 79 21
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 21 63 84 16 13 49 62 38 10 54 63 37
Hispanic 20 70 90 10 15 69 85 15 22 67 89 11
White 36 49 85 15 27 57 84 16 29 57 87 13
Two or more races 30 59 89 11 19 50 69 31 29 57 86 14
Students with Disabilities 17 29 46 54 6 17 23 77 13 19 32 68
Students without Disabilities 35 56 91 9 25 61 86 14 26 63 90 10
Economically Disadvantaged 21 55 76 24 10 52 63 38 8 61 68 32
Not Economically Disadvantaged 37 52 89 11 29 57 87 13 34 56 90 10
English Learners < < < < < < < < < < < <
Military Connected 36 58 94 6 29 54 83 17
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 76 86 14 23 61 84 16 24 61 85 15
Female 9 83 92 8 29 57 86 14 23 63 86 14
Male 11 70 81 19 18 65 82 18 24 59 84 16
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0
Black 5 73 79 21 10 60 69 31 12 64 76 24
Hispanic 16 68 84 16 20 64 84 16 24 60 84 16
White 11 78 89 11 26 63 88 12 27 61 89 11
Two or more races - 90 90 10 33 52 85 15 18 64 82 18
Students with Disabilities 6 45 52 48 9 33 42 58 11 32 43 57
Students without Disabilities 11 81 91 9 25 65 90 10 26 65 91 9
Economically Disadvantaged 8 72 79 21 11 58 69 31 10 66 76 24
Not Economically Disadvantaged 11 79 90 10 28 63 91 9 31 59 90 10
English Learners < < < < < < < < < < < <
Military Connected 24 71 94 6 40 57 97 3
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 74 26 7 61 68 32 17 67 84 16
Female 11 68 79 21 9 61 70 30 24 64 89 11
Male 12 57 69 31 5 62 67 33 10 69 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 2 54 56 44 4 55 59 41 11 57 69 31
Hispanic 5 76 81 19 19 50 69 31 12 76 88 12
White 13 64 77 23 6 66 72 28 19 68 87 13
Two or more races 19 50 69 31 - 58 58 42 17 74 91 9
Students with Disabilities 11 32 43 57 10 17 27 73 5 39 44 56
Students without Disabilities 11 67 79 21 7 68 74 26 19 71 90 10
Economically Disadvantaged 10 51 61 39 5 46 51 49 9 60 69 31
Not Economically Disadvantaged 12 67 79 21 8 72 80 20 21 70 91 9
English Learners < < < < < < < < < < 100 0
Military Connected 6 78 83 17 20 73 93 7
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 12 66 78 22 9 63 73 27 5 72 77 23
Female 9 71 79 21 9 74 83 17 4 76 81 19
Male 15 63 77 23 9 54 64 36 6 69 75 25
American Indian < < 100 0 < < 100 0 < < 100 0
Black 11 57 69 31 2 54 56 44 2 63 65 35
Hispanic 6 88 94 6 6 65 71 29 - 81 81 19
White 14 66 81 19 11 66 77 23 7 74 82 18
Two or more races - 67 67 33 9 59 68 32 < < < <
Students with Disabilities 16 24 41 59 5 35 40 60 14 21 36 64
Students without Disabilities 11 73 85 15 10 68 78 22 4 80 84 16
Economically Disadvantaged 10 65 75 25 4 52 56 44 2 66 69 31
Not Economically Disadvantaged 13 67 80 20 12 69 80 20 7 77 84 16
English Learners < < 100 0 < < < < < < 100 0
Military Connected 15 59 74 26 11 83 94 6
Foster Care < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 78 89 11 14 71 84 16 14 79 93 7
Female 10 82 91 9 13 76 90 10 17 80 97 3
Male 11 75 86 14 14 66 80 20 11 78 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 2 82 83 17 3 63 66 34 4 85 89 11
Hispanic 13 69 81 19 4 85 88 12 19 81 100 0
Native Hawaiian < < 100 0 < < < < < < 100 0
White 11 79 90 10 16 73 90 10 16 77 93 7
Two or more races 19 75 94 6 25 57 82 18 8 83 92 8
Students with Disabilities - 41 41 59 8 39 47 53 - 69 69 31
Students without Disabilities 11 82 93 7 14 74 89 11 16 80 96 4
Economically Disadvantaged 4 79 83 17 5 73 78 22 8 76 84 16
Not Economically Disadvantaged 13 78 91 9 17 70 87 13 16 80 96 4
English Learners < < 100 0 < < < < < < 100 0
Military Connected 10 83 93 7 21 76 97 3
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 72 80 20 9 75 84 16 14 73 87 13
Female 9 72 81 19 9 75 85 15 12 73 86 14
Male 8 71 79 21 9 75 84 16 17 72 89 11
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 2 54 55 45 2 76 78 22 - 77 77 23
Hispanic 8 83 92 8 11 72 83 17 21 74 95 5
Native Hawaiian < < < < < < 100 0 < < < <
White 11 76 86 14 9 76 86 14 16 73 89 11
Two or more races - 78 78 22 13 69 81 19 21 58 79 21
Students with Disabilities 8 46 54 46 < < < < 10 50 60 40
Students without Disabilities 8 73 81 19 9 76 85 15 14 74 88 12
Economically Disadvantaged 4 65 69 31 1 78 79 21 3 75 78 22
Not Economically Disadvantaged 10 74 84 16 11 74 86 14 18 72 91 9
English Learners < < < <
Military Connected 8 86 94 6 28 72 100 0
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 11 74 85 15 20 72 93 7 26 73 99 1
Female 11 73 83 17 20 75 96 4 25 72 98 2
Male 12 75 87 13 20 69 89 11 27 73 100 0
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 70 77 23 11 75 86 14 33 67 100 0
Hispanic - 100 100 0 19 81 100 0 36 64 100 0
Native Hawaiian < < 100 0 < < 100 0
White 14 72 86 14 23 71 93 7 23 75 98 2
Two or more races - 82 82 18 20 70 90 10 < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 11 73 85 15 20 73 93 7 26 73 99 1
Economically Disadvantaged 3 79 82 18 16 71 88 12 16 84 100 0
Not Economically Disadvantaged 13 73 86 14 21 72 94 6 28 71 99 1
English Learners < < 100 0
Military Connected 26 70 96 4 27 73 100 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 15 70 85 15 14 70 84 16 17 67 84 16
Female 14 71 85 15 13 73 86 14 15 71 86 14
Male 16 69 85 15 16 67 83 17 19 63 83 17
American Indian < < < < 20 60 80 20 < < 100 0
Asian 29 71 100 0 37 47 84 16 33 42 75 25
Black 6 63 69 31 6 64 70 30 3 66 69 31
Hispanic 13 71 84 16 7 79 86 14 18 67 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 71 89 11 16 72 88 12 20 68 88 12
Two or more races 17 71 88 12 17 64 81 19 21 62 83 17
Students with Disabilities 11 42 53 47 7 39 46 54 6 34 40 60
Students without Disabilities 16 73 89 11 15 74 89 11 19 71 90 10
Economically Disadvantaged 6 66 73 28 4 65 70 30 8 62 70 30
Not Economically Disadvantaged 18 71 90 10 18 72 90 10 22 69 91 9
English Learners 8 54 62 38 8 31 38 62 < < < <
Military Connected 24 67 91 9 24 68 92 8
Foster Care < < < < < < 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 23 57 80 20 17 62 78 22 29 54 82 18
Female 25 51 77 23 19 60 79 21 26 59 85 15
Male 20 62 82 18 14 63 77 23 31 49 80 20
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 13 51 64 36 10 46 57 43 3 59 62 38
Hispanic 10 70 80 20 - 81 81 19 41 48 89 11
White 26 57 83 17 20 66 85 15 34 53 88 12
Two or more races 23 58 81 19 19 55 74 26 32 50 82 18
Students with Disabilities 18 38 55 45 4 30 34 66 6 28 34 66
Students without Disabilities 24 59 83 17 18 66 85 15 32 58 89 11
Economically Disadvantaged 9 50 59 41 5 56 61 39 11 58 69 31
Not Economically Disadvantaged 28 59 87 13 23 65 88 13 38 51 90 10
English Learners < < < < < < < < < < < <
Military Connected 31 64 94 6 49 40 89 11
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 16 71 87 13 12 72 84 16 13 70 83 17
Female 11 78 89 11 8 79 87 13 12 71 83 17
Male 21 64 85 15 16 65 81 19 14 70 84 16
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 4 67 70 30 - 71 71 29 3 64 68 32
Hispanic 11 78 89 11 10 76 86 14 14 69 83 17
White 19 71 90 10 15 72 87 13 14 74 88 12
Two or more races 23 64 86 14 4 77 81 19 27 53 80 20
Students with Disabilities 13 46 59 41 - 44 44 56 12 33 45 55
Students without Disabilities 16 74 91 9 14 75 89 11 13 75 88 12
Economically Disadvantaged 9 73 81 19 2 65 67 33 11 56 66 34
Not Economically Disadvantaged 19 70 89 11 16 74 91 9 14 78 92 8
English Learners < < < < < < < < < < < <
Military Connected 23 66 89 11 19 77 97 3
Foster Care < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 72 87 13 18 66 84 16 18 67 85 15
Female 17 73 91 9 17 71 89 11 14 74 89 11
Male 13 70 84 16 19 61 80 20 21 61 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 3 68 71 29 7 64 71 29 6 71 76 24
Hispanic 33 42 75 25 22 67 89 11 9 78 87 13
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 73 92 8 20 68 88 12 22 64 86 14
Two or more races 4 91 96 4 31 46 77 23 21 69 90 10
Students with Disabilities 3 33 36 64 7 34 41 59 - 28 28 72
Students without Disabilities 17 76 93 7 19 69 88 12 20 72 92 8
Economically Disadvantaged 3 71 75 25 5 68 73 27 8 66 74 26
Not Economically Disadvantaged 20 72 92 8 23 66 89 11 23 68 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected 24 66 90 10 15 70 85 15
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 77 88 12 14 80 94 7 15 54 69 31
Female 9 78 87 13 12 79 90 10 < < < <
Male 12 76 88 12 17 81 98 2 < < 100 0
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 4 74 78 22 3 94 97 3 < < < <
Hispanic 8 67 75 25 < < < < < < 100 0
Native Hawaiian < < 100 0
White 12 79 91 9 14 79 93 7 < < < <
Two or more races < < < < 15 69 85 15
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 11 77 88 12 14 79 93 7 17 58 75 25
Economically Disadvantaged 8 54 62 38 9 89 97 3 < < < <
Not Economically Disadvantaged 11 80 92 8 15 78 93 7 20 50 70 30
Military Connected 21 79 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 77 85 15 9 76 85 15 8 78 86 14
Female 6 79 85 15 7 80 86 14 7 82 88 12
Male 10 75 85 15 12 72 84 16 10 74 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 3 63 66 34 1 64 66 34 - 74 74 26
Hispanic 10 81 90 10 - 88 88 13 9 74 83 17
Native Hawaiian < < 100 0 < < 100 0
White 9 80 89 11 11 78 89 11 10 80 90 10
Two or more races 10 80 90 10 21 68 89 11 4 75 79 21
Students with Disabilities 3 43 47 53 6 40 46 54 - 51 51 49
Students without Disabilities 8 81 89 11 10 80 89 11 9 81 90 10
Economically Disadvantaged 2 74 76 24 2 68 70 30 3 68 71 29
Not Economically Disadvantaged 10 79 89 11 13 79 92 8 10 82 93 7
English Learners < < 100 0 < < < < < < < <
Military Connected 19 69 88 12 11 86 97 3
< = 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 21 63 84 16 23 60 84 16 19 55 74 26
Female 19 65 84 16 21 64 84 16 17 56 73 27
Male 24 61 85 15 25 58 83 17 20 54 74 26
American Indian 17 67 83 17 < < < < < < 100 0
Asian 41 59 100 0 65 25 90 10 36 45 82 18
Black 12 60 72 28 10 58 69 31 6 52 58 42
Hispanic 24 66 90 10 17 71 88 12 17 59 75 25
Native Hawaiian < < 100 0 < < < < < < 100 0
White 23 63 86 14 26 61 87 13 22 55 77 23
Two or more races 21 65 86 14 29 52 81 19 23 54 77 23
Students with Disabilities 12 43 55 45 11 37 48 52 5 30 36 64
Students without Disabilities 23 65 88 12 24 63 87 13 21 59 80 20
Economically Disadvantaged 11 61 72 28 11 57 68 32 8 46 54 46
Not Economically Disadvantaged 26 64 89 11 28 62 90 10 24 60 84 16
English Learners 9 64 73 27 < < < < - 27 27 73
Military Connected 28 59 87 13 28 60 88 12
Foster Care < < 100 0 < < 100 0
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 18 71 89 11 18 70 88 12 2 57 59 41
Female 11 76 87 13 17 73 91 9 2 55 57 43
Male 23 67 90 10 19 67 86 14 2 58 60 40
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 12 65 77 23 10 68 78 22 - 43 43 57
Hispanic 19 75 94 6 7 86 93 7 < < < <
Native Hawaiian < < < <
White 20 72 91 9 20 71 91 9 2 60 61 39
Two or more races 14 71 86 14 26 70 96 4 < < < <
Students with Disabilities - 55 55 45 4 35 39 61 8 17 25 75
Students without Disabilities 20 73 93 7 19 73 92 8 1 62 63 37
Economically Disadvantaged 8 68 75 25 8 73 81 19 - 50 50 50
Not Economically Disadvantaged 20 72 92 8 21 69 90 10 3 61 64 36
English Learners < < 100 0 < < < < < < 100 0
Military Connected 5 82 86 14 < < < <
Foster Care < < 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 18 67 85 15 22 63 85 15 23 61 84 16
Female 16 70 86 14 19 66 85 15 18 64 81 19
Male 19 64 83 17 26 60 86 14 28 59 87 13
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 57 69 31 6 73 78 22 5 67 72 28
Hispanic 16 79 95 5 19 62 81 19 18 68 86 14
Native Hawaiian < < 100 0
White 19 68 87 13 25 62 87 13 28 59 86 14
Two or more races 24 71 95 5 16 68 84 16 33 60 93 7
Students with Disabilities 6 42 48 52 3 59 62 38 7 46 54 46
Students without Disabilities 19 70 89 11 25 63 88 12 25 63 87 13
Economically Disadvantaged 7 67 74 26 7 61 68 32 12 54 66 34
Not Economically Disadvantaged 22 67 89 11 28 64 92 8 29 64 93 7
English Learners < < < < < < < < < < < <
Military Connected 39 42 82 18 47 47 94 6
Foster Care < < 100 0
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 14 66 80 20 15 58 74 26 - 30 30 70
Female 12 67 79 21 9 64 73 27 - 29 29 71
Male 17 65 82 18 21 54 74 26 - 30 30 70
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 4 60 63 37 6 41 47 53 - 14 14 86
Hispanic 28 61 89 11 5 77 82 18 < < < <
Native Hawaiian < < 100 0 < < < < < < 100 0
White 15 67 82 18 17 64 81 19 - 33 33 67
Two or more races < < 100 0 26 41 67 33 < < < <
Students with Disabilities 7 67 73 27 5 10 14 86 - - - 100
Students without Disabilities 15 66 81 19 16 62 78 22 - 38 38 62
Economically Disadvantaged 6 55 61 39 5 42 48 52 - 19 19 81
Not Economically Disadvantaged 17 71 88 13 20 66 85 15 - 43 43 57
English Learners < < 100 0 < < < < < < < <
Military Connected 17 71 88 13 - 55 55 45
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 73 92 8 25 69 94 6 5 63 67 33
Female 11 77 87 13 21 75 96 4 4 59 63 37
Male 29 69 98 2 29 64 93 7 5 65 70 30
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 18 73 91 9 < < < < - 69 69 31
Hispanic < < < < 18 82 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 73 93 7 25 70 95 5 5 63 68 33
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0 < < < < - 44 44 56
Students without Disabilities 20 72 92 8 25 70 95 5 6 69 75 25
Economically Disadvantaged 5 77 82 18 - 89 89 11 - 39 39 61
Not Economically Disadvantaged 24 71 96 4 31 65 95 5 7 76 83 17
English Learners < < 100 0
Military Connected 30 60 90 10 < < < <
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 18 66 84 16 17 68 85 15 17 66 83 17
Female 16 68 84 16 15 72 87 13 19 66 85 15
Male 20 64 83 17 18 65 83 17 15 66 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 67 73 27 7 66 72 28 15 56 71 29
Hispanic 19 76 95 5 7 83 90 10 4 77 81 19
White 19 65 84 16 20 67 87 13 19 67 86 14
Two or more races 14 68 82 18 16 74 89 11 19 62 81 19
Students with Disabilities 3 39 42 58 7 43 50 50 - 34 34 66
Students without Disabilities 20 69 89 11 18 71 88 12 19 70 89 11
Economically Disadvantaged 8 63 71 29 4 68 71 29 8 58 66 34
Not Economically Disadvantaged 21 67 88 12 23 69 91 9 20 69 89 11
English Learners < < < < < < < <
Military Connected 19 75 94 6 16 81 97 3
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 35 47 82 18 39 43 82 18 29 45 74 26
Female 35 47 81 19 38 43 81 19 27 45 72 28
Male 36 47 83 17 39 44 84 16 32 45 77 23
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 19 53 71 29 18 47 64 36 5 48 52 48
Hispanic 37 44 81 19 42 50 92 8 42 46 88 13
White 41 44 86 14 43 44 87 13 32 44 76 24
Two or more races 22 52 74 26 48 28 76 24 29 49 77 23
Students with Disabilities 8 33 41 59 18 33 51 49 2 28 30 70
Students without Disabilities 39 48 87 13 41 45 86 14 34 47 81 19
Economically Disadvantaged 14 57 71 29 25 45 70 30 12 42 54 46
Not Economically Disadvantaged 45 42 87 13 46 43 89 11 38 46 85 15
English Learners < < < < < < 100 0 < < < <
Military Connected 52 35 87 13 43 46 89 11
< = 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
Division-22
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten102102108
Kindergarten307340303
Grade 1289336353
Grade 2321292328
Grade 3364336301
Grade 4360373335
Grade 5345370369
Grade 6345350364
Grade 7367349340
Grade 8311384335
Grade 9349345415
Grade 10302337320
Grade 11298296286
Grade 12305322320
Post Graduate13-
Total Students4,3664,5354,477

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students436645354477
Female209621962169
Male227023392308
American Indian202121
Asian504949
Black798780726
Hispanic256291308
Native Hawaiian797
White291130132968
Two or more races324372398
Students with Disabilities510550579
Students without Disabilities385639853898
Economically Disadvantaged146415351465
Not Economically Disadvantaged290230003012
English Learners365357
Not English Learners433044824420
Homeless131926
Military Connected350373374
Foster Care8106
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 171 135 11 0 12 4
State 50983 36029 2739 1053 5386 1766
Female Division 91 55 3 0 3 1
State 27838 15825 923 368 1911 652
Male Division 80 80 8 0 9 3
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < < <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 22 31 6 0 4 1
State 7955 11098 1113 244 1362 735
Hispanic Division 10 7 1 0 0 0
State 5087 5586 317 107 2168 323
White Division 129 85 4 0 6 2
State 30221 16421 1144 621 1576 587
Two or more races Division 7 10 0 0 1 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 22 11 0 5 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 20 49 8 0 8 3
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division 16 8 0 0 1 0
State 1941 1109 47 11 38 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3333179531795124
Female153149971499732
Male180168931689395
American Indian<<<<<<<
Asian<<100<10000
Black645992599246
Hispanic18181001810000
White226218972189763
Two or more races191790179015
Students with Disabilities3934873487513
Economically Disadvantaged887788778889
English Learners<<100<10000
Homeless<<100<10000
Military Connected252496249614
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken202 / 16.12%240 / 18.46%
Advanced Placement Course Enrollment250 / 19.95%276 / 21.23%
Dual Enrollment477 / 38.07%186 / 14.31%
Governor's School Enrollment89 / 7.1%92 / 7.08%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision30016744
State83,31058,98329
FemaleDivision1459634
State42,04632,13924
MaleDivision1557154
State41,26426,84435
American IndianDivision<<100
State24615338
AsianDivision<<100
State5,5904,89312
BlackDivision613543
State18,36711,78836
HispanicDivision18<100
State9,2355,82337
Native HawaiianDivision<<100
State1257639
WhiteDivision19711243
State45,92633,47627
Two or more racesDivision14<100
State3,8212,77427
Students with DisabilitiesDivision14<100
State6,7843,33551
Economically DisadvantagedDivision602558
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
Industry CertificationDivision468490563
 State99,894109,275104,601
Total Credentials EarnedDivision468526600
 State137,248157,490160,248
Students Earning One or More CredentialsDivision391405439
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision352630
 State1,5141,4311,537
CTE CompletersDivision194194184
 State42,40440,51641,438
NOCTI AssessmentsDivision---
 State4,1393,6233,525
State LicensuresDivision-1120
 State2,4402,2791,881
Workplace ReadinessDivision-2517
 State30,77542,31350,241

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division3,418.004,606.00562.00
State5,761.004,621.00875.00
2013-2014Division3,392.004,692.00507.00
State5,807.004,651.00784.00
2014-2015Division3,315.004,946.00478.00
State5,933.004,819.00771.00
2015-2016Division3,378.005,054.00531.00
State6,084.004,849.00812.00
2016-2017Division3,985.005,429.00628.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,6056123,7516173,714577
Female1,7522711,8442801,808273
Male1,8533411,9073371,906304
American Indian191166192
Asian454416464
Black6331296379761093
Hispanic215342444825146
Native Hawaiian<<<<<<
White2,4213942,5104062,443386
Two or more races265492945433946
Students with Disabilities395116424108432105
Economically Disadvantaged9812841,1313381,091316
English Learners31440134611
Homeless282023202820
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 17
Offenses Against Staff <
Weapons Offenses 13
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 101
Disorderly or Disruptive Behavior Offenses 150
Alcohol, Tobacco, and Other Drug Offenses 42
Technology Offenses 13

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.50.80.50.8
Asian1.20.41.10.4
Black18.438.417.237.8
Hispanic5.91.36.44.5
Native Hawaiian0.20.2
White6748.966.548
Two or more races7.510.18.28.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.5
Asian1.21.1
Black18.437.517.250
Hispanic5.912.56.416.7
Native Hawaiian0.20.2
White675066.533.3
Two or more races7.58.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.50.5
Asian1.21.1
Black18.417.2
Hispanic5.96.4
Native Hawaiian0.20.2
White6766.5
Two or more races7.58.2
< = 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 29.332.734.7
< = 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 47.644.844.5
< = 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 73.569.666.5
< = 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

2016-2017 Grades K-7 Student Teacher Ratio: 15.16 : 1

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