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King William County Public Schools

General school information

Division: King William County Public Schools
Division Number: 50
Address: 18548 King William Rd King William, VA 23086-0185
Superintendent: Dr. David O White
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Acquinton ElementaryAccredited
Cool Spring PrimaryAccredited
Middle Schools
Hamilton Holmes MiddleAccredited
High Schools
King William HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 78 22 12 64 77 23 12 61 73 27
Female 16 66 82 18 14 66 79 21 13 64 77 23
Male 10 63 73 27 11 62 74 26 11 59 70 30
American Indian 11 63 74 26 16 68 84 16 11 84 95 5
Asian < < < < < < < < < < 100 0
Black 11 55 66 34 8 54 63 37 6 50 55 45
Hispanic 10 68 77 23 17 41 59 41 16 50 66 34
White 14 66 80 20 13 67 80 20 14 63 77 23
Two or more races 18 61 80 20 18 56 73 27 9 64 72 28
Students with Disabilities 7 26 33 67 8 28 36 64 8 29 37 63
Students without Disabilities 14 71 85 15 13 70 83 17 13 67 80 20
Economically Disadvantaged 9 58 67 33 7 58 64 36 8 53 61 39
Not Economically Disadvantaged 15 68 83 17 16 68 83 17 14 65 79 21
English Learners - 36 36 64 < < < < - 17 17 83
Homeless < < 100 0 < < 100 0 < < < <
Military Connected 13 67 80 20 13 78 91 9
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 15 56 71 29 20 55 75 25 13 51 64 36
Female 22 51 72 28 23 54 77 23 14 53 67 33
Male 7 63 70 30 16 57 73 27 12 48 60 40
American Indian < < 100 0 < < 100 0
Black 3 43 46 54 17 38 54 46 10 38 48 52
Hispanic < < < < < < < <
White 18 61 79 21 18 64 83 17 14 53 66 34
Two or more races < < < < < < < < 9 55 64 36
Students with Disabilities 4 22 26 74 16 32 48 52 11 29 39 61
Students without Disabilities 17 62 79 21 21 60 81 19 14 55 69 31
Economically Disadvantaged 5 49 54 46 16 45 62 38 15 44 59 41
Not Economically Disadvantaged 21 60 80 20 22 62 84 16 13 54 67 33
English Learners < < < < < < < <
Homeless < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 15 62 77 23 19 53 73 27
Female 19 73 91 9 16 66 82 18 16 60 77 23
Male 16 59 74 26 14 58 72 28 24 44 68 32
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 4 72 76 24 - 53 53 47 12 32 44 56
Hispanic < < < < < < < <
White 17 66 84 16 18 66 84 16 21 60 80 20
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 26 30 70 7 26 33 67 17 22 39 61
Students without Disabilities 19 72 91 9 16 69 85 15 20 60 79 21
Economically Disadvantaged 13 53 66 34 5 60 65 35 10 47 57 43
Not Economically Disadvantaged 19 70 89 11 22 64 86 14 24 57 81 19
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 85 15 21 60 82 18 19 58 77 23
Female 21 69 90 10 27 61 88 12 18 62 81 19
Male 11 68 79 21 17 60 77 23 19 53 73 27
Black 20 60 80 20 11 61 71 29 3 45 48 52
White 15 69 85 15 23 61 83 17 23 60 83 17
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 5 50 55 45 4 31 35 65 11 29 39 61
Students without Disabilities 18 71 89 11 25 66 90 10 20 63 84 16
Economically Disadvantaged 10 73 82 18 16 47 64 36 6 58 65 35
Not Economically Disadvantaged 19 67 86 14 24 66 90 10 25 58 83 17
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 50 66 34 18 66 83 17 14 65 79 21
Female 15 53 68 32 18 67 85 15 17 67 84 16
Male 17 47 64 36 17 64 81 19 11 63 74 26
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0
Black 13 45 58 42 20 60 80 20 3 69 72 28
Hispanic < < < < < < < < < < < <
White 17 52 69 31 17 66 83 17 15 66 80 20
Two or more races 9 45 55 45 < < 100 0 < < < <
Students with Disabilities 3 23 26 74 14 29 43 57 4 28 32 68
Students without Disabilities 19 55 73 27 18 71 90 10 16 71 86 14
Economically Disadvantaged 15 40 55 45 10 69 79 21 7 56 64 36
Not Economically Disadvantaged 17 58 75 25 22 64 86 14 17 68 85 15
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 70 79 21 5 59 64 36 14 64 79 21
Female 14 68 82 18 3 63 66 34 17 60 77 23
Male 5 72 77 23 7 55 62 38 12 68 80 20
American Indian < < < < < < 100 0 < < 100 0
Black 9 63 72 28 6 45 52 48 16 47 63 37
Hispanic < < < < < < < < < < 100 0
White 8 71 80 20 4 62 66 34 16 63 79 21
Two or more races < < 100 0 9 55 64 36 < < < <
Students with Disabilities - 17 17 83 3 19 22 78 9 26 35 65
Students without Disabilities 9 77 86 14 6 66 72 28 15 71 86 14
Economically Disadvantaged 5 69 75 25 1 53 54 46 9 64 73 27
Not Economically Disadvantaged 10 71 81 19 9 63 72 28 17 64 81 19
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected - 80 80 20 < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 73 27 5 64 69 31 5 54 59 41
Female 15 68 82 18 7 59 66 34 6 57 63 37
Male 8 59 67 33 4 67 71 29 4 52 56 44
American Indian < < < < < < < < < < 100 0
Black 21 36 57 43 9 55 64 36 3 43 47 53
Hispanic < < < < < < < < < < < <
White 10 66 76 24 4 68 72 28 5 57 62 38
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 16 16 32 68 - 44 44 56 3 22 25 75
Students without Disabilities 10 70 80 20 6 66 72 28 5 61 66 34
Economically Disadvantaged 8 58 65 35 - 62 62 38 3 42 45 55
Not Economically Disadvantaged 13 65 78 22 8 64 73 27 6 63 69 31
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
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 7 83 90 10 3 84 88 12 3 81 84 16
Female 8 86 94 6 1 90 91 9 4 86 90 10
Male 7 79 86 14 6 78 83 17 2 76 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 10 73 83 17 - 76 76 24 - 65 65 35
Hispanic < < 100 0 < < < < < < < <
White 7 85 92 8 4 86 90 10 4 84 88 12
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 20 30 50 50 9 27 36 64 - 57 57 43
Students without Disabilities 5 91 96 4 3 89 92 8 3 84 87 13
Economically Disadvantaged 7 80 87 13 3 74 77 23 4 69 73 27
Not Economically Disadvantaged 7 84 92 8 3 87 91 9 2 85 87 13
English Learners < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 12 63 75 25 6 62 68 32 7 44 52 48
Female 13 69 82 18 4 72 76 24 6 56 63 38
Male 10 58 68 32 8 54 62 38 8 34 42 58
American Indian < < < < - 80 80 20 < < < <
Black 7 59 66 34 - 54 54 46 3 42 45 55
Hispanic 10 50 60 40 < < < < < < < <
White 13 65 77 23 7 65 72 28 8 43 52 48
Two or more races < < < < 30 40 70 30 < < < <
Students with Disabilities 12 30 42 58 7 23 30 70 9 12 21 79
Students without Disabilities 12 69 80 20 6 66 72 28 7 51 58 42
Economically Disadvantaged 9 58 67 33 4 50 54 46 4 38 42 58
Not Economically Disadvantaged 13 66 79 21 7 68 75 25 9 48 57 43
English Learners < < < < < < 100 0
Military Connected 9 64 73 27 < < < <
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 8 59 68 32 3 57 60 40 7 43 49 51
Female 11 68 79 21 1 69 71 29 7 54 61 39
Male 7 53 60 40 4 49 53 47 7 33 40 60
American Indian < < < < < < < < < < < <
Black 4 54 57 43 - 52 52 48 3 38 41 59
Hispanic < < < < < < < < < < < <
White 9 61 70 30 3 60 63 37 8 42 50 50
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 31 31 69 - - - 100 3 10 13 87
Students without Disabilities 10 64 74 26 3 63 66 34 8 49 56 44
Economically Disadvantaged 6 54 60 40 2 48 49 51 4 39 43 57
Not Economically Disadvantaged 10 63 72 28 4 63 67 33 8 45 53 47
Military Connected < < < < < < < <
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 16 67 83 17 9 68 77 23 13 67 80 20
Female 16 70 86 14 6 75 81 19 < < < <
Male 15 64 79 21 13 61 73 27 < < < <
Black 9 64 73 27 - 58 58 42 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 17 68 85 15 10 71 81 19 17 58 75 25
Students with Disabilities 25 29 54 46 13 47 60 40 < < < <
Students without Disabilities 14 74 88 12 9 70 79 21 - 82 82 18
Economically Disadvantaged 14 63 76 24 8 55 63 37 < < < <
Not Economically Disadvantaged 16 69 85 15 10 72 81 19 14 71 86 14
English Learners < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

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

2016-20172017-20182018-2019
Division1-1
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten121816
Kindergarten148158145
Grade 1141139160
Grade 2166154141
Grade 3140173155
Grade 4189142164
Grade 5176185139
Grade 6158178189
Grade 7193157184
Grade 8165201162
Grade 9201184210
Grade 10192182162
Grade 11161186173
Grade 12152170188
Total Students2,1942,2272,188

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students219422272188
Female107910741058
Male111511531130
American Indian434533
Asian151210
Black351330340
Hispanic596467
Native Hawaiian1--
White163816901641
Two or more races878697
Students with Disabilities303292319
Students without Disabilities189119351869
Economically Disadvantaged803729626
Not Economically Disadvantaged139114981562
English Learners332928
Not English Learners216121982160
Homeless111914
Military Connected495865
Foster Care121
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

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

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

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

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

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 66 92 6 1 5 3
State 50715 36614 2715 1064 5504 1801
Female Division 46 39 0 0 1 1
State 27679 16161 917 351 2003 680
Male Division 20 53 6 1 4 2
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 5 14 2 0 1 2
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 53 70 4 1 4 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division 1 9 6 0 2 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 6 31 2 0 4 2
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < 0 <
State 1263 4111 306 32 2060 159
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 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 Students173164951659553
Female878598859811
Male867992809345
American Indian<<100<10000
Asian<<100<10000
Black242188218814
Hispanic<<100<10000
White132127961289743
Two or more races<<<<<00
Students with Disabilities1816891689211
Economically Disadvantaged453987398749
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken67 / 9.97%31 / 4.39%46 / 6.37%
Advanced Placement Course Enrollment86 / 12.8%42 / 5.95%98 / 13.57%
Dual Enrollment142 / 21.13%168 / 23.8%123 / 17.04%
Governor's School Enrollment32 / 4.76%31 / 4.39%27 / 3.74%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1467052
State85,89957,72533
FemaleDivision774542
State43,22531,59927
MaleDivision692564
State42,67426,12639
American IndianDivision<<100
State26516737
BlackDivision301163
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision1065548
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision15<100
State7,2163,25655
Economically DisadvantagedDivision421662
State27,32914,19048
AsianDivision--100
State6,0845,29213
Native HawaiianDivision--100
State1428739
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsDivision47-
 State3,6233,5254,095
State LicensuresDivision39-
 State2,2791,8812,231
Industry CertificationDivision9812370
 State109,275104,601107,234
Workplace ReadinessDivision91143165
 State42,31350,24144,892
Total Credentials EarnedDivision196282235
 State157,490160,248158,452
Students Earning One or More CredentialsDivision184234227
 State126,113128,672126,041
CTE CompletersDivision786678
 State40,51641,43840,209
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,004.005,825.00621.00
State6,084.004,849.00812.00
2016-2017Division4,373.006,117.00654.00
State6,248.005,052.00871.00
2017-2018Division4,650.006,301.00650.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,6934751,8793101,834346
Female803238938142899154
Male890237941168935192
American Indian24173212387
Asian153141101
Black272742965327650
Hispanic4112489539
White1,2773561,4142241,385268
Two or more races641375117211
Students with Disabilities207892357421278
Economically Disadvantaged522208618172514176
English Learners267284273
Homeless5512567
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 67
Disorderly or Disruptive Behavior Offenses 144
Other Offenses Against Persons 101
All Other Offenses <
Property Offenses <
Weapons Offenses 15
Offenses Against Staff <
Offenses Against Student 25
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian1.84.121.422.4
Asian0.80.70.70.5
Black16.125.21625.114.824.9
Hispanic2.40.72.72.92.93.7
Native Hawaiian00--
White75.465.374.768.675.965
Two or more races3.54.141.93.94
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian1.822
Asian0.80.70.5
Black16.1501614.8
Hispanic2.42.72.9
Native Hawaiian00
White75.45074.775.9
Two or more races3.543.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian1.822
Asian0.80.70.5
Black16.11614.8100
Hispanic2.42.72.9
Native Hawaiian00--
White75.474.775.9
Two or more races3.543.9
< = 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 28.632.330.5
< = 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 39.942.242.6
< = 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 72.46565.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 12.07 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 12.47 : 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 icon

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division3.7%1.2%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201751%47%0%2%
2017-201851%46%0%3%
2018-201951%47%0%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading