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Loudoun County Public Schools

General school information

Division: Loudoun County Public Schools
Address: 21000 Education Court Ashburn, VA 20148
Superintendent: Dr. Eric Williams
Region: 4
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 24 88 64 12 24 87 63 13 23 86 63 14
Female 27 90 63 10 28 90 62 10 25 88 63 12
Male 21 86 65 14 21 85 64 15 20 84 64 16
American Indian 19 78 59 23 17 72 55 28 14 74 61 26
Asian 33 93 61 7 34 93 59 7 33 93 60 7
Black 14 78 64 22 13 77 64 23 12 77 65 23
Hispanic 14 74 60 26 14 73 59 27 10 69 59 31
Native Hawaiian 13 84 71 16 29 94 66 6 22 80 59 20
White 25 91 66 9 25 91 65 9 24 90 66 10
Two or more races 24 90 66 10 25 88 64 12 23 88 65 12
Students with Disabilities 15 60 46 40 13 60 47 40 12 59 47 41
Economically Disadvantaged 12 71 58 29 12 68 57 32 9 65 57 35
English Learners 13 64 51 36 12 66 54 34 8 62 54 38
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 21 84 63 16 22 80 58 20 21 78 56 22
Female 22 85 64 15 25 83 58 17 25 81 56 19
Male 20 82 62 18 20 78 58 22 18 75 56 25
American Indian 23 81 58 19 13 69 56 31 10 65 55 35
Asian 25 91 66 9 29 89 60 11 28 87 59 13
Black 13 71 58 29 13 69 55 31 11 63 52 37
Hispanic 22 73 51 27 17 64 47 36 10 57 47 43
Native Hawaiian < < < < < < < < < < < <
White 19 85 66 15 23 84 61 16 23 83 59 17
Two or more races 20 86 66 14 20 78 58 22 27 81 53 19
Students with Disabilities 21 60 39 40 18 57 40 43 13 49 36 51
Economically Disadvantaged 20 69 49 31 16 61 45 39 8 51 44 49
English Learners 21 72 52 28 17 65 48 35 8 55 47 45
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 26 85 59 15 27 86 59 14 24 82 58 18
Female 29 89 59 11 29 88 59 12 27 84 58 16
Male 23 82 59 18 25 84 59 16 22 80 59 20
American Indian 9 73 64 27 20 78 59 22 15 82 68 18
Asian 37 92 55 8 34 92 58 8 33 89 56 11
Black 15 79 64 21 15 75 60 25 13 74 60 26
Hispanic 15 71 56 29 17 71 54 29 9 62 54 38
Native Hawaiian < < < < < < < < 18 82 64 18
White 27 88 61 12 29 90 61 10 26 87 61 13
Two or more races 21 85 64 15 29 88 60 12 22 80 58 20
Students with Disabilities 18 60 42 40 18 62 44 38 15 56 41 44
Economically Disadvantaged 13 69 56 31 14 67 53 33 9 60 51 40
English Learners 12 67 55 33 14 69 55 31 10 63 54 37
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 36 89 53 11 34 89 55 11 32 87 54 13
Female 39 91 52 9 38 91 53 9 34 88 54 12
Male 33 87 54 13 30 86 57 14 31 85 54 15
American Indian 24 73 49 27 22 67 44 33 25 73 48 28
Asian 46 95 49 5 46 94 48 6 44 94 50 6
Black 21 77 55 23 21 82 61 18 19 77 58 23
Hispanic 19 75 56 25 17 76 59 24 18 70 53 30
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 39 92 53 8 36 91 56 9 34 90 56 10
Two or more races 36 91 55 9 33 90 57 10 30 89 60 11
Students with Disabilities 21 65 45 35 17 65 49 35 15 60 45 40
Economically Disadvantaged 16 71 55 29 15 73 58 27 14 67 53 33
English Learners 13 68 55 32 17 73 56 27 13 67 54 33
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 30 88 58 12 31 87 56 13 27 89 62 11
Female 34 90 56 10 33 90 57 10 30 91 61 9
Male 26 85 59 15 29 85 56 15 24 88 64 12
American Indian 19 81 62 19 13 65 53 35 15 76 62 24
Asian 39 94 55 6 45 94 49 6 40 95 55 5
Black 20 77 57 23 15 75 60 25 18 83 66 17
Hispanic 16 72 56 28 14 70 56 30 11 74 63 26
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 32 91 59 9 32 92 59 8 28 92 65 8
Two or more races 29 91 62 9 30 88 58 12 25 92 66 8
Students with Disabilities 11 56 45 44 14 57 43 43 12 63 51 37
Economically Disadvantaged 12 67 55 33 12 66 54 34 10 72 61 28
English Learners 10 52 43 48 12 66 55 34 9 70 61 30
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 24 91 67 9 23 90 67 10 25 89 64 11
Female 29 93 64 7 28 93 64 7 28 92 63 8
Male 19 89 70 11 17 88 71 12 22 86 64 14
American Indian 20 93 73 7 17 78 61 22 7 72 65 28
Asian 34 95 61 5 33 95 62 5 38 96 58 4
Black 11 84 72 16 14 82 68 18 12 78 67 22
Hispanic 15 78 63 22 12 77 65 23 11 71 61 29
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 24 94 70 6 23 93 70 7 26 92 66 8
Two or more races 27 93 66 7 23 93 70 7 25 92 66 8
Students with Disabilities 11 64 52 36 8 60 52 40 10 62 52 38
Economically Disadvantaged 11 75 64 25 9 72 62 28 9 70 61 30
English Learners 11 51 39 49 6 69 63 31 5 66 61 34
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 19 85 66 15 23 86 63 14 18 87 69 13
Female 22 88 66 12 27 89 62 11 20 89 69 11
Male 17 82 66 18 18 83 65 17 16 84 69 16
American Indian 10 71 62 29 25 63 38 38 15 75 60 25
Asian 29 92 64 8 32 93 61 7 27 91 64 9
Black 11 70 59 30 13 74 61 26 9 79 71 21
Hispanic 10 69 59 31 14 69 55 31 6 69 63 31
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 20 89 69 11 23 90 67 10 18 91 72 9
Two or more races 22 90 67 10 27 90 63 10 21 89 68 11
Students with Disabilities 9 49 40 51 9 52 43 48 8 53 45 47
Economically Disadvantaged 8 64 56 36 9 62 54 38 5 64 58 36
English Learners 12 46 35 54 8 50 42 50 3 46 43 54
EOC 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 10 93 83 7 10 93 83 7 11 92 82 8
Female 11 95 83 5 12 94 82 6 12 94 82 6
Male 8 91 83 9 9 92 83 8 9 91 82 9
American Indian 19 81 63 19 16 95 79 5 7 87 80 13
Asian 12 95 83 5 13 96 83 4 13 95 83 5
Black 5 85 80 15 4 82 79 18 5 87 82 13
Hispanic 4 86 82 14 5 83 78 17 4 79 75 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 11 96 84 4 12 96 84 4 12 96 83 4
Two or more races 10 95 85 5 10 94 84 6 11 94 84 6
Students with Disabilities 10 68 58 32 8 69 60 31 10 71 61 29
Economically Disadvantaged 4 81 78 19 4 79 75 21 5 76 71 24
English Learners 1 67 66 33 2 63 61 37 2 56 55 44
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 33 87 54 13 41 89 48 11 38 89 50 11
Female 39 90 52 10 48 93 45 7 45 92 47 8
Male 27 84 57 16 34 86 52 14 31 85 54 15
American Indian 32 74 42 26 37 71 34 29 22 78 56 22
Asian 48 93 45 7 56 95 38 5 54 94 40 6
Black 16 72 56 28 24 78 54 22 22 80 58 20
Hispanic 17 73 56 27 22 76 54 24 19 75 56 25
Native Hawaiian 27 73 45 27 45 82 36 18 < < < <
White 34 91 56 9 43 92 50 8 40 92 52 8
Two or more races 37 93 56 7 45 91 47 9 41 91 50 9
Students with Disabilities 11 54 43 46 11 58 47 42 13 57 45 43
Economically Disadvantaged 13 68 55 32 16 70 54 30 16 72 57 28
English Learners 6 44 39 56 8 56 48 44 7 57 50 43
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 32 84 52 16 36 86 50 14 35 85 50 15
Female 39 88 49 12 44 91 46 9 43 91 48 9
Male 25 80 55 20 28 81 53 19 27 80 53 20
American Indian 24 76 52 24 27 53 27 47 20 70 50 30
Asian 49 93 44 7 54 94 39 6 52 92 41 8
Black 15 65 50 35 24 75 51 25 20 74 54 26
Hispanic 17 66 49 34 19 71 52 29 18 71 53 29
Native Hawaiian < < < < < < < < < < < <
White 33 88 55 12 35 89 54 11 35 88 53 12
Two or more races 38 93 55 7 41 89 48 11 38 88 49 12
Students with Disabilities 10 46 36 54 10 49 39 51 9 46 37 54
Economically Disadvantaged 12 60 48 40 13 63 50 37 13 67 54 33
English Learners 7 30 23 70 8 50 42 50 8 54 46 46
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 33 90 57 10 46 92 47 8 42 93 51 7
Female 39 93 54 7 52 94 43 6 48 94 46 6
Male 29 88 59 12 40 90 51 10 36 91 55 9
American Indian 41 71 29 29 45 85 40 15 25 88 63 13
Asian 47 94 47 6 59 96 37 4 57 96 39 4
Black 18 79 61 21 24 81 57 19 25 87 62 13
Hispanic 17 79 63 21 24 81 57 19 21 80 59 20
Native Hawaiian < 100 < 0 < < < < < < < <
White 37 94 57 6 50 96 45 4 45 96 51 4
Two or more races 36 93 57 7 49 94 45 6 44 96 51 4
Students with Disabilities 12 63 51 37 13 68 56 32 16 70 54 30
Economically Disadvantaged 14 75 61 25 19 77 58 23 18 77 59 23
English Learners 4 54 50 46 7 62 55 38 6 60 54 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 23 86 63 14 22 85 63 15 22 83 60 17
Female 22 87 65 13 21 86 65 14 21 83 62 17
Male 24 85 61 15 23 84 61 16 23 82 59 18
American Indian 16 75 59 25 15 76 61 24 16 70 54 30
Asian 40 94 54 6 40 94 53 6 42 93 50 7
Black 10 74 63 26 9 73 64 27 10 69 59 31
Hispanic 11 72 61 28 10 70 61 30 9 65 56 35
Native Hawaiian 17 80 63 20 17 90 74 10 26 74 47 26
White 22 89 67 11 21 88 67 12 20 87 66 13
Two or more races 23 88 65 12 21 86 65 14 21 84 63 16
Students with Disabilities 12 59 47 41 12 59 48 41 11 55 44 45
Economically Disadvantaged 9 69 60 31 8 67 59 33 8 62 54 38
English Learners 11 66 55 34 11 68 57 32 10 62 52 38
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 24 82 58 18 22 80 58 20 20 77 57 23
Female 20 80 60 20 19 78 59 22 18 76 58 24
Male 28 84 56 16 24 81 57 19 23 79 56 21
American Indian 18 68 50 32 16 72 56 28 18 64 46 36
Asian 35 92 56 8 34 90 56 10 34 90 56 10
Black 11 70 59 30 9 65 56 35 10 59 49 41
Hispanic 11 64 53 36 9 62 53 38 9 57 48 43
Native Hawaiian < < < < < < < < < < < <
White 24 85 60 15 22 83 61 17 20 81 62 19
Two or more races 25 85 61 15 19 77 57 23 19 81 62 19
Students with Disabilities 16 55 39 45 15 53 38 47 15 49 34 51
Economically Disadvantaged 8 62 54 38 8 59 51 41 7 51 45 49
English Learners 11 65 54 35 10 65 55 35 9 58 49 42
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 37 89 51 11 34 88 53 12 33 85 52 15
Female 35 89 53 11 29 87 58 13 28 84 56 16
Male 39 89 49 11 39 88 49 12 37 86 49 14
American Indian 21 76 55 24 24 73 49 27 24 76 53 24
Asian 56 95 39 5 51 95 43 5 51 93 42 7
Black 22 82 60 18 16 75 59 25 15 74 58 26
Hispanic 20 78 58 22 17 75 58 25 14 69 56 31
Native Hawaiian < 100 < 0 < < < < 45 73 27 27
White 37 90 53 10 35 91 56 9 33 89 56 11
Two or more races 30 87 57 13 34 86 52 14 31 82 51 18
Students with Disabilities 21 65 44 35 17 61 45 39 18 60 42 40
Economically Disadvantaged 17 75 57 25 13 71 58 29 12 66 54 34
English Learners 19 75 56 25 18 76 58 24 16 70 54 30
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 38 87 49 13 37 88 51 12 38 85 47 15
Female 37 87 50 13 36 87 52 13 35 84 49 16
Male 39 88 48 12 39 88 49 12 40 86 45 14
American Indian 22 73 51 27 31 78 47 22 28 65 38 35
Asian 59 96 37 4 58 95 36 5 59 94 34 6
Black 20 70 50 30 19 79 60 21 18 71 52 29
Hispanic 21 76 56 24 19 77 58 23 17 70 53 30
Native Hawaiian < 100 < 0 < < < < < < < <
White 37 89 53 11 36 89 53 11 38 89 51 11
Two or more races 38 91 53 9 34 88 54 12 37 82 45 18
Students with Disabilities 18 64 46 36 17 62 45 38 18 56 38 44
Economically Disadvantaged 18 73 55 27 14 75 61 25 15 66 51 34
English Learners 16 73 58 27 21 76 55 24 19 69 50 31
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 8 84 76 16 6 82 76 18 5 79 74 21
Female 8 85 78 15 6 84 78 16 6 81 75 19
Male 7 82 75 18 6 79 74 21 5 78 73 22
American Indian 15 77 62 23 - 67 67 33 - 70 70 30
Asian 10 91 80 9 11 89 78 11 8 89 80 11
Black 5 77 72 23 3 70 67 30 4 71 67 29
Hispanic 5 71 66 29 4 69 65 31 3 63 60 37
Native Hawaiian < 100 < 0 < < < <
White 8 89 80 11 7 88 81 12 6 86 79 14
Two or more races 7 87 80 13 5 89 83 11 3 82 79 18
Students with Disabilities 9 64 56 36 10 64 54 36 9 60 51 40
Economically Disadvantaged 5 69 65 31 3 66 62 34 3 61 57 39
English Learners 4 61 56 39 4 67 63 33 3 61 58 39
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 20 86 66 14 22 83 62 17 19 80 60 20
Female 20 88 68 12 20 85 64 15 19 81 62 19
Male 20 84 65 16 23 82 60 18 19 78 59 22
American Indian 14 81 67 19 17 77 60 23 10 61 51 39
Asian 35 95 60 5 41 94 53 6 39 93 54 7
Black 10 73 63 27 9 69 59 31 8 62 54 38
Hispanic 10 70 60 30 8 64 57 36 7 56 50 44
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 18 89 71 11 19 86 67 14 17 84 68 16
Two or more races 20 88 68 12 18 87 69 13 16 80 64 20
Students with Disabilities 12 55 43 45 12 53 40 47 9 52 43 48
Economically Disadvantaged 6 67 60 33 6 60 54 40 6 54 48 46
English Learners 7 56 49 44 9 65 56 35 7 56 49 44
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 5 64 60 36 4 69 64 31 4 62 58 38
Female 4 68 64 32 5 72 67 28 4 64 60 36
Male 5 61 56 39 4 67 63 33 4 61 57 39
American Indian < < < < 9 55 45 45 < < < <
Asian 12 74 63 26 9 85 76 15 6 73 67 27
Black 4 56 52 44 4 58 54 42 4 51 47 49
Hispanic 4 49 45 51 2 52 50 48 2 39 37 61
Native Hawaiian < < < < < 100 < 0 < < < <
White 4 71 67 29 4 75 70 25 4 73 68 27
Two or more races 3 70 67 30 8 79 71 21 8 72 64 28
Students with Disabilities 8 42 33 58 8 47 39 53 7 41 35 59
Economically Disadvantaged 4 46 43 54 2 50 48 50 3 38 35 62
English Learners 1 29 28 71 1 45 44 55 2 35 33 65
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 12 86 74 14 12 87 75 13 15 84 69 16
Female 13 88 75 12 13 90 77 10 15 86 71 14
Male 11 83 72 17 12 85 73 15 14 81 67 19
American Indian 9 70 61 30 8 88 79 13 10 81 71 19
Asian 32 95 63 5 32 96 64 4 38 94 56 6
Black 5 75 70 25 3 77 73 23 4 74 69 26
Hispanic 3 70 67 30 4 72 68 28 3 69 66 31
Native Hawaiian < < < < < < < < < 100 < 0
White 9 90 80 10 10 90 81 10 12 87 75 13
Two or more races 12 89 77 11 11 91 80 9 10 85 75 15
Students with Disabilities 3 58 55 42 2 63 61 37 3 59 55 41
Economically Disadvantaged 3 68 64 32 2 68 66 32 3 67 64 33
English Learners 2 63 60 37 4 69 65 31 4 65 60 35
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 86 70 14 18 86 68 14 19 85 66 15
Female 17 88 71 12 19 88 69 12 19 87 68 13
Male 16 85 69 15 18 85 67 15 19 84 64 16
American Indian - 82 82 18 6 88 81 13 5 90 85 10
Asian 32 94 62 6 38 95 57 5 41 94 53 6
Black 3 71 68 29 6 72 66 28 7 68 61 32
Hispanic 6 70 65 30 7 69 62 31 8 68 60 32
Native Hawaiian < < < < < 100 < 0 < < < <
White 16 90 74 10 16 90 74 10 16 89 73 11
Two or more races 19 89 70 11 17 88 71 12 18 89 71 11
Students with Disabilities 5 56 51 44 4 58 53 42 5 52 48 48
Economically Disadvantaged 5 66 61 34 5 66 61 34 6 64 58 36
English Learners 8 56 49 44 5 54 50 46 6 56 50 44
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 92 65 8 26 91 65 9 28 90 62 10
Female 26 93 66 7 26 92 66 8 27 91 63 9
Male 27 91 63 9 26 90 64 10 28 89 61 11
American Indian 23 92 69 8 10 90 81 10 36 79 43 21
Asian 43 96 53 4 43 96 53 4 50 96 46 4
Black 12 82 70 18 10 82 72 18 15 80 64 20
Hispanic 17 87 70 13 15 84 69 16 14 81 66 19
Native Hawaiian < < < < < 100 < 0 < < < <
White 25 92 67 8 24 92 68 8 23 91 68 9
Two or more races 28 91 63 9 26 89 63 11 28 90 63 10
Students with Disabilities 10 73 62 27 9 72 63 28 10 70 60 30
Economically Disadvantaged 14 87 73 13 11 82 71 18 16 82 66 18
English Learners 17 82 65 18 13 77 64 23 14 79 65 21
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 21 89 68 11 21 89 69 11 20 88 68 12
Female 20 90 70 10 19 89 70 11 18 88 70 12
Male 22 89 67 11 22 89 67 11 22 88 66 12
American Indian 7 80 73 20 15 78 63 22 13 77 64 23
Asian 33 94 61 6 32 95 62 5 32 94 62 6
Black 8 80 72 20 10 79 70 21 9 79 70 21
Hispanic 9 73 64 27 9 73 64 27 8 70 62 30
Native Hawaiian 20 85 65 15 14 90 76 10 9 84 75 16
White 22 94 71 6 22 93 72 7 21 93 72 7
Two or more races 22 93 71 7 22 93 71 7 22 92 70 8
Students with Disabilities 10 68 57 32 10 67 57 33 8 64 56 36
Economically Disadvantaged 7 69 63 31 6 68 62 32 6 66 60 34
English Learners 5 57 52 43 7 60 53 40 6 56 51 44
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 33 87 54 13 31 86 56 14 26 85 59 15
Female 32 86 53 14 28 85 57 15 23 84 61 16
Male 34 88 54 12 33 87 55 13 29 86 57 14
American Indian 10 69 60 31 19 73 54 27 13 75 63 25
Asian 51 93 42 7 47 93 47 7 42 93 51 7
Black 15 76 61 24 17 74 57 26 12 72 60 28
Hispanic 15 68 53 32 13 70 57 30 11 66 55 34
Native Hawaiian < 100 < 0 < < < < < < < <
White 34 91 57 9 31 90 59 10 26 89 64 11
Two or more races 31 92 62 8 27 88 61 12 26 87 61 13
Students with Disabilities 17 63 46 37 16 62 46 38 10 58 47 42
Economically Disadvantaged 11 64 53 36 10 66 56 34 8 62 54 38
English Learners 9 61 52 39 15 67 52 33 11 65 55 35
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 19 89 70 11 21 88 68 12 17 87 70 13
Female 17 89 72 11 19 90 71 10 16 87 72 13
Male 21 89 68 11 22 87 65 13 19 87 68 13
American Indian 5 95 90 5 22 67 44 33 15 75 60 25
Asian 29 94 65 6 33 96 62 4 27 93 67 7
Black 7 75 69 25 8 77 68 23 6 79 72 21
Hispanic 6 71 65 29 9 69 61 31 7 67 60 33
Native Hawaiian < < < < < 100 < 0 < < < <
White 21 94 73 6 20 93 72 7 18 92 74 8
Two or more races 26 93 66 7 24 93 69 7 20 92 71 8
Students with Disabilities 8 61 53 39 10 61 51 39 6 58 53 42
Economically Disadvantaged 5 66 62 34 6 64 58 36 4 63 59 37
English Learners 3 45 41 55 3 53 50 47 3 50 46 50
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 91 72 9 18 92 73 8 22 90 69 10
Female 18 92 74 8 17 93 76 7 22 91 69 9
Male 18 89 71 11 20 90 71 10 22 90 68 10
American Indian 4 82 79 18 12 88 76 12 6 63 56 38
Asian 24 95 71 5 24 95 71 5 33 97 64 3
Black 7 82 75 18 9 82 74 18 9 81 72 19
Hispanic 9 75 66 25 7 75 68 25 8 74 66 26
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 21 95 74 5 21 96 75 4 24 95 70 5
Two or more races 17 93 77 7 21 96 75 4 24 96 72 4
Students with Disabilities 5 67 63 33 7 69 62 31 5 66 61 34
Economically Disadvantaged 5 70 65 30 5 70 65 30 7 70 64 30
English Learners 2 55 53 45 2 54 52 46 2 51 49 49
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 92 73 8 20 93 72 7 21 92 71 8
Female 16 92 76 8 19 92 73 8 20 92 73 8
Male 22 92 69 8 22 93 72 7 23 93 69 7
American Indian < < < < 13 88 75 13 6 81 75 19
Asian 29 96 66 4 31 96 65 4 34 97 62 3
Black 8 84 76 16 10 86 76 14 10 87 77 13
Hispanic 10 83 73 17 13 85 73 15 11 84 73 16
Native Hawaiian < < < < < 100 < 0 < < < <
White 19 93 75 7 20 94 74 6 20 93 73 7
Two or more races 19 94 75 6 19 94 75 6 23 94 71 6
Students with Disabilities 2 77 75 23 11 78 66 22 13 85 72 15
Economically Disadvantaged 10 83 73 17 9 82 73 18 10 85 75 15
English Learners 12 77 65 23 10 78 68 22 8 75 67 25
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 12 90 78 10 11 88 77 12 11 86 75 14
Female 10 90 80 10 10 87 77 13 10 87 77 13
Male 14 90 76 10 12 88 76 12 13 85 72 15
American Indian - 100 100 0 6 81 75 19 17 89 72 11
Asian 16 93 78 7 13 92 79 8 17 91 74 9
Black 4 83 79 17 3 79 76 21 6 77 72 23
Hispanic 6 74 69 26 5 71 66 29 4 64 60 36
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 14 95 81 5 14 95 80 5 13 95 82 5
Two or more races 15 94 79 6 14 96 82 4 14 92 78 8
Students with Disabilities 6 76 70 24 4 71 68 29 5 69 64 31
Economically Disadvantaged 3 71 68 29 3 67 64 33 3 62 59 38
English Learners 1 57 56 43 1 53 52 47 - 45 44 55
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 34 92 59 8 34 92 58 8 33 91 58 9
Female 31 92 61 8 32 92 60 8 31 91 60 9
Male 36 93 57 7 37 93 56 7 35 92 57 8
American Indian 25 87 62 13 27 91 64 9 23 81 58 19
Asian 48 97 49 3 50 97 47 3 47 97 49 3
Black 19 84 64 16 19 86 66 14 19 83 64 17
Hispanic 17 81 63 19 18 80 62 20 17 77 60 23
Native Hawaiian 22 91 70 9 31 88 58 12 25 92 67 8
White 35 95 60 5 35 95 60 5 33 94 61 6
Two or more races 35 94 59 6 37 94 58 6 34 93 59 7
Students with Disabilities 16 74 58 26 16 74 58 26 14 71 57 29
Economically Disadvantaged 15 77 63 23 14 76 62 24 14 74 60 26
English Learners 15 69 53 31 16 70 54 30 15 67 52 33
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 91 73 9 22 90 69 10 20 90 70 10
Female 14 90 75 10 18 90 72 10 17 89 72 11
Male 22 92 70 8 25 91 66 9 23 91 68 9
American Indian 6 81 75 19 5 82 77 18 19 75 56 25
Asian 22 95 74 5 27 94 67 6 26 95 69 5
Black 8 80 71 20 12 85 73 15 10 84 74 16
Hispanic 9 79 70 21 11 72 61 28 11 74 62 26
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 21 94 73 6 25 95 70 5 23 95 72 5
Two or more races 18 92 75 8 24 94 71 6 21 95 74 5
Students with Disabilities 5 69 64 31 9 71 62 29 9 72 62 28
Economically Disadvantaged 7 74 67 26 8 70 62 30 7 70 63 30
English Learners 1 58 57 42 4 51 47 49 2 51 49 49
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 27 92 65 8 26 94 68 6 30 91 61 9
Female 25 92 67 8 24 93 69 7 29 91 62 9
Male 29 92 63 8 27 94 67 6 31 91 60 9
American Indian 24 82 59 18 15 100 85 0 17 78 61 22
Asian 41 98 57 2 44 98 54 2 48 97 49 3
Black 11 85 74 15 12 86 74 14 14 84 70 16
Hispanic 14 77 63 23 10 83 73 17 14 74 60 26
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 28 95 67 5 26 96 70 4 30 95 65 5
Two or more races 32 95 63 5 29 96 67 4 30 95 65 5
Students with Disabilities 10 75 65 25 6 76 70 24 10 73 62 27
Economically Disadvantaged 10 74 64 26 9 79 70 21 11 72 61 28
English Learners 4 62 58 38 6 69 64 31 5 60 54 40
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 90 68 10 28 91 63 9 21 88 67 12
Female 20 89 70 11 24 90 67 10 18 86 68 14
Male 26 91 66 9 31 91 60 9 24 89 65 11
American Indian 10 90 81 10 19 94 75 6 15 85 70 15
Asian 32 97 65 3 36 97 61 3 31 95 64 5
Black 11 81 70 19 14 83 69 17 10 75 64 25
Hispanic 13 77 64 23 16 77 60 23 10 72 63 28
Native Hawaiian < 100 < 0 < < < < < < < <
White 24 93 69 7 30 94 64 6 22 91 69 9
Two or more races 22 94 72 6 28 92 64 8 26 92 65 8
Students with Disabilities 10 70 61 30 13 74 61 26 8 61 53 39
Economically Disadvantaged 11 74 64 26 12 72 60 28 10 69 59 31
English Learners 5 61 55 39 5 61 56 39 4 52 48 48
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 55 55 45 1 44 43 56 3 66 63 34
Female - 41 41 59 - 44 44 56 5 62 57 38
Male - 62 62 38 2 44 42 56 2 67 65 33
American Indian < < < <
Asian < < < < < < < < < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic - 39 39 61 - 43 43 57 - 56 56 44
White < 100 < 0 < < < < 8 100 92 0
Two or more races < < < < < < < <
Students with Disabilities < < < < - 55 55 45
Economically Disadvantaged - 51 51 49 - 43 43 57 - 56 56 44
English Learners - 41 41 59 - 42 42 58 3 51 49 49
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 43 95 51 5 42 95 52 5 41 94 53 6
Female 42 95 52 5 42 95 53 5 40 94 54 6
Male 45 95 50 5 43 94 51 6 42 94 52 6
American Indian 29 100 71 0 25 88 63 13 32 74 42 26
Asian 56 98 42 2 59 98 39 2 53 98 44 2
Black 28 85 57 15 24 91 67 9 25 88 64 12
Hispanic 19 86 66 14 23 83 60 17 22 83 61 17
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 47 97 50 3 44 97 53 3 44 96 53 4
Two or more races 49 97 48 3 44 97 53 3 45 96 51 4
Students with Disabilities 13 72 58 28 14 73 59 27 13 73 60 27
Economically Disadvantaged 17 81 64 19 16 80 63 20 17 79 62 21
English Learners 14 66 52 34 12 71 59 29 12 71 58 29
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 55 94 38 6 54 93 39 7 51 93 41 7
Female 53 93 41 7 50 93 43 7 48 92 44 8
Male 58 94 36 6 59 94 35 6 54 93 39 7
American Indian 50 85 35 15 63 93 30 7 29 88 58 13
Asian 73 97 24 3 70 98 28 2 69 98 29 2
Black 39 87 47 13 37 84 47 16 35 84 49 16
Hispanic 34 86 53 14 36 87 51 13 33 84 51 16
Native Hawaiian < 100 < 0 < < < < 36 82 45 18
White 56 95 40 5 53 94 41 6 50 94 44 6
Two or more races 50 92 41 8 55 92 37 8 46 89 43 11
Students with Disabilities 29 79 50 21 29 73 44 27 24 73 49 27
Economically Disadvantaged 28 83 55 17 29 84 54 16 29 81 53 19
English Learners 38 87 48 13 40 90 50 10 39 89 50 11
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: 92.27 State: 89.72 Division: 91.51 State: 88.34 Division: 91.73 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division282323211
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten841871846
Kindergarten5,0795,3645,405
Grade 15,8695,8995,920
Grade 26,0616,0126,053
Grade 36,2786,1676,082
Grade 46,2876,4116,306
Grade 56,1456,5106,537
Grade 66,1386,3216,660
Grade 76,3106,3266,445
Grade 86,1196,4186,434
Grade 96,3256,3766,714
Grade 105,9346,4266,419
Grade 115,9166,0016,399
Grade 125,3775,8336,018
Post Graduate34308
Total Students78,71380,96582,246
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 Students787138096582246
Female384133946140064
Male403004150442182
American Indian387418441
Asian159421714418199
Black525654655521
Hispanic134411402214358
Native Hawaiian778898
White394693948339110
Two or more races414143454519
Students with Disabilities854389469107
Students without Disabilities701707201973139
Economically Disadvantaged145901543315607
Not Economically Disadvantaged641236553266639
English Learners122431275313439
Not English Learners664706821268807
Migrant11
Homeless135912191592
Foster Care303739
Military Connected207230821
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
All Students Division 4241 1290 78 34 193 38
State 50983 36022 2734 1046 5399 1777
Female Division 2191 554 27 17 67 17
State 27838 15824 920 366 1921 654
Male Division 2050 736 51 17 126 21
State 23145 20198 1814 680 3478 1123
American Indian Division 11 9 0 0 1 0
State 144 124 9 2 27 8
Asian Division 804 115 9 2 6 4
State 5026 1195 70 18 91 37
Black Division 253 170 7 4 5 4
State 7955 11092 1113 243 1359 742
Hispanic Division 467 381 23 7 148 17
State 5086 5584 317 105 2171 325
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 2505 544 38 17 32 12
State 30222 16424 1138 618 1586 589
Two or more races Division 199 68 1 4 1 1
State 2468 1543 86 58 162 72
Students with Disabilities Division 163 315 78 6 22 5
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 436 447 33 10 104 19
State 10704 17348 1682 460 2637 1090
English Learners Division 126 287 20 3 144 13
State 1418 3759 272 31 1845 117
Homeless Division 34 85 6 4 54 4
State 232 695 90 42 302 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
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
All Students5874560995.5566196.41933.3
Female2873277296.5279597.3672.3
Male3001283794.5286695.51264.2
American Indian212095.22095.214.8
Asian94092898.793299.16.6
Black44343097.143698.451.1
Hispanic104387183.589185.414814.2
Native Hawaiian0<100<10000
White3148308798.1310598.6321
Two or more races27426897.827299.31.4
Students with Disabilities58955694.456696.1223.7
Economically Disadvantaged104991687.393789.31049.9
English Learners5934337344975.714424.3
Homeless18712566.813170.15428.9
Foster Care0<<<<<<
Military Connected0<<<<00
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 Taken7,223 / 32.51%7,187 / 30.54%7,744 / 31.46%
Advanced Placement Course Enrollment8,915 / 40.12%9,068 / 38.53%9,401 / 38.19%
Dual Enrollment2,418 / 10.88%3,654 / 15.53%4,552 / 18.49%
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
All Students Division 4763 4040 15
State 82483 57560 30
Female Division 2340 2052 12
State 41546 31230 25
Male Division 2423 1988 18
State 40937 26330 36
American Indian Division 12 < 100
State 220 132 40
Asian Division 681 607 11
State 5492 4724 14
Black Division 376 301 20
State 18272 11640 36
Hispanic Division 631 472 25
State 8548 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 2857 2473 13
State 46319 33154 28
Two or more races Division 198 174 12
State 3521 2499 29
Students with Disabilities Division 388 269 31
State 5986 3008 50
Economically Disadvantaged Division 639 450 30
State 23516 13119 44
English Learners Division 295 208 29
State 5120 3136 39
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
State LicensuresDivision2-11
 State244022791843
Industry CertificationDivision497358406115
 State99894109275103743
Workplace ReadinessDivision3586316763
 State307754231350241
Total Credentials EarnedDivision5349649112889
 State137248157490159306
Students Earning One or More CredentialsDivision4818543210616
 State109089126113128000
CTE CompletersDivision171017541882
 State424044051641438
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
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 6470 12871 8787 68.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 6802 13982 9426 67.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 7249 14992 10363 69.1%
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
68.2 67.4 68

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
2014-20158,817.003,805.00292.00
2015-20169,437.003,832.00280.00
2016-20179,914.004,101.00302.00

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 Students707034747715076540741655799
Female345942300349783182361882843
Male361092447365293358379772956
American Indian324293423637635
Asian13898797147141198159841097
Black474331948443985021369
Hispanic112841134116521627121711438
Native Hawaiian666668836
White367472212360912952365292540
Two or more races364125037983214001314
Students with Disabilities72528307349111177201022
Economically Disadvantaged118811543122682116125391920
English Learners8893875110251509115331373
Homeless113031414424501321354
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
Offenses Against Student 264
Offenses Against Staff 86
Weapons Offenses 44
Property Offenses 38
All Other Offenses <
Other Offenses Against Persons 606
Disorderly or Disruptive Behavior Offenses 412
Alcohol, Tobacco, and Other Drug Offenses 496
Technology 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 Indian0.4940.650.5180.61
Asian20.3398.6421.2616.86
Black6.70616.526.77714.84
Hispanic17.14830.5617.38931.63
Native Hawaiian0.0980.650.1090.2
White50.35536.9348.96441.15
Two or more races5.2836.055.3884.71
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 Indian0.4940.518
Asian20.33921.261
Black6.7066.777
Hispanic17.14817.38960
Native Hawaiian0.0980.109
White50.35510048.96420
Two or more races5.2835.38820
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 Indian0.4940.518
Asian20.33921.261
Black6.7066.777
Hispanic17.14817.389
Native Hawaiian0.0980.109
White50.35548.964
Two or more races5.2835.388
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 16.7217.0717.08
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 26.9232.1230.34
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 74.5476.475.85
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: 13.6 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 12.56 : 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
Provisional4%3%
Provisional Special Education2%2%
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
2015-201628%69%2%1%
2016-201729%69%1%1%
2017-201830%68%2%0%
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 Students86%87%73%75%
Asian93%93%87%75%
Black77%77%60%75%
Hispanic68%71%63%75%
White90%91%81%75%
Economically Disadvantaged65%67%62%75%
English Learners61%63%53%75%
Students with Disabilities59%60%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 Students84%85%74%70%
Asian93%93%89%70%
Black71%73%60%70%
Hispanic67%70%64%70%
White88%89%81%70%
Economically Disadvantaged64%66%63%70%
English Learners65%66%57%70%
Students with Disabilities56%58%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 Students87%
Asian93%
Black79%
Hispanic70%
White91%
Economically Disadvantaged67%
English Learners60%
Students with Disabilities61%

< = 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%85%
Asian93%94%
Black79%74%
Hispanic72%70%
White91%88%
Economically Disadvantaged69%68%
English Learners68%70%
Students with Disabilities65%63%

< = 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 Students92%84%84%
Asian97%90%84%
Black92%82%84%
Hispanic75%81%84%
White96%86%84%
Economically Disadvantaged74%78%84%
English Learners56%65%84%
Students with Disabilities78%56%84%
Homeless54%--
Foster Care<--

< = 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%7%9%10%
Asian6%6%5%10%
Black7%7%9%10%
Hispanic11%11%9%10%
White7%7%9%10%
Economically Disadvantaged13%13%13%10%
English Learners11%11%8%10%
Students with Disabilities12%12%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 Progress60%46%58%
English Learner Proficiency16%--
< = 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 Progress3860641660%
English Learner Proficiency1369852716%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian100%99%98%
Black100%99%98%
Hispanic98%99%98%
White100%99%99%
Economically Disadvantaged98%99%98%
Not Economically Disadvantaged100%99%98%
English Learners98%100%98%
Students with Disabilities99%99%99%
Students without Disabilities99%99%98%
Female99%99%98%
Male99%99%98%
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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