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Lee County Public Schools

General school information

Division: Lee County Public Schools
Division Number: 52
Address: 155 Vo Tech Drive Jonesville, VA 24263
Superintendent: Dr. Brian T Austin
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 64 78 22 14 65 79 21 13 65 78 22
Female 16 64 79 21 16 64 81 19 15 64 79 21
Male 12 65 77 23 12 65 77 23 12 66 77 23
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 21 57 79 21 < < < <
Hispanic 21 71 92 8 16 65 81 19 18 67 85 15
White 14 64 78 22 14 65 79 21 13 65 78 22
Two or more races < < < < 18 45 64 36 7 71 79 21
Students with Disabilities 12 41 53 47 15 43 57 43 11 43 55 45
Students without Disabilities 14 68 82 18 14 69 83 17 13 69 82 18
Economically Disadvantaged 11 62 73 27 13 63 75 25 10 63 74 26
Not Economically Disadvantaged 16 66 83 17 17 68 85 15 16 67 83 17
Migrant < < 100 0
Foster Care 9 39 48 52 11 51 63 37
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 23 51 74 26 18 61 79 21 18 55 72 28
Female 30 45 75 25 20 57 77 23 19 53 72 28
Male 17 56 73 27 16 65 81 19 16 56 72 28
Hispanic < < 100 0 < < < < < < 100 0
White 23 50 73 27 19 61 80 20 17 55 72 28
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 19 39 58 42 26 41 68 32 8 29 37 63
Students without Disabilities 24 53 76 24 17 64 81 19 19 60 79 21
Economically Disadvantaged 20 50 70 30 15 59 74 26 14 56 71 29
Not Economically Disadvantaged 26 52 78 22 24 64 88 12 21 53 74 26
Foster Care < < < < < < < <
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 20 59 79 21 19 60 79 21 15 65 80 20
Female 20 56 75 25 26 56 82 18 17 59 76 24
Male 20 61 81 19 12 64 76 24 13 70 83 17
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 19 59 78 22 19 60 79 21 15 65 80 20
Two or more races < < 100 0 < < < <
Students with Disabilities 21 35 56 44 13 42 55 45 16 58 74 26
Students without Disabilities 19 63 83 17 19 63 83 17 15 66 80 20
Economically Disadvantaged 16 55 71 29 17 61 78 22 10 66 76 24
Not Economically Disadvantaged 23 62 85 15 23 59 81 19 21 63 84 16
Foster Care < < < < < < < <
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 25 62 87 13 22 59 81 19 18 60 78 22
Female 29 59 88 12 22 58 81 19 24 54 79 21
Male 20 65 85 15 21 60 82 18 12 66 77 23
Asian < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 24 62 86 14 21 60 81 19 18 60 78 22
Students with Disabilities 20 43 63 38 22 44 66 34 6 50 56 44
Students without Disabilities 26 66 92 8 22 62 84 16 20 62 82 18
Economically Disadvantaged 19 65 84 16 20 58 77 23 11 64 75 25
Not Economically Disadvantaged 31 58 89 11 25 62 87 13 26 55 82 18
Foster Care < < < < < < < <
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 64 74 26 13 72 85 15 16 65 81 19
Female 5 69 74 26 15 71 86 14 17 65 82 18
Male 12 61 73 27 11 73 84 16 14 65 79 21
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 10 64 73 27 12 73 86 14 15 65 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities 3 55 58 42 11 58 68 32 21 39 61 39
Students without Disabilities 11 66 77 23 14 75 89 11 15 69 84 16
Economically Disadvantaged 5 58 63 37 10 70 80 20 14 61 75 25
Not Economically Disadvantaged 14 70 84 16 18 76 94 6 17 69 86 14
Migrant < < 100 0
Foster Care < < < < < < < <
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 7 70 77 23 19 61 80 20 11 75 86 14
Female 9 72 81 19 21 61 83 17 12 81 94 6
Male 6 67 73 27 17 61 77 23 10 69 79 21
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 7 70 77 23 19 61 80 20 12 75 87 13
Two or more races < < 100 0 < < 100 0
Students with Disabilities 5 36 41 59 15 38 53 47 13 55 68 32
Students without Disabilities 8 78 85 15 20 67 86 14 11 79 90 10
Economically Disadvantaged 4 71 75 25 15 58 74 26 8 76 84 16
Not Economically Disadvantaged 10 68 78 22 24 65 89 11 16 74 90 10
Foster Care < < < < < < < <
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 5 66 72 28 4 70 74 26 8 61 68 32
Female 6 68 74 26 3 74 77 23 6 60 66 34
Male 5 65 70 30 6 67 72 28 9 62 70 30
Black < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 5 67 72 28 4 70 75 25 8 60 68 32
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 9 22 30 70 9 36 45 55 13 33 46 54
Students without Disabilities 5 71 76 24 3 79 82 18 6 68 75 25
Economically Disadvantaged 3 64 67 33 5 66 71 29 6 49 55 45
Not Economically Disadvantaged 7 68 74 26 3 78 81 19 9 73 82 18
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 88 92 8 3 69 72 28 6 74 80 20
Female 5 89 93 7 6 76 82 18 7 75 82 18
Male 3 88 91 9 - 63 63 37 6 73 79 21
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 4 88 92 8 2 69 71 29 6 74 81 19
Two or more races < < < < < < 100 0
Students with Disabilities < < < < 11 39 50 50 - 45 45 55
Students without Disabilities 4 90 94 6 2 72 74 26 7 78 86 14
Economically Disadvantaged - 85 85 15 2 67 70 30 7 70 77 23
Not Economically Disadvantaged 5 89 95 5 3 71 74 26 6 77 83 17
Foster Care < < < < - 60 60 40
< = 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 64 74 26 13 59 72 28 23 45 68 32
Female 14 66 80 20 15 66 81 19 28 47 75 25
Male 7 61 68 32 11 53 64 36 18 43 61 39
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 11 64 74 26 12 59 72 28 23 44 68 32
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 21 27 73 5 25 30 70 24 7 31 69
Students without Disabilities 11 68 79 21 15 66 81 19 23 53 75 25
Economically Disadvantaged 9 57 66 34 12 50 62 38 21 40 62 38
Not Economically Disadvantaged 11 67 78 22 15 70 84 16 24 49 73 27
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 58 65 35 6 55 61 39 9 46 55 45
Female 10 62 72 28 7 64 70 30 8 54 62 38
Male 4 54 58 42 6 48 54 46 9 41 50 50
Black < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 7 58 65 35 6 55 61 39 9 45 54 46
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 4 9 13 87 2 23 26 74 15 4 19 81
Students without Disabilities 7 63 70 30 7 64 71 29 7 57 65 35
Economically Disadvantaged 5 54 59 41 5 50 55 45 9 39 48 52
Not Economically Disadvantaged 8 60 68 32 7 65 72 28 9 53 62 38
Foster Care < < < <
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 17 73 90 10 28 67 95 5 56 42 98 2
Female 20 73 93 7 28 69 97 3 64 34 98 2
Male 13 74 87 13 28 65 93 7 45 53 98 3
Hispanic < < 100 0 < < < <
White 17 73 89 11 26 69 95 5 57 42 99 1
Students with Disabilities 10 50 60 40 < < < < < < 100 0
Students without Disabilities 17 75 92 8 29 70 99 1 54 44 98 2
Economically Disadvantaged 18 63 82 18 41 50 91 9 54 44 98 2
Not Economically Disadvantaged 16 77 93 7 23 74 97 3 58 40 98 2
< = 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 11 69 80 20 12 67 80 20 13 72 84 16
Female 13 69 82 18 13 68 81 19 14 70 84 16
Male 9 68 78 22 12 67 79 21 11 73 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black - 70 70 30 - 79 79 21 17 58 75 25
Hispanic 20 68 88 12 11 69 81 19 9 88 97 3
White 11 69 79 21 12 67 80 20 13 71 84 16
Two or more races < < < < 8 75 83 17 12 88 100 0
Students with Disabilities 9 50 59 41 10 43 54 46 12 55 67 33
Students without Disabilities 11 72 83 17 13 71 84 16 13 75 87 13
Economically Disadvantaged 7 68 76 24 9 66 76 24 10 72 82 18
Not Economically Disadvantaged 14 69 83 17 17 69 86 14 15 72 86 14
Migrant < < 100 0
Foster Care - 44 44 56 6 69 74 26
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 13 65 79 21 10 67 77 23 15 68 83 17
Female 19 62 81 19 8 69 77 23 12 68 79 21
Male 9 68 77 23 13 64 77 23 19 67 86 14
Hispanic < < 100 0 < < < < < < < <
White 13 65 78 22 11 66 77 23 16 67 83 17
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 7 46 54 46 18 44 62 38 8 61 68 32
Students without Disabilities 14 68 82 18 9 70 79 21 17 69 86 14
Economically Disadvantaged 8 65 73 28 8 63 71 29 14 65 79 21
Not Economically Disadvantaged 20 66 86 14 14 73 87 13 17 70 87 13
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 63 87 13 20 66 86 14 8 74 83 17
Female 27 57 84 16 26 58 84 16 11 70 81 19
Male 20 68 89 11 14 73 88 13 6 79 85 15
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 23 63 86 14 20 66 86 14 8 74 82 18
Two or more races < < 100 0 < < 100 0
Students with Disabilities 17 51 69 31 - 61 61 39 16 45 61 39
Students without Disabilities 24 65 90 10 23 67 90 10 7 79 86 14
Economically Disadvantaged 13 67 80 20 15 69 83 17 7 72 80 20
Not Economically Disadvantaged 31 60 92 8 31 60 91 9 10 77 87 13
Foster Care < < < < < < < <
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 29 63 92 8 24 56 79 21 19 68 87 13
Female 34 55 89 11 25 55 79 21 25 62 87 13
Male 24 72 95 5 23 56 79 21 13 74 87 13
Asian < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 29 63 92 8 24 56 79 21 18 68 86 14
Students with Disabilities 25 53 78 23 22 38 59 41 3 65 68 32
Students without Disabilities 30 66 95 5 24 59 83 17 21 69 90 10
Economically Disadvantaged 22 69 92 8 18 57 74 26 16 70 87 13
Not Economically Disadvantaged 36 57 92 8 33 54 87 13 21 65 86 14
Foster Care < < 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 71 82 18 15 75 90 10 17 70 87 13
Female 9 78 87 13 19 72 91 9 21 67 88 12
Male 14 65 79 21 10 77 88 12 14 72 87 13
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 12 70 82 18 15 75 90 10 17 70 87 13
Two or more races < < 100 0 < < 100 0
Students with Disabilities 3 70 73 27 13 58 71 29 15 52 67 33
Students without Disabilities 13 71 84 16 15 78 93 7 18 73 91 9
Economically Disadvantaged 6 72 78 22 11 76 86 14 10 76 86 14
Not Economically Disadvantaged 17 70 87 13 22 73 95 5 25 64 89 11
Migrant < < 100 0
Foster Care < < < < < < 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 8 66 74 26 13 54 68 32 18 71 89 11
Female 11 68 79 21 13 56 69 31 25 66 91 9
Male 5 65 70 30 13 53 66 34 12 75 87 13
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 8 66 74 26 14 54 68 32 19 70 89 11
Two or more races < < 100 0 < < 100 0
Students with Disabilities 9 38 47 53 11 31 42 58 13 53 66 34
Students without Disabilities 8 73 81 19 14 60 74 26 19 74 94 6
Economically Disadvantaged 4 63 67 33 6 55 61 39 14 74 88 12
Not Economically Disadvantaged 11 69 80 20 24 54 78 22 24 66 90 10
Foster Care < < < < < < < <
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 - 66 66 34 5 65 70 30 5 64 69 31
Female - 70 70 30 4 73 77 23 2 59 61 39
Male - 62 62 38 6 59 65 35 7 67 74 26
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White - 66 66 34 5 65 70 30 5 63 68 32
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 36 36 64 8 38 46 54 16 49 64 36
Students without Disabilities - 71 71 29 4 77 81 19 - 71 71 29
Economically Disadvantaged - 65 65 35 5 62 67 33 3 59 62 38
Not Economically Disadvantaged - 67 67 33 5 74 79 21 8 70 78 22
Foster Care < < 100 0 < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 76 78 22 2 77 79 21 4 80 85 15
Female 2 83 85 15 3 80 83 17 4 86 90 10
Male 2 70 72 28 2 74 76 24 5 75 80 20
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 2 76 78 22 2 77 79 21 5 80 84 16
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 49 49 51 3 35 39 61 - 69 69 31
Students without Disabilities 2 80 83 17 2 82 85 15 5 82 87 13
Economically Disadvantaged - 70 70 30 1 76 77 23 5 79 84 16
Not Economically Disadvantaged 3 79 83 17 4 79 82 18 4 82 86 14
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 3 64 66 34 6 75 82 18 3 77 80 20
Female 1 64 65 35 3 75 78 22 3 82 85 15
Male 4 63 68 32 10 76 85 15 4 69 73 27
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 3 64 67 33 7 75 82 18 3 76 79 21
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 3 64 67 33 7 77 83 17 3 76 80 20
Economically Disadvantaged 6 58 64 36 6 74 81 19 2 82 84 16
Not Economically Disadvantaged 2 65 67 33 6 76 82 18 4 74 78 22
Foster Care < < < < < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 87 89 11 12 78 90 10 10 86 96 4
Female 3 84 87 13 11 76 87 13 12 81 92 8
Male - 92 92 8 13 81 94 6 9 91 100 0
Asian < < 100 0 < < 100 0
Hispanic < < 100 0
White 2 87 89 11 12 77 90 10 10 86 96 4
Two or more races < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 2 89 91 9 12 78 90 10 10 85 96 4
Economically Disadvantaged 3 97 100 0 16 79 95 5 8 92 100 0
Not Economically Disadvantaged 1 84 85 15 10 77 87 13 11 83 94 6
Foster Care < < < <
< = 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 11 71 82 18 11 70 81 19 10 66 77 23
Female 11 71 82 18 8 70 78 22 10 63 73 27
Male 10 72 82 18 13 70 83 17 11 69 80 20
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 18 64 82 18 19 69 88 13 19 69 88 13
White 10 72 82 18 11 70 81 19 10 66 77 23
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 48 54 46 7 48 54 46 3 49 51 49
Students without Disabilities 11 75 86 14 12 73 85 15 12 70 81 19
Economically Disadvantaged 10 66 76 24 8 68 75 25 8 63 71 29
Not Economically Disadvantaged 11 75 86 14 15 73 89 11 13 69 82 18
Foster Care 7 57 64 36 - 60 60 40
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 30 59 88 12 17 66 83 17 20 58 78 22
Female 32 54 87 13 16 65 81 19 22 51 73 27
Male 27 63 90 10 18 67 85 15 18 64 82 18
Asian < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 30 58 88 12 16 66 83 17 20 58 78 22
Students with Disabilities 21 44 64 36 13 48 61 39 9 38 47 53
Students without Disabilities 32 62 94 6 17 69 86 14 22 61 83 17
Economically Disadvantaged 23 63 86 14 10 69 79 21 16 59 75 25
Not Economically Disadvantaged 36 54 90 10 28 62 90 10 25 56 82 18
Foster Care < < < < < < < <
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 2 67 70 30 5 64 69 31 7 65 72 28
Female 2 62 64 36 3 63 66 34 4 60 65 35
Male 2 72 74 26 7 64 71 29 9 68 77 23
Black < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 2 67 69 31 5 64 69 31 7 65 72 28
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 30 30 70 9 26 35 65 - 50 50 50
Students without Disabilities 2 71 74 26 4 73 77 23 9 68 77 23
Economically Disadvantaged 2 60 62 38 3 56 60 40 5 59 64 36
Not Economically Disadvantaged 2 73 75 25 8 78 86 14 9 70 79 21
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 74 82 18 16 67 83 17 9 70 78 22
Female 6 79 85 15 12 69 80 20 11 69 80 20
Male 8 70 79 21 20 66 86 14 6 71 77 23
Asian < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 6 74 81 19 17 68 85 15 8 69 77 23
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 50 50 50 - 78 78 22 - 53 53 47
Students without Disabilities 8 78 86 14 18 66 84 16 9 71 81 19
Economically Disadvantaged 7 63 70 30 15 65 80 20 4 68 72 28
Not Economically Disadvantaged 7 81 88 12 17 70 87 13 12 71 83 17
Foster Care < < < < < < < <
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 86 94 6 18 79 97 3 < < < <
Female 8 83 90 10 11 84 95 5 < < 100 0
Male 9 91 100 0 26 74 100 0 < < < <
Asian < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0
White 8 86 94 6 16 82 99 1 < < < <
Two or more races < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 9 87 95 5 18 79 97 3 < < < <
Economically Disadvantaged 6 88 94 6 15 85 100 0 < < 100 0
Not Economically Disadvantaged 9 86 94 6 19 77 96 4 < < < <
Foster Care < < 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 6 77 84 16 4 79 83 17 6 72 78 22
Female 5 81 85 15 2 77 80 20 2 71 73 27
Male 8 74 82 18 6 80 86 14 9 73 82 18
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < 100 0
White 6 79 85 15 4 78 82 18 6 72 78 22
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 58 58 43 - 53 53 47 - 46 46 54
Students without Disabilities 7 81 88 12 5 82 87 13 7 77 84 16
Economically Disadvantaged 5 75 80 20 1 77 79 21 4 67 71 29
Not Economically Disadvantaged 7 79 86 14 8 80 88 12 7 77 84 16
Foster Care < < < < - 60 60 40
< = 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 22 62 83 17 21 62 84 16 21 61 82 18
Female 19 63 82 18 19 63 82 18 21 59 80 20
Male 24 61 85 15 23 62 85 15 22 62 84 16
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 60 30 90 10 24 59 82 18 19 75 94 6
White 21 62 83 17 21 63 84 16 21 61 82 18
Two or more races < < < < < < < < 25 58 83 17
Students with Disabilities 9 43 52 48 9 51 60 40 11 53 64 36
Students without Disabilities 24 65 88 12 23 64 87 13 23 62 86 14
Economically Disadvantaged 17 62 79 21 17 62 78 22 18 61 79 21
Not Economically Disadvantaged 25 61 86 14 28 63 91 9 25 61 85 15
Foster Care 5 53 58 42 11 48 59 41
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 12 75 87 13 17 69 86 14 13 59 72 28
Female 9 72 81 19 15 64 80 20 17 46 63 37
Male 15 77 92 8 18 73 91 9 8 72 81 19
American Indian < < 100 0 < < < <
Black < < 100 0
Hispanic < < 100 0
White 12 75 86 14 16 69 85 15 13 61 74 26
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 60 60 40 4 52 57 43 - 57 57 43
Students without Disabilities 14 77 92 8 18 71 89 11 16 60 75 25
Economically Disadvantaged 5 77 82 18 11 73 84 16 4 61 64 36
Not Economically Disadvantaged 15 73 89 11 22 64 87 13 19 58 77 23
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 40 53 93 7 24 71 95 5 16 70 86 14
Female 35 57 91 9 23 71 94 6 10 70 80 20
Male 45 49 94 6 25 71 96 4 20 70 90 10
American Indian < < 100 0
Black < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 41 53 93 7 25 70 95 5 15 70 85 15
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 40 53 93 7 25 71 96 4 16 70 85 15
Economically Disadvantaged 38 58 96 4 20 71 91 9 4 70 74 26
Not Economically Disadvantaged 41 50 91 9 28 71 99 1 21 70 90 10
Foster Care < < 100 0 < < 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 3 73 77 23 3 70 74 26 < < < <
Female 3 73 76 24 1 75 76 24 < < < <
Male 4 74 78 22 6 65 71 29 < < < <
Black < < 100 0 < < < <
Hispanic < < 100 0
White 4 74 77 23 4 70 73 27 < < < <
Two or more races < < < < < < < <
Students with Disabilities - 40 40 60 - 43 43 57
Students without Disabilities 4 78 82 18 4 73 77 23 < < < <
Economically Disadvantaged 3 68 71 29 3 63 66 34 < < < <
Not Economically Disadvantaged 4 77 81 19 4 81 85 15 < < < <
Foster Care < < < <
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 63 77 23 15 61 76 24 15 72 86 14
Female 11 65 76 24 9 65 74 26 19 67 86 14
Male 16 62 78 23 20 58 78 22 11 76 87 13
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 13 63 76 24 15 62 77 23 15 72 87 13
Two or more races < < 100 0 < < 100 0
Students with Disabilities 3 31 33 67 2 48 50 50 - 64 64 36
Students without Disabilities 16 70 86 14 18 64 82 18 17 73 90 10
Economically Disadvantaged 9 63 72 28 8 60 68 32 12 72 84 16
Not Economically Disadvantaged 17 64 81 19 27 63 90 10 19 71 90 10
Foster Care < < < < < < < <
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 45 42 87 13 46 45 91 9 42 48 90 10
Female 42 46 87 13 46 45 90 10 40 46 86 14
Male 48 39 87 13 46 46 92 8 44 50 94 6
Asian < < 100 0
Black < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 43 43 87 13 46 45 91 9 42 47 89 11
Two or more races < < 100 0 < < 100 0
Students with Disabilities 29 35 65 35 28 48 76 24 27 50 77 23
Students without Disabilities 47 43 91 9 48 45 93 7 44 48 91 9
Economically Disadvantaged 32 49 81 19 37 51 88 12 37 54 92 8
Not Economically Disadvantaged 55 36 91 9 65 32 97 3 48 40 88 12
Foster Care < < < < < < < <
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 11 62 73 27
Female 7 66 73 27
Male 15 58 73 27
Black < < < <
Hispanic < < 100 0
White 11 62 73 27
Two or more races < < < <
Students with Disabilities 4 49 53 47
Students without Disabilities 13 65 79 21
Economically Disadvantaged 9 57 66 34
Not Economically Disadvantaged 14 67 81 19
Foster Care - 50 50 50
< = 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 2016-20172017-20182018-2019
Pre-kindergarten214196225
Kindergarten240240223
Grade 1258243240
Grade 2245239234
Grade 3236246239
Grade 4226233236
Grade 5220230228
Grade 6226235236
Grade 7240228226
Grade 8238248225
Grade 9282268262
Grade 10243235259
Grade 11223228225
Grade 12171192196
Total Students3,2623,2613,254

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students326232613254
Female153515271512
Male172717341742
American Indian554
Asian998
Black211818
Hispanic404351
White316431643138
Two or more races232235
Students with Disabilities515513456
Students without Disabilities274727482798
Economically Disadvantaged141819641618
Not Economically Disadvantaged184412971636
English Learners8910
Not English Learners325432523244
Homeless1-2
Foster Care65764
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 69 123 4 3 21 12
State 50983 36029 2739 1053 5386 1766
Female Division 43 56 2 0 8 6
State 27838 15825 923 368 1911 652
Male Division 26 67 2 3 13 6
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division < < < < 0 <
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 67 121 4 3 21 12
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 2 19 4 0 8 4
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 20 61 3 3 16 7
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = 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 Students2321968520388219
Female115101881039087
Male1179581100861311
Asian<<100<10000
Black<<100<10000
Hispanic<<100<10000
White2281928419987219
Two or more races<<100<10000
Students with Disabilities3725682978822
Economically Disadvantaged110847690821615
English Learners<<100<10000
Homeless<<<<<<<
Military Connected<<<<<00
Foster Care<<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 Taken1 / .11% - -
Advanced Placement Course Enrollment1 / .11% - -
Dual Enrollment176 / 19.15%142 / 15.38%175 / 18.58%
Governor's School Enrollment - - -
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 StudentsDivision19210744
State85,89957,72533
FemaleDivision996831
State43,22531,59927
MaleDivision933958
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision18810644
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision21<100
State7,2163,25655
Economically DisadvantagedDivision813557
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision1-3
 State4,1393,6233,525
State LicensuresDivision2516-
 State2,4402,2791,881
Industry CertificationDivision7986171
 State99,894109,275104,601
Workplace ReadinessDivision2612272
 State30,77542,31350,241
Total Credentials EarnedDivision131224246
 State137,248157,490160,248
Students Earning One or More CredentialsDivision120213231
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision1636
 State1,5141,4311,537
CTE CompletersDivision181173192
 State42,40440,51641,438

< = 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
2015-2016Division2,346.006,962.001,672.00
State6,084.004,849.00812.00
2016-2017Division1,658.008,151.002,127.00
State6,248.005,052.00871.00
2017-2018Division1,612.008,418.002,251.00
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 Students2,3486772,2757692,324688
Female1,1093181,0773631,085316
Male1,2393591,1984061,239372
American Indian<<<<<<
Asian<<<<<<
Black153124144
Hispanic298346405
White2,2816582,2017502,234670
Two or more races127186276
Students with Disabilities356142325151383119
Economically Disadvantaged9864051,3405831,150463
English Learners<<<<<<
Homeless<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 12
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 94
Disorderly or Disruptive Behavior Offenses 96
Alcohol, Tobacco, and Other Drug Offenses 59
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian0.30.3
Black0.61.10.60.5
Hispanic1.21.32.1
Native Hawaiian----
White9797.19796.8
Two or more races0.71.70.70.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian0.30.3
Black0.60.6
Hispanic1.21.3
Native Hawaiian
White9797100
Two or more races0.70.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian0.30.3
Black0.60.6
Hispanic1.21.3
Native Hawaiian----
White9797
Two or more races0.70.7
< = 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 71.491.694.5
< = 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 42.743.937.7
< = 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 66.367.469.1
< = 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: 11.8 : 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: 10.32 : 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
Division7.5%1.9%
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
2016-201753%36%0%11%
2017-201854%36%0%10%
2018-201956%37%0%7%
< = 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 Students78%78%73%75%
Asian<<87%75%
Black73%62%60%75%
Hispanic79%84%63%75%
White78%78%81%75%
Economically Disadvantaged74%73%62%75%
English Learners<<53%75%
Students with Disabilities56%52%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 Students81%81%74%70%
Asian<<89%70%
Black73%79%60%70%
Hispanic75%81%64%70%
White82%81%81%70%
Economically Disadvantaged77%78%63%70%
English Learners<<57%70%
Students with Disabilities58%57%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 Students78%
Asian<
Black<
Hispanic<
White78%
Economically Disadvantaged72%
English Learners<
Students with Disabilities50%

< = 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 Students83%83%
Asian<<
Black83%83%
Hispanic81%77%
White83%83%
Economically Disadvantaged79%79%
English Learners--
Students with Disabilities67%63%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students76%84%84%
Asian<90%84%
Black-82%84%
Hispanic<81%84%
White75%86%84%
Economically Disadvantaged60%78%84%
English Learners-65%84%
Students with Disabilities50%56%84%
Homeless<--
Foster Care<--

< = 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 Students25%22%9%10%
Asian<-5%10%
Black25%20%9%10%
Hispanic15%18%9%10%
White25%22%9%10%
Economically Disadvantaged30%28%13%10%
English Learners<-8%10%
Students with Disabilities32%28%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 Students95%99%97%
Asian<<<
Black93%93%<
Hispanic97%97%<
White95%99%97%
Economically Disadvantaged95%99%98%
Not Economically Disadvantaged93%98%97%
English Learners<<<
Students with Disabilities92%97%95%
Students without Disabilities95%99%98%
Female94%98%97%
Male95%99%98%
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 65%
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 73%
State 81%
Lee County Public Schools to top