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Lancaster County Public Schools

General school information

Division: Lancaster County Public Schools
Division Number: 51
Address: 2330 Irvington Rd Weems, VA 22576
Superintendent: Mr. Dan Russell
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
Lancaster PrimaryAccredited
High Schools
Lancaster HighAccredited with Conditions
Combined Schools
Lancaster MiddleAccredited

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 53 65 35 7 48 55 45 6 54 60 40
Female 17 60 77 23 10 53 63 37 9 60 69 31
Male 5 46 51 49 5 43 48 52 3 48 52 48
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 45 46 54 1 30 31 69 1 40 41 59
Hispanic < < < < < < 100 0 < < 100 0
White 20 62 82 18 15 60 75 25 12 66 78 22
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 21 21 79 7 11 18 82 - 13 13 88
Students without Disabilities 13 58 71 29 7 55 62 38 7 58 65 35
Economically Disadvantaged 2 46 48 52 4 37 41 59 1 49 50 50
Not Economically Disadvantaged 22 62 84 16 12 62 74 26 12 60 73 27
Homeless < < < < < < 100 0
Foster Care < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 49 56 44 10 38 48 52 5 50 55 45
Female 11 72 83 17 16 41 57 43 5 60 65 35
Male 2 24 27 73 4 33 38 62 4 41 46 54
Black 3 38 40 60 - 21 21 79 - 38 38 62
White 10 61 71 29 23 50 73 28 11 66 77 23
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 18 18 82 6 6 11 89 - - - 100
Students without Disabilities 8 54 62 38 12 45 56 44 5 57 62 38
Economically Disadvantaged 2 40 42 58 5 29 34 66 2 45 47 53
Not Economically Disadvantaged 16 66 81 19 18 50 68 32 8 57 65 35
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 15 57 73 27 4 60 64 36 7 58 65 35
Female 22 49 71 29 - 72 72 28 13 60 73 28
Male 7 67 74 26 6 52 58 42 2 56 59 41
Asian < < 100 0 < < 100 0 < < 100 0
Black - 52 52 48 3 42 45 55 3 42 45 55
Hispanic < < 100 0 < < 100 0
White 30 63 93 7 6 71 77 23 12 67 79 21
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 23 23 77 10 20 30 70 < < < <
Students without Disabilities 18 63 81 19 3 66 69 31 8 60 68 32
Economically Disadvantaged 2 55 57 43 2 48 50 50 - 53 53 47
Not Economically Disadvantaged 27 59 86 14 5 74 79 21 17 64 81 19
Homeless < < 100 0
Foster Care < < 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 6 58 63 37 6 59 65 35 7 63 70 30
Female 5 63 68 32 4 63 67 33 7 70 76 24
Male 6 52 59 41 7 55 63 38 7 58 65 35
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 53 56 44 3 49 53 47 4 54 58 42
Hispanic - 80 80 20 < < 100 0 < < 100 0
White 10 59 69 31 8 71 79 21 11 72 83 17
Two or more races - 77 77 23 11 68 79 21 - 83 83 17
Students with Disabilities 6 31 37 63 14 25 40 60 9 36 45 55
Students without Disabilities 5 61 67 33 4 65 69 31 6 68 74 26
Economically Disadvantaged 4 54 58 42 4 54 58 42 4 59 63 37
Not Economically Disadvantaged 9 64 73 27 9 68 78 22 12 72 84 16
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 3 77 81 19 7 47 53 47 20 73 93 7
Female - 81 81 19 - 53 53 47 26 64 89 11
Male 5 76 80 20 13 41 54 46 14 83 98 2
Asian < < 100 0 < < 100 0
Black - 71 71 29 - 37 37 63 11 81 92 8
Hispanic < < 100 0
White 10 80 90 10 14 62 76 24 37 60 97 3
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 8 15 23 77 < < < <
Students without Disabilities 4 83 87 13 7 53 60 40 22 76 98 2
Economically Disadvantaged 2 77 79 21 5 43 48 52 11 81 91 9
Not Economically Disadvantaged 5 79 84 16 12 59 71 29 38 59 97 3
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 54 71 29 11 78 89 11 4 56 60 40
Female 15 62 77 23 20 70 90 10 3 68 71 29
Male 19 47 66 34 7 81 88 12 5 46 51 49
Black 10 58 68 32 11 75 86 14 2 44 46 54
White 30 49 78 22 11 84 95 5 9 77 86 14
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 6 50 56 44 < < < < 14 21 36 64
Students without Disabilities 19 55 74 26 9 82 91 9 2 64 66 34
Economically Disadvantaged 13 56 69 31 5 82 86 14 4 47 51 49
Not Economically Disadvantaged 25 50 75 25 26 68 95 5 6 88 94 6
Homeless < < < < < < < < < < < <
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 9 47 56 44 7 45 52 48 6 56 62 38
Female 7 46 54 46 4 47 51 49 8 67 75 25
Male 10 48 58 43 9 43 52 48 5 50 55 45
Asian < < 100 0
Black 6 32 39 61 6 32 38 62 6 36 42 58
White 13 52 65 35 3 64 67 33 9 73 82 18
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 24 29 53 47 < < < <
Students without Disabilities 8 53 62 38 3 49 51 49 3 61 64 36
Economically Disadvantaged 7 35 41 59 8 35 44 56 - 54 54 46
Not Economically Disadvantaged 14 73 86 14 3 66 69 31 20 60 80 20
Homeless < < < < < < < < < < < <
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 4 82 86 14 7 66 73 27 5 65 70 30
Female 3 85 87 13 4 89 93 7 - 71 71 29
Male 5 79 85 15 9 51 60 40 10 60 69 31
Black - 82 82 18 6 55 61 39 7 54 61 39
White 11 81 93 7 10 70 80 20 3 83 86 14
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < 11 50 61 39
Students without Disabilities 4 87 91 9 5 73 77 23 3 69 72 28
Economically Disadvantaged - 80 80 20 4 57 61 39 6 59 65 35
Not Economically Disadvantaged 13 88 100 0 14 86 100 0 3 76 79 21
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 3 38 42 58 - 61 61 39 2 69 70 30
Female - 39 39 61 - 69 69 31 4 76 80 20
Male 6 38 44 56 - 54 54 46 - 64 64 36
American Indian < < 100 0 < < 100 0
Black 6 26 31 69 - 51 51 49 - 61 61 39
White - 50 50 50 - 81 81 19 4 70 74 26
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 17 17 33 67 < < < < < < < <
Students without Disabilities - 44 44 56 - 68 68 32 - 77 77 23
Economically Disadvantaged 4 36 40 60 - 56 56 44 - 64 64 36
Not Economically Disadvantaged - 47 47 53 - 75 75 25 5 80 85 15
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 - 14 14 86 6 51 57 43 8 63 70 30
Female - 25 25 75 3 50 53 47 3 76 78 22
Male - 7 7 93 8 53 61 39 12 51 63 37
Black - 7 7 93 5 31 36 64 2 58 60 40
White - 31 31 69 10 80 90 10 17 69 86 14
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < 18 12 29 71 - 40 40 60
Students without Disabilities - 14 14 86 2 64 66 34 9 66 74 26
Economically Disadvantaged - 11 11 89 4 47 51 49 4 60 64 36
Not Economically Disadvantaged < < < < 9 61 70 30 16 68 84 16
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 - 71 71 29 2 70 72 28 - 60 60 40
Female - 79 79 21 2 80 82 18 - 70 70 30
Male - 60 60 40 2 61 63 37 - 53 53 47
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 76 76 24 - 66 66 34 - 47 47 53
White - 66 66 34 5 76 81 19 - 70 70 30
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 55 55 45 - 55 55 45 - 38 38 62
Students without Disabilities - 73 73 27 2 72 74 26 - 64 64 36
Economically Disadvantaged - 70 70 30 - 68 68 32 - 55 55 45
Not Economically Disadvantaged - 73 73 27 5 73 78 22 - 71 71 29
Homeless < < 100 0
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 65 35 4 56 60 40 8 51 59 41
Female 13 56 69 31 3 58 61 39 4 58 63 38
Male 5 56 60 40 5 55 60 40 11 44 56 44
Asian < < 100 0 < < 100 0
Black - 47 47 53 - 48 48 52 - 29 29 71
White 21 59 79 21 9 65 74 26 14 66 79 21
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 8 60 69 31 4 58 62 38 9 51 60 40
Economically Disadvantaged 2 50 52 48 2 50 52 48 4 29 33 67
Not Economically Disadvantaged 17 63 80 20 7 67 74 26 11 70 81 19
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 - 53 53 47 13 69 81 19 - 88 88 12
Female - 64 64 36 8 72 80 20 - 93 93 7
Male - 41 41 59 < < < < - 83 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black - 50 50 50 < < < < < < < <
White - 47 47 53 17 65 83 17 - 93 93 7
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities - 53 53 47 13 68 81 19 - 88 88 12
Economically Disadvantaged - 56 56 44 < < < < - 90 90 10
Not Economically Disadvantaged - 51 51 49 16 64 80 20 - 88 88 13
< = 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 6 61 67 33 8 66 73 27 8 65 73 27
Female 5 64 69 31 7 70 77 23 6 67 74 26
Male 7 59 66 34 9 61 69 31 9 63 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 44 45 55 2 56 58 42 2 54 55 45
Hispanic 18 64 82 18 10 80 90 10 < < 100 0
White 11 73 84 16 13 73 86 14 15 77 93 7
Two or more races 6 78 83 17 17 75 92 8 - 64 64 36
Students with Disabilities 5 35 40 60 7 41 48 52 6 37 43 57
Students without Disabilities 6 64 70 30 8 69 77 23 8 70 78 22
Economically Disadvantaged 1 54 55 45 5 61 65 35 3 61 64 36
Not Economically Disadvantaged 13 71 84 16 12 71 83 17 15 71 86 14
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < <
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 7 46 53 47 7 67 74 26 6 65 71 29
Female 3 41 45 55 6 70 77 23 8 63 71 29
Male 10 49 59 41 7 64 70 30 5 66 70 30
Asian < < 100 0
Black 3 28 31 69 2 62 64 36 6 53 58 42
White 13 53 66 34 9 73 82 18 9 82 91 9
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < 12 59 71 29 < < < <
Students without Disabilities 6 52 58 42 5 69 74 26 5 66 71 29
Economically Disadvantaged 2 38 40 60 5 65 69 31 2 60 63 38
Not Economically Disadvantaged 18 64 82 18 10 72 83 17 15 75 90 10
Homeless < < < < < < < < < < < <
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 5 63 67 33 5 54 59 41 10 60 71 29
Female 4 68 72 28 4 61 65 35 8 65 73 28
Male 5 56 61 39 7 46 52 48 13 57 70 30
Black - 39 39 61 - 31 31 69 - 53 53 47
White 10 83 93 7 13 73 85 15 25 69 94 6
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 64 64 36 - 18 18 82 - 40 40 60
Students without Disabilities 5 62 68 32 6 61 68 33 12 63 75 25
Economically Disadvantaged - 50 50 50 - 45 45 55 2 60 62 38
Not Economically Disadvantaged 13 84 97 3 12 64 76 24 24 62 85 15
Military Connected < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 72 85 15 11 86 96 4 10 74 84 16
Female 10 76 86 14 11 84 95 5 11 74 85 15
Male 15 69 84 16 11 87 97 3 8 74 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black - 71 71 29 3 92 94 6 - 70 70 30
Hispanic < < 100 0 < < 100 0
White 21 77 98 2 20 77 97 3 19 79 98 2
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < 8 42 50 50
Students without Disabilities 13 75 89 11 11 86 97 3 10 78 89 11
Economically Disadvantaged 4 74 78 22 10 85 95 5 6 72 78 22
Not Economically Disadvantaged 23 70 93 7 11 86 97 3 15 76 90 10
English Learners < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 57 62 38 6 56 62 38 < < 100 0
Female 3 62 66 34 7 57 64 36 < < 100 0
Male 8 50 58 42 5 55 59 41
Asian < < 100 0 < < 100 0
Black - 27 27 73 - 33 33 67
Hispanic < < < <
White 9 67 76 24 6 64 70 30 < < 100 0
Two or more races < < < < < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 4 58 62 38 6 56 62 38 < < 100 0
Economically Disadvantaged - 44 44 56 - 45 45 55 < < 100 0
Not Economically Disadvantaged 8 62 70 30 8 59 67 33
English Learners < < 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 1 63 64 36 10 67 76 24 4 61 65 35
Female 2 64 66 34 8 78 86 14 - 63 63 37
Male - 62 62 38 11 55 66 34 8 59 67 33
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 41 41 59 - 53 53 47 - 41 41 59
Hispanic < < < < < < 100 0 < < 100 0
White 2 81 83 17 18 82 100 0 9 79 87 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 36 36 64 8 33 42 58 - 26 26 74
Students without Disabilities 1 66 67 33 10 72 81 19 5 69 74 26
Economically Disadvantaged - 55 55 45 4 57 61 39 - 54 54 46
Not Economically Disadvantaged 3 78 81 19 17 79 95 5 9 70 80 20
English Learners < < < <
Homeless < < 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 14 61 74 26 13 56 69 31 8 51 59 41
Female 14 62 77 23 15 53 68 32 4 54 58 42
Male 13 59 72 28 12 58 69 31 12 47 59 41
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 56 62 38 6 50 56 44 3 38 40 60
Hispanic < < 100 0 < < < < < < 100 0
White 21 64 85 15 21 61 82 18 16 64 80 20
Two or more races 5 65 70 30 11 61 72 28 8 75 83 17
Students with Disabilities 9 42 51 49 14 35 49 51 4 31 35 65
Students without Disabilities 15 63 78 22 13 58 71 29 9 54 63 38
Economically Disadvantaged 8 56 64 36 9 50 58 42 5 43 48 52
Not Economically Disadvantaged 21 67 88 12 19 63 82 18 13 63 75 25
Homeless < < < < < < < < < < < <
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 2 60 62 38 - 60 60 40 - 48 48 53
Female 2 58 60 40 - 47 47 53 - 46 46 54
Male 3 63 65 35 - 70 70 30 - 50 50 50
Asian < < 100 0 < < 100 0
Black - 34 34 66 - 44 44 56 - 35 35 65
Hispanic < < < <
White 5 80 84 16 - 81 81 19 - 64 64 36
Two or more races < < < < < < < < < < < <
Students with Disabilities - 18 18 82 < < < < < < < <
Students without Disabilities 3 66 69 31 - 64 64 36 - 46 46 54
Economically Disadvantaged - 37 37 63 - 47 47 53 - 52 52 48
Not Economically Disadvantaged 4 76 80 20 - 73 73 27 - 42 42 58
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 8 56 64 36 9 50 59 41 7 47 55 45
Female 9 62 70 30 10 56 66 34 4 51 55 45
Male 8 50 58 42 8 45 53 47 10 44 54 46
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 51 51 49 - 37 37 63 2 24 27 73
Hispanic < < 100 0 < < 100 0 < < 100 0
White 17 59 76 24 18 65 83 18 14 68 82 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 31 38 62 - 46 46 54 - 20 20 80
Students without Disabilities 8 60 68 32 10 51 61 39 8 52 61 39
Economically Disadvantaged 2 52 54 46 5 39 44 56 4 29 33 67
Not Economically Disadvantaged 21 62 82 18 15 69 85 15 11 70 82 18
Homeless < < < <
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 23 68 91 9 5 60 66 34 2 56 58 42
Female 26 61 87 13 3 63 67 33 - 58 58 42
Male 21 75 96 4 7 57 64 36 4 54 57 43
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 79 86 14 - 61 61 39 - 29 29 71
Hispanic < < 100 0 < < 100 0 < < 100 0
White 34 59 93 7 7 60 67 33 3 74 77 23
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 23 68 91 9 5 60 65 35 2 57 58 42
Economically Disadvantaged 21 74 95 5 - 50 50 50 3 45 48 52
Not Economically Disadvantaged 25 64 89 11 9 68 76 24 - 68 68 32
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 13 74 86 14 27 56 83 17 14 63 77 23
Female 15 78 93 7 33 47 80 20 8 67 74 26
Male 10 69 79 21 19 67 86 14 20 60 80 20
Black 2 76 78 22 11 57 68 32 2 63 65 35
White 20 75 95 5 46 51 97 3 31 63 94 6
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 17 50 67 33 8 54 62 38 - 40 40 60
Students without Disabilities 12 78 89 11 30 56 86 14 16 66 82 18
Economically Disadvantaged 2 76 78 22 16 59 75 25 4 63 67 33
Not Economically Disadvantaged 30 70 100 0 40 52 93 7 31 63 94 6
Homeless < < < <
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 26 50 76 24 18 58 77 23 11 38 49 51
Female 24 53 78 22 21 63 84 16 6 45 52 48
Male 27 47 73 27 17 56 73 27 15 31 46 54
Black 17 51 68 32 9 68 76 24 4 33 37 63
White 38 43 81 19 37 42 79 21 22 43 65 35
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 62 62 38 < < < < 8 15 23 77
Students without Disabilities 30 48 78 22 20 63 82 18 12 42 54 46
Economically Disadvantaged 20 46 66 34 12 60 72 28 9 32 41 59
Not Economically Disadvantaged 35 58 94 6 35 53 88 12 19 56 75 25
Homeless < < < < < < < < < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division---
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-kindergarten788164
Kindergarten746460
Grade 1807259
Grade 2857574
Grade 3778973
Grade 4627090
Grade 5886672
Grade 6718665
Grade 7796883
Grade 8958469
Grade 99010398
Grade 10879792
Grade 111008489
Grade 12889791
Post Graduate-1-
Total Students1,1541,1371,079

< = 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 Students115411371079
Female555543522
Male599594557
American Indian333
Asian111111
Black634626607
Hispanic16159
Native Hawaiian31-
White435423395
Two or more races525854
Students with Disabilities149140142
Students without Disabilities1005997937
Economically Disadvantaged701700666
Not Economically Disadvantaged453437413
English Learners674
Not English Learners114811301075
Homeless1644
Military Connected111
Foster Care122
< = 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 42 36 4 3 9 5
State 50715 36614 2715 1064 5504 1801
Female Division 18 13 0 1 4 2
State 27679 16161 917 351 2003 680
Male Division 24 23 4 2 5 3
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 9 30 3 0 3 5
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 28 4 1 3 6 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 6 4 0 1 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 11 28 2 0 6 5
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < 0 <
State 1263 4111 306 32 2060 159
Homeless Division < < < < < <
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 Students998283858699
Female3831823284411
Male615184538758
Asian<<100<10000
Black504284428436
Hispanic<<100<10000
White4233793686614
Two or more races<<100<10000
Students with Disabilities111091109119
Economically Disadvantaged5241794179612
English Learners<<100<10000
Homeless<<<<<<<
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 Taken - - 1 / .26%
Advanced Placement Course Enrollment - - 1 / .26%
Dual Enrollment75 / 19.43%90 / 24.66%64 / 16.8%
Governor's School Enrollment21 / 5.44%20 / 5.48%18 / 4.72%
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 StudentsDivision844250
State85,89957,72533
FemaleDivision452544
State43,22531,59927
MaleDivision391756
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision321069
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
Native HawaiianDivision<<100
State1428739
WhiteDivision442934
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision37<100
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
< = 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
State LicensuresDivision21-
 State2,2791,8812,231
Industry CertificationDivision727532
 State109,275104,601107,234
Workplace ReadinessDivision928782
 State42,31350,24144,892
Total Credentials EarnedDivision166164114
 State157,490160,248158,452
Students Earning One or More CredentialsDivision154146108
 State126,113128,672126,041
CTE CompletersDivision365338
 State40,51641,43840,209
NOCTI AssessmentsDivision-1-
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision-2-
 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
2015-2016Division8,289.002,998.001,219.00
State6,084.004,849.00812.00
2016-2017Division8,827.003,298.001,175.00
State6,248.005,052.00871.00
2017-2018Division9,432.003,557.001,096.00
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 Students747355903167822221
Female36916043584388112
Male37819546883434109
American Indian<<<<<<
Asian104101120
Black40318447986432118
Hispanic143123<<
Native Hawaiian<<<<--
White2821453487232790
Two or more races36175144311
Students with Disabilities100511162411127
Economically Disadvantaged460247566127507167
English Learners92<<<<
Homeless<<152<<
< = 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 23
Disorderly or Disruptive Behavior Offenses 233
Other Offenses Against Persons 73
All Other Offenses 16
Property Offenses <
Weapons Offenses <
Offenses Against Staff 12
Offenses Against Student 107
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.30.70.30.7
Asian1.211
Black55.276.854.973.455.170.6
Hispanic1.50.61.40.71.3
Native Hawaiian0.20.30.1
White37.220.337.722.537.225.3
Two or more races4.424.52.75.13.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.3
Asian1.211
Black55.255.654.955.1
Hispanic1.51.41.3
Native Hawaiian0.20.30.1
White37.244.437.737.2
Two or more races4.44.55.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.3
Asian1.211
Black55.254.955.1
Hispanic1.51.41.3
Native Hawaiian0.20.30.1
White37.210037.737.2
Two or more races4.44.55.1
< = 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 67.172.962.6
< = 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 36.637.844.5
< = 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 69.662.267.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.13 : 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 icon

2017-2018 Grades 8-12 Student Teacher Ratio: 10.47 : 1

student 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
Division7.7%1%
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
2016-201750%48%0%2%
2017-201850%48%2%0%
2018-201950%46%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students68%67%73%75%
Asian<100%87%75%
Black56%54%60%75%
Hispanic<95%63%75%
White82%82%81%75%
Economically Disadvantaged58%56%62%75%
English Learners<92%53%75%
Students with Disabilities42%44%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%69%74%70%
Asian<100%89%70%
Black63%58%60%70%
Hispanic<83%64%70%
White84%80%81%70%
Economically Disadvantaged66%62%63%70%
English Learners<92%57%70%
Students with Disabilities45%42%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students75%
Asian<
Black62%
Hispanic<
White94%
Economically Disadvantaged68%
English Learners<
Students with Disabilities47%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students75%79%
Asian<<
Black68%72%
Hispanic<<
White84%87%
Economically Disadvantaged68%73%
English Learners<<
Students with Disabilities52%56%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian<90%84%
Black80%82%84%
Hispanic<81%84%
White88%86%84%
Economically Disadvantaged82%78%84%
English Learners<65%84%
Students with Disabilities47%56%84%

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students21%23%9%10%
Asian-14%5%10%
Black21%23%9%10%
Hispanic<21%9%10%
White22%24%9%10%
Economically Disadvantaged25%26%13%10%
English Learners<12%8%10%
Students with Disabilities20%24%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%100%99%
Asian<<<
Black100%100%99%
Hispanic<<<
White99%100%99%
Economically Disadvantaged100%100%99%
Not Economically Disadvantaged98%99%99%
English Learners<<<
Students with Disabilities99%97%97%
Students without Disabilities99%100%100%
Female100%100%99%
Male99%99%99%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 72%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 89%
State 81%
Lancaster County Public Schools to top