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Lexington City Public Schools

General school information

Division: Lexington City Public Schools
Address: 300 Diamond St Lexington, VA 24450-1937
Superintendent: Mr. John Reynolds
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 83 49 17 37 86 49 14 36 84 48 16
Female 39 90 51 10 38 89 51 11 36 85 49 15
Male 30 76 46 24 37 83 46 17 36 84 48 16
Asian 45 100 55 0 40 93 53 7 50 93 43 7
Black 6 48 42 52 16 47 31 53 6 47 41 53
Hispanic 5 55 50 45 23 67 43 33 17 60 43 40
White 40 89 49 11 41 91 50 9 41 91 49 9
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 9 30 21 70 17 40 23 60 11 31 19 69
Economically Disadvantaged 9 51 41 49 11 59 48 41 11 59 48 41
English Learners 20 50 30 50 13 57 43 43 11 54 43 46
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 90 72 10 47 84 37 16 40 86 46 14
Female 18 93 75 7 41 83 41 17 55 82 27 18
Male 18 86 68 14 55 86 32 14 29 89 61 11
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 40 70 30 30 < < < <
White 21 93 71 7 53 91 38 9 49 89 40 11
Students with Disabilities < < < < 40 60 20 40 < < < <
Economically Disadvantaged - 73 73 27 20 67 47 33 15 77 62 23
English Learners < 100 < 0 < < < < < < < <
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 88 40 12 32 91 59 9 30 79 49 21
Female 50 93 43 7 32 93 61 7 26 74 48 26
Male 44 81 37 19 32 89 57 11 35 85 50 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 10 60 50 40
White 54 96 41 4 35 93 59 7 38 84 46 16
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 23 69 46 31 12 71 59 29 16 58 42 42
English Learners < < < < < 100 < 0 < < < <
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 84 38 16 48 91 42 9 37 92 54 8
Female 47 93 47 7 47 94 47 6 30 89 59 11
Male 46 75 29 25 50 88 38 12 44 94 50 6
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 53 89 36 11 52 98 46 2 38 96 58 4
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 10 60 50 40 11 72 61 28 13 73 60 27
English Learners < < < < < < < < < < < <
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 73 37 27 41 82 41 18 44 89 45 11
Female 50 80 30 20 41 86 46 14 34 91 56 9
Male 22 66 44 34 41 76 34 24 53 87 33 13
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 40 81 42 19 47 86 39 14 54 100 46 0
Students with Disabilities 7 14 7 86 < < < < < < < <
Economically Disadvantaged 12 35 24 65 - 50 50 50 14 64 50 36
English Learners < 100 < 0 < < < < < < < <
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 87 60 13 30 80 50 20 37 87 49 13
Female 29 90 61 10 32 90 58 10 33 90 58 10
Male 25 83 58 17 27 70 42 30 44 81 37 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 33 91 58 9 34 86 52 14 42 91 49 9
Students with Disabilities < < < < - 38 38 62 < < < <
Economically Disadvantaged 7 47 40 53 18 47 29 53 - 50 50 50
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 79 48 21 27 87 61 13 28 75 47 25
Female 37 89 52 11 32 88 56 12 42 79 36 21
Male 24 68 44 32 22 86 65 14 13 71 58 29
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 36 82 47 18 31 93 63 7 31 86 55 14
Students with Disabilities < < < < < < < < 10 20 10 80
Economically Disadvantaged < < < < 8 46 38 54 7 36 29 64
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 57 86 29 14 49 89 40 11 40 70 30 30
Female 73 88 15 12 55 94 39 6 56 75 19 25
Male 40 84 44 16 43 84 41 16 23 65 42 35
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 61 89 27 11 59 93 34 7 42 78 36 22
Students with Disabilities < < < < < < < < 8 8 - 92
Economically Disadvantaged < < < < 27 60 33 40 < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 57 86 29 14 49 89 40 11 40 71 31 29
Female 73 88 15 12 55 94 39 6 56 75 19 25
Male 40 84 44 16 43 84 41 16 23 67 43 33
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 61 89 27 11 59 93 34 7 43 80 37 20
Students with Disabilities < < < < < < < < 8 8 - 92
Economically Disadvantaged < < < < 27 60 33 40 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 38 88 50 12 38 87 49 13 34 83 49 17
Female 36 92 56 8 39 88 49 12 33 83 50 17
Male 40 84 43 16 37 85 48 15 34 82 48 18
Asian 45 100 55 0 31 100 69 0 57 100 43 0
Black 6 55 48 45 15 48 33 52 3 53 50 47
Hispanic 9 59 50 41 23 80 57 20 17 67 50 33
White 44 93 50 7 43 91 48 9 38 87 49 13
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 11 45 34 55 16 39 22 61 8 19 11 81
Economically Disadvantaged 8 62 54 38 12 67 55 33 9 58 49 42
English Learners 10 60 50 40 8 71 63 29 14 68 54 32
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 46 94 48 6 42 92 51 8 38 88 50 12
Female 25 93 68 7 41 93 52 7 36 86 50 14
Male 73 95 23 5 42 92 50 8 39 89 50 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < < < <
Hispanic < 100 < 0 40 100 60 0 < < < <
White 50 98 48 2 53 88 35 12 43 91 49 9
Students with Disabilities < < < < 40 70 30 30 < < < <
Economically Disadvantaged 9 82 73 18 18 94 76 6 15 77 62 23
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 47 89 42 11 36 89 54 11 38 75 38 25
Female 43 93 50 7 18 89 71 11 41 74 33 26
Male 52 85 33 15 54 89 36 11 35 77 42 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 20 70 50 30
White 57 98 41 2 39 93 54 7 43 76 32 24
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 15 69 54 31 - 65 65 35 21 53 32 47
English Learners < < < < < 100 < 0 < < < <
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 45 90 45 10 47 91 44 9 27 85 58 15
Female 50 93 43 7 53 91 38 9 19 78 59 22
Male 39 86 46 14 41 91 50 9 34 91 56 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 53 93 40 7 52 96 44 4 29 92 63 8
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 73 73 27 22 72 50 28 - 53 53 47
English Learners < < < < < < < < < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 79 45 21 35 86 52 14 39 89 50 11
Female 40 87 47 13 32 86 54 14 38 88 50 13
Male 28 72 44 28 38 86 48 14 40 90 50 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 35 90 54 10 39 90 51 10 46 96 50 4
Students with Disabilities 14 29 14 71 < < < < < < < <
Economically Disadvantaged 12 41 29 59 - 56 56 44 7 64 57 36
English Learners < 100 < 0 < < < < < < < <
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 88 51 12 30 70 41 30 34 75 41 25
Female 32 87 55 13 40 77 37 23 32 78 46 22
Male 42 89 47 11 21 65 44 35 37 70 33 30
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 45 93 47 7 34 80 46 20 39 78 39 22
Students with Disabilities < < < < 8 17 8 83 < < < <
Economically Disadvantaged 7 53 47 47 12 35 24 65 - 38 38 63
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 71 71 29 21 83 63 17 3 72 69 28
Female < 100 < 0 31 85 54 15 - 85 85 15
Male - 55 55 45 9 82 73 18 6 63 56 38
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < 100 < 0
White - 67 67 33 15 92 77 8 - 79 79 21
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < 25 83 58 17 - 69 69 31
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 97 69 3 50 98 48 2 47 94 47 6
Female 29 100 71 0 57 100 43 0 58 100 42 0
Male 27 93 67 7 44 96 52 4 35 88 53 12
Hispanic < 100 < 0 < 100 < 0
White 29 97 68 3 51 98 47 2 48 94 45 6
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 86 48 14 43 86 42 14 34 83 49 17
Female 39 93 54 7 41 86 45 14 32 85 53 15
Male 39 80 41 20 45 85 40 15 35 82 46 18
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < 18 45 27 55 - 17 17 83
Hispanic < < < < < < < < < < < <
White 44 91 47 9 50 92 43 8 39 91 52 9
Students with Disabilities - 45 45 55 13 27 13 73 - 27 27 73
Economically Disadvantaged - 45 45 55 16 58 42 42 3 50 47 50
English Learners < < < < < < < < < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 53 86 33 14 52 88 36 12 37 90 53 10
Female 60 97 37 3 53 88 34 13 22 89 67 11
Male 46 75 29 25 50 88 38 12 50 91 41 9
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 64 93 29 7 59 96 37 4 42 94 52 6
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 45 45 55 11 61 50 39 - 67 67 33
English Learners < < < < < < < < < < < <
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 88 65 12 37 87 50 13 32 79 48 21
Female 15 89 74 11 30 88 58 12 41 81 41 19
Male 32 88 56 12 43 86 43 14 23 77 55 23
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 24 91 67 9 43 93 50 7 39 92 53 8
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < 23 54 31 46 7 36 29 64
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < < < < < < < < <
Male < < < < < < < < < < < <
White < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 39 88 49 12 39 87 49 13 39 81 41 19
Female 38 89 51 11 32 92 61 8 40 83 43 17
Male 40 87 46 13 45 83 37 17 38 78 40 22
Asian < < < < < < < < < 100 < 0
Black 19 50 31 50 6 44 38 56 7 43 36 57
Hispanic - 60 60 40 < < < < 22 44 22 56
White 45 94 49 6 43 92 49 8 44 88 44 13
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 17 39 22 61 4 28 24 72 4 32 28 68
Economically Disadvantaged 5 57 51 43 9 67 58 33 8 48 40 52
English Learners < < < < < < < < 6 50 44 50
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 94 58 6 42 90 49 10 37 84 48 16
Female 33 93 59 7 29 91 63 9 45 85 39 15
Male 40 96 56 4 54 89 35 11 27 83 57 17
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 38 96 58 4 49 92 42 8 41 94 53 6
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < 15 77 62 23 - 50 50 50
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < < < < < < < < <
Male < < < < < < < < < < < <
White < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 37 88 51 12 34 83 49 17 40 84 43 16
Female 39 87 48 13 41 90 48 10 38 90 53 10
Male 36 89 53 11 27 77 50 23 44 74 30 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 45 93 47 7 36 90 54 10 46 89 43 11
Students with Disabilities < < < < - 30 30 70 < < < <
Economically Disadvantaged - 53 53 47 7 43 36 57 - 50 50 50
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 44 82 39 18 43 95 52 5 42 75 33 25
Female 40 87 47 13 25 96 71 4 37 70 33 30
Male 48 78 30 22 61 93 32 7 48 80 32 20
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 30 50 20 50
White 51 96 44 4 43 98 54 2 44 81 36 19
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 46 46 54 6 82 76 18 21 47 26 53
English Learners < < < < < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 93.88 State: 89.72 Division: 95.92 State: 88.34 Division: 96.23 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten300
Kindergarten905150
Grade 1425163
Grade 2134862
Grade 3534953
Grade 4435455
Grade 5646050
Grade 6646262
Grade 7667258
Grade 8726869
Total Students510515522
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

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 Students510515522
Female253255253
Male257260269
American Indian21
Asian202117
Black544839
Hispanic394040
White388396412
Two or more races71013
Students with Disabilities625452
Students without Disabilities448461470
Economically Disadvantaged1058954
Not Economically Disadvantaged405426468
English Learners194035
Not English Learners491475487
Homeless4
Military Connected51110
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment0 / 0% - -
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
77.1 78.8 75.6

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,776.004,461.00355.00
2015-20164,708.004,472.00393.00
2016-20174,672.004,834.00461.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students466254913048537
Female236132411624222
Male230122501424315
American Indian<<
Asian170230201
Black441511435
Hispanic421382382
White356233732437528
Two or more races<<<<91
Students with Disabilities565564425
Economically Disadvantaged10214104137512
English Learners211270373
Homeless<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.392
Asian3.9224.078
Black10.5889.32
Hispanic7.6477.767
Native Hawaiian
White76.07876.893
Two or more races1.3731.942
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.392
Asian3.9224.078
Black10.5889.32
Hispanic7.6477.767
Native Hawaiian
White76.07876.893
Two or more races1.3731.942
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.392
Asian3.9224.078
Black10.5889.32
Hispanic7.6477.767
Native Hawaiian
White76.07876.893
Two or more races1.3731.942
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 21.624.2326.58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 2021.1927.34
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 61.960.1761.87
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 10.07 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.58 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional2%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201648%48%0%4%
2016-201748%48%0%4%
2017-201855%41%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students85%84%73%75%
Asian93%93%87%75%
Black47%47%60%75%
Hispanic60%61%63%75%
White91%90%81%75%
Economically Disadvantaged59%57%62%75%
English Learners54%52%53%75%
Students with Disabilities31%34%39%75%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students83%86%74%70%
Asian100%100%89%70%
Black53%52%60%70%
Hispanic67%70%64%70%
White88%91%81%70%
Economically Disadvantaged59%63%63%70%
English Learners68%68%57%70%
Students with Disabilities20%37%42%70%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​
All Students84%
Asian<
Black17%
Hispanic<
White93%
Economically Disadvantaged52%
English Learners<
Students with Disabilities31%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Growth English ReadingGrowth Mathematics
All Students87%86%
Asian93%100%
Black53%63%
Hispanic63%70%
White93%89%
Economically Disadvantaged65%64%
English Learners57%71%
Students with Disabilities43%35%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​Annual Target​Long Term Goal​
All Students-84%84%
Asian-90%84%
Black-82%84%
Hispanic-81%84%
White-86%84%
Economically Disadvantaged-78%84%
English Learners-65%84%
Students with Disabilities-56%84%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students7%6%9%10%
Asian5%2%5%10%
Black10%5%9%10%
Hispanic5%4%9%10%
White7%6%9%10%
Economically Disadvantaged14%12%13%10%
English Learners8%4%8%10%
Students with Disabilities11%8%14%10%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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 Progress67%46%58%
English Learner Proficiency31%--
< = Results suppressed to protect student privacy​
— = Not applicable or no students​
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 LearnersNumerator​Denominator​Rate
English Learner Progress121867%
English Learner Proficiency92931%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian100%100%<
Black100%100%100%
Hispanic100%100%<
White100%100%99%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%99%
English Learners100%100%<
Students with Disabilities100%97%93%
Students without Disabilities100%100%100%
Female100%99%98%
Male100%100%100%
Migrant---

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

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).
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