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Louisa County Public Schools

General school information

Division: Louisa County Public Schools
Address: 953 Davis Hwy Mineral, VA 23117
Superintendent: Mr. Doug Straley
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


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 14 79 64 21 16 77 61 23 15 77 62 23
Female 17 82 65 18 18 81 63 19 16 81 65 19
Male 12 75 63 25 13 73 60 27 14 73 59 27
American Indian < < < < < < < < < < < <
Asian 20 93 73 7 19 90 71 10 9 86 77 14
Black 8 65 57 35 7 65 58 35 8 65 57 35
Hispanic 10 73 63 27 11 76 65 24 17 72 54 28
Native Hawaiian < < < < < < < < < < < <
White 17 83 66 17 18 80 62 20 17 81 64 19
Two or more races 11 73 62 27 14 73 59 27 9 74 65 26
Students with Disabilities 5 39 34 61 6 38 32 62 10 42 32 58
Economically Disadvantaged 7 68 60 32 9 66 57 34 8 67 59 33
English Learners 8 61 53 39 9 71 61 29 7 63 56 37
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 16 78 62 22 12 68 56 32 15 69 54 31
Female 16 80 64 20 12 72 60 28 18 75 56 25
Male 15 76 61 24 12 62 51 38 13 64 51 36
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 59 50 41 2 53 51 47 9 52 43 48
Hispanic 10 80 70 20 12 68 56 32 13 57 43 43
White 18 84 66 16 14 69 56 31 16 75 58 25
Two or more races 10 64 54 36 17 79 62 21 19 65 47 35
Students with Disabilities 14 47 33 53 13 41 28 59 12 38 27 62
Economically Disadvantaged 8 67 59 33 6 55 49 45 11 51 40 49
English Learners 18 82 64 18 - 53 53 47 14 57 43 43
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 16 75 59 25 19 80 61 20 17 74 57 26
Female 22 80 58 20 21 83 62 17 16 78 62 22
Male 10 71 61 29 17 77 60 23 18 70 52 30
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 11 69 57 31 11 66 55 34 9 64 55 36
Hispanic - 56 56 44 14 71 57 29 21 82 61 18
White 20 80 60 20 22 84 63 16 19 75 55 25
Two or more races 3 66 62 34 17 75 58 25 9 79 71 21
Students with Disabilities 4 34 29 66 14 40 26 60 18 48 30 52
Economically Disadvantaged 8 65 56 35 14 71 57 29 8 65 57 35
English Learners 6 41 35 59 27 82 55 18 4 83 78 17
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 23 80 56 20 23 77 54 23 23 80 57 20
Female 26 80 54 20 28 81 53 19 24 84 60 16
Male 21 79 58 21 18 74 55 26 22 77 55 23
Asian < 100 < 0 < < < < < 100 < 0
Black 17 56 39 44 11 68 57 32 13 72 59 28
Hispanic < < < < - 80 80 20 27 80 53 20
White 26 86 61 14 29 80 51 20 27 83 55 17
Two or more races 14 62 48 38 23 74 52 26 12 79 68 21
Students with Disabilities 9 42 33 58 6 38 32 63 19 46 27 54
Economically Disadvantaged 12 69 57 31 14 71 56 29 16 72 55 28
English Learners < 100 < 0 5 58 53 42 15 85 69 15
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 18 78 60 22 22 74 52 26 13 77 64 23
Female 20 84 64 16 25 77 52 23 13 80 66 20
Male 15 72 57 28 19 71 52 29 12 74 62 26
American Indian < < < < < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 8 65 56 35 12 57 45 43 13 65 52 35
Hispanic 19 75 56 25 40 90 50 10 5 55 50 45
White 20 82 61 18 24 78 54 22 15 82 67 18
Two or more races 16 80 64 20 11 63 53 37 - 71 71 29
Students with Disabilities 2 30 28 70 6 25 19 75 7 43 36 57
Economically Disadvantaged 11 68 58 32 13 61 48 39 9 71 62 29
English Learners < < < < < 100 < 0 - 44 44 56
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 12 78 65 22 19 81 62 19 17 78 61 22
Female 17 81 65 19 25 85 61 15 19 83 64 17
Male 7 73 66 27 13 76 63 24 15 73 59 27
Black 7 63 56 37 9 66 57 34 8 65 56 35
Hispanic 19 88 69 13 18 71 53 29 26 79 53 21
White 13 81 68 19 22 86 64 14 19 83 63 17
Two or more races 10 69 59 31 16 76 60 24 - 57 57 43
Students with Disabilities 1 32 30 68 6 42 37 58 9 39 30 61
Economically Disadvantaged 3 63 60 37 12 72 60 28 6 67 61 33
English Learners < < < < < < < < < < < <
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 10 75 65 25 9 73 64 27 9 75 66 25
Female 12 79 68 21 11 78 68 22 11 78 67 22
Male 8 72 63 28 8 68 60 32 7 72 64 28
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 3 60 56 40 4 62 58 38 5 63 58 37
Hispanic - 69 69 31 5 79 74 21 17 72 56 28
White 12 78 66 22 11 77 66 23 11 77 66 23
Two or more races 10 86 76 14 10 61 52 39 5 82 77 18
Students with Disabilities - 37 37 63 1 29 28 71 2 27 25 73
Economically Disadvantaged 5 63 58 37 3 57 54 43 3 66 64 34
English Learners < < < < < < < < - 50 50 50
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 7 87 81 13 5 86 81 14 9 88 78 12
Female 7 90 83 10 6 88 82 12 8 91 83 9
Male 7 85 78 15 4 84 80 16 10 84 75 16
American Indian < 100 < 0 < < < < < 100 < 0
Black 1 78 77 22 - 78 78 22 1 76 75 24
Hispanic < < < < - 88 88 13 13 75 63 25
White 8 90 82 10 7 89 82 11 11 92 81 8
Two or more races 13 94 81 6 4 81 77 19 11 89 78 11
Students with Disabilities 5 55 50 45 1 51 50 49 5 52 48 48
Economically Disadvantaged 4 81 77 19 1 78 76 22 5 80 75 20
English Learners < < < < - 100 100 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

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 21 82 61 18 24 83 59 17 23 78 55 22
Female 26 87 60 13 29 88 59 12 30 83 53 17
Male 16 77 61 23 18 77 58 23 17 74 57 26
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 13 71 57 29 16 75 59 25 12 66 54 34
Hispanic 22 72 50 28 15 79 64 21 22 72 50 28
White 24 85 62 15 28 86 58 14 27 83 56 17
Two or more races 19 84 65 16 13 72 58 28 22 75 53 25
Students with Disabilities 12 50 38 50 11 49 38 51 7 37 30 63
Economically Disadvantaged 15 76 61 24 16 74 58 26 13 70 57 30
English Learners < < < < - 82 82 18 13 56 44 44
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 23 76 53 24 21 77 56 23 17 73 56 27
Female 30 83 52 17 28 82 54 18 25 79 54 21
Male 17 70 53 30 13 71 57 29 9 66 57 34
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0
Black 21 65 44 35 12 66 54 34 9 58 48 42
Hispanic 23 77 54 23 21 74 53 26 29 76 47 24
White 24 79 55 21 24 81 57 19 19 77 57 23
Two or more races 21 76 55 24 13 65 52 35 5 73 68 27
Students with Disabilities 6 37 31 63 9 36 27 64 6 26 20 74
Economically Disadvantaged 17 67 51 33 15 63 48 37 10 64 54 36
English Learners < < < < < < < < 10 60 50 40
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 19 90 71 10 27 90 62 10 31 85 54 15
Female 22 91 69 9 30 95 65 5 36 88 51 12
Male 15 88 73 12 24 84 59 16 26 82 57 18
American Indian < < < < < 100 < 0 < < < <
Black 6 77 70 23 20 84 64 16 16 77 61 23
Hispanic < < < < 7 86 79 14 13 67 53 33
White 23 94 71 6 32 92 60 8 35 89 54 11
Two or more races 14 100 86 0 14 82 68 18 50 79 29 21
Students with Disabilities 22 72 50 28 14 72 58 28 9 50 41 50
Economically Disadvantaged 13 88 76 12 18 89 72 11 17 76 60 24
English Learners < 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

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 14 81 67 19 11 81 70 19 11 79 68 21
Female 16 84 68 16 12 85 73 15 11 82 71 18
Male 13 78 65 22 11 77 66 23 11 77 65 23
American Indian < < < < < < < < - 70 70 30
Asian 28 94 67 6 9 95 86 5 4 83 78 17
Black 8 71 63 29 6 69 63 31 5 69 63 31
Hispanic 11 80 69 20 10 82 72 18 10 73 62 27
Native Hawaiian < < < < < 100 < 0 < < < <
White 17 84 67 16 13 84 71 16 13 83 70 17
Two or more races 6 77 71 23 6 77 71 23 7 74 68 26
Students with Disabilities 6 44 38 56 6 47 41 53 8 46 38 54
Economically Disadvantaged 9 73 64 27 6 73 67 27 6 71 65 29
English Learners 9 80 71 20 6 80 74 20 7 65 57 35
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 16 81 64 19 12 75 64 25 14 74 60 26
Female 18 79 61 21 11 79 68 21 15 73 58 27
Male 15 82 68 18 13 72 59 28 12 75 63 25
Asian < 100 < 0 < 100 < 0 < < < <
Black 3 62 59 38 - 52 52 48 10 59 48 41
Hispanic < < < < 6 85 79 15 4 57 52 43
White 20 86 66 14 15 78 62 22 16 79 63 21
Two or more races 11 73 62 27 10 83 72 17 9 74 65 26
Students with Disabilities 11 49 39 51 10 48 38 52 13 48 35 52
Economically Disadvantaged 8 72 64 28 7 64 56 36 6 59 53 41
English Learners 27 82 55 18 - 84 84 16 5 57 52 43
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 28 82 54 18 17 83 66 17 16 81 65 19
Female 32 85 54 15 16 85 69 15 14 81 68 19
Male 26 79 54 21 18 81 63 19 19 80 61 20
American Indian < 100 < 0 < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 19 71 53 29 5 67 61 33 4 70 67 30
Hispanic 6 72 67 28 14 71 57 29 18 85 67 15
White 35 87 52 13 21 88 67 12 19 83 63 17
Two or more races 10 76 66 24 11 78 67 22 9 79 71 21
Students with Disabilities 6 43 37 57 14 47 33 53 15 59 44 41
Economically Disadvantaged 15 75 61 25 10 70 60 30 9 73 64 27
English Learners - 65 65 35 18 82 64 18 13 71 58 29
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 32 81 49 19 23 80 57 20 24 84 59 16
Female 35 82 47 18 23 87 63 13 22 85 62 15
Male 29 79 51 21 23 74 51 26 26 83 56 17
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 26 61 35 39 13 68 56 32 10 76 66 24
Hispanic < < < < 5 79 74 21 27 73 47 27
White 34 86 52 14 29 83 55 17 29 87 58 13
Two or more races 18 59 41 41 13 71 58 29 15 76 62 24
Students with Disabilities 13 43 30 57 7 40 33 60 15 49 34 51
Economically Disadvantaged 22 72 50 28 10 72 62 28 13 76 64 24
English Learners < 100 < 0 6 76 71 24 31 77 46 23
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 3 78 75 22 5 75 70 25 3 71 68 29
Female 4 81 78 19 8 76 68 24 2 77 75 23
Male 3 74 71 26 3 75 72 25 3 66 62 34
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 2 72 70 28 13 60 47 40 4 68 65 32
Hispanic - 79 79 21 < < < < - 50 50 50
White 4 80 76 20 3 81 78 19 3 76 72 24
Two or more races - 75 75 25 6 63 56 38 - 62 62 38
Students with Disabilities 4 45 41 55 7 40 33 60 6 32 26 68
Economically Disadvantaged - 73 73 27 4 70 67 30 2 70 68 30
English Learners < < < < < 100 < 0 - 47 47 53
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 11 68 57 32 9 75 66 25 13 67 54 33
Female 13 75 62 25 11 80 69 20 10 70 61 30
Male 9 62 53 38 7 70 62 30 16 64 48 36
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 61 51 39 6 61 55 39 15 47 33 53
Hispanic 21 71 50 29 25 75 50 25 - 61 61 39
White 11 70 59 30 9 79 70 21 14 73 59 27
Two or more races 4 64 60 36 - 73 73 27 11 50 39 50
Students with Disabilities - 26 26 74 8 30 23 70 12 35 23 65
Economically Disadvantaged 9 53 44 47 4 65 60 35 8 56 48 44
English Learners < < < < - 70 70 30 < < < <
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 4 81 76 19 1 73 71 27 2 75 73 25
Female 5 84 79 16 1 78 77 22 2 80 78 20
Male 3 78 74 22 1 67 66 33 2 69 67 31
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black - 72 72 28 4 64 61 36 3 66 63 34
Hispanic - 90 90 10 - 81 81 19 8 69 62 31
White 6 82 77 18 1 74 73 26 1 78 76 22
Two or more races 4 82 79 18 - 68 68 32 - 80 80 20
Students with Disabilities 5 35 30 65 1 32 30 68 6 33 28 67
Economically Disadvantaged 3 74 72 26 1 61 60 39 2 70 68 30
English Learners < 100 < 0 < < < < - 82 82 18
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 3 80 78 20 3 89 86 11 1 81 80 19
Female 4 85 81 15 4 94 90 6 2 87 85 13
Male 2 76 74 24 2 84 82 16 - 76 76 24
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 77 77 23 - 88 88 12 - 70 70 30
Hispanic 4 83 78 17 6 88 81 13 - 81 81 19
White 4 80 76 20 4 89 85 11 1 84 83 16
Two or more races - 96 96 4 - 92 92 8 - 73 73 27
Students with Disabilities - 44 44 56 - 64 64 36 - 47 47 53
Economically Disadvantaged - 72 72 28 - 85 85 15 - 72 72 28
English Learners < < < < < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 88 76 12 9 88 79 12 7 88 81 12
Female 14 92 78 8 8 90 83 10 9 90 80 10
Male 10 84 75 16 10 86 76 14 5 87 82 13
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black 1 81 80 19 - 80 80 20 - 82 82 18
Hispanic < < < < 19 95 76 5 5 74 68 26
White 16 90 74 10 10 90 80 10 9 92 82 8
Two or more races - 88 88 12 5 84 79 16 - 77 77 23
Students with Disabilities 2 72 70 28 - 78 78 22 3 72 68 28
Economically Disadvantaged 8 84 76 16 4 87 83 13 3 81 79 19
English Learners < < < < < < < < < < < <
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 16 93 77 7 25 95 69 5 24 96 71 4
Female 15 92 78 8 27 97 70 3 24 98 74 2
Male 18 94 76 6 24 92 68 8 25 93 68 7
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 82 76 18 14 86 72 14 5 86 82 14
Hispanic < < < < < 100 < 0 29 94 65 6
White 19 96 77 4 29 97 67 3 27 97 70 3
Two or more races 7 93 86 7 10 90 80 10 17 100 83 0
Students with Disabilities - 82 82 18 11 84 74 16 < < < <
Economically Disadvantaged 10 90 80 10 11 93 81 7 13 95 83 5
English Learners < 100 < 0 < 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 19 87 68 13 16 87 71 13 21 88 67 12
Female 17 87 70 13 14 88 74 12 19 88 69 12
Male 21 87 66 13 19 87 68 13 23 89 65 11
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 36 91 55 9 < 100 < 0
Black 7 78 71 22 6 77 71 23 7 80 73 20
Hispanic 17 86 69 14 7 85 79 15 14 86 72 14
White 23 89 66 11 19 91 71 9 26 90 64 10
Two or more races 12 87 74 13 16 82 66 18 12 88 76 12
Students with Disabilities 9 59 50 41 3 60 57 40 6 62 56 38
Economically Disadvantaged 11 80 69 20 10 81 71 19 13 80 67 20
English Learners 3 83 80 17 3 79 76 21 13 75 63 25
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 36 85 49 15 25 83 57 17 28 87 59 13
Female 35 84 49 16 23 86 63 14 25 89 64 11
Male 36 86 50 14 27 80 53 20 31 84 54 16
Asian < 100 < 0 < < < < < 100 < 0
Black 14 67 52 33 11 65 54 35 10 79 69 21
Hispanic < < < < - 79 79 21 13 73 60 27
White 42 89 47 11 31 88 57 12 35 90 55 10
Two or more races 10 86 76 14 21 79 58 21 12 85 74 15
Students with Disabilities 15 54 39 46 4 60 56 40 10 56 46 44
Economically Disadvantaged 22 77 55 23 17 79 62 21 16 78 62 22
English Learners < 100 < 0 - 74 74 26 23 69 46 31
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 13 84 71 16 9 83 74 17 15 80 65 20
Female 12 82 70 18 6 84 77 16 13 78 65 22
Male 14 85 71 15 12 83 71 17 18 83 65 17
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 2 68 66 32 2 68 67 32 6 71 65 29
Hispanic - 92 92 8 16 95 79 5 21 84 63 16
White 15 87 72 13 10 86 76 14 17 83 66 17
Two or more races 17 83 66 17 6 77 71 23 14 68 55 32
Students with Disabilities 4 58 54 42 4 53 49 47 6 47 42 53
Economically Disadvantaged 8 76 68 24 4 75 71 25 8 69 61 31
English Learners < < < < < 100 < 0 10 80 70 20
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 87 76 13 16 85 69 15 21 92 71 8
Female 9 89 80 11 14 88 74 12 20 91 71 9
Male 14 86 72 14 18 82 64 18 23 92 70 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 1 86 84 14 5 78 73 22 7 89 81 11
Hispanic 29 86 57 14 7 79 71 21 14 86 71 14
White 14 87 73 13 19 88 69 12 25 92 67 8
Two or more races 10 95 86 5 16 74 58 26 8 96 88 4
Students with Disabilities 7 66 59 34 5 54 49 46 5 75 70 25
Economically Disadvantaged 6 82 77 18 11 78 66 22 16 86 69 14
English Learners < < < < < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 99 70 1 29 99 70 1 43 100 57 0
Female 22 100 78 0 28 99 71 1 38 100 62 0
Male 40 99 59 1 29 99 70 1 50 100 50 0
American Indian < 100 < 0
Black 15 100 85 0 15 100 85 0 17 100 83 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 34 99 65 1 31 99 67 1 49 100 51 0
Two or more races 18 100 82 0 38 100 62 0 < 100 < 0
Students with Disabilities 10 90 80 10 < < < < < 100 < 0
Economically Disadvantaged 20 100 80 0 18 100 82 0 35 100 65 0
English Learners < 100 < 0 < 100 < 0 < 100 < 0
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 11 86 75 14 8 92 83 8 9 88 79 12
Female 7 83 76 17 5 89 84 11 8 86 78 14
Male 14 88 75 12 11 94 83 6 10 91 81 9
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0
Black 3 75 72 25 2 81 79 19 2 78 77 22
Hispanic - 76 76 24 6 88 81 13 - 94 94 6
White 14 91 77 9 10 95 85 5 12 90 78 10
Two or more races 7 73 67 27 8 88 81 12 11 96 85 4
Students with Disabilities 3 51 49 49 - 70 70 30 1 62 61 38
Economically Disadvantaged 3 80 77 20 6 87 81 13 4 83 79 17
English Learners - 75 75 25 < < < < < 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

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 31 88 58 12 32 89 57 11 30 89 59 11
Female 27 87 60 13 29 90 61 10 26 90 63 10
Male 35 90 55 10 35 89 54 11 34 88 54 12
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 35 100 65 0 70 100 30 0
Black 14 82 68 18 15 84 69 16 11 83 72 17
Hispanic 32 88 56 12 25 85 60 15 29 90 61 10
White 36 90 54 10 37 91 54 9 35 90 56 10
Two or more races 26 90 64 10 25 86 62 14 24 88 64 12
Students with Disabilities 15 66 52 34 9 64 55 36 8 60 52 40
Economically Disadvantaged 20 82 61 18 20 83 63 17 18 83 65 17
English Learners 24 80 56 20 24 86 62 14 19 81 63 19
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 86 68 14 19 88 69 12 25 89 64 11
Female 14 85 71 15 14 89 74 11 18 90 71 10
Male 23 88 65 12 24 88 64 12 31 88 58 12
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 79 76 21 9 83 74 17 10 80 70 20
Hispanic < 100 < 0 7 80 73 20 14 86 71 14
White 22 89 67 11 22 90 68 10 29 93 63 7
Two or more races 28 83 56 17 16 84 68 16 21 79 58 21
Students with Disabilities 8 63 56 37 7 70 62 30 5 59 54 41
Economically Disadvantaged 9 77 69 23 9 79 69 21 16 82 66 18
English Learners < < < < 7 86 79 14 < < < <
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 21 82 62 18 20 86 66 14 21 85 64 15
Female 15 81 66 19 15 86 70 14 20 87 68 13
Male 27 85 57 15 24 86 62 14 23 83 60 17
Asian < 100 < 0 < 100 < 0
Black 4 78 74 22 8 77 69 23 6 84 78 16
Hispanic 21 86 64 14 22 83 61 17 15 85 70 15
White 27 84 57 16 22 88 66 12 26 85 59 15
Two or more races - 71 71 29 15 85 70 15 15 85 69 15
Students with Disabilities 6 48 42 52 4 53 49 47 2 55 52 45
Economically Disadvantaged 12 74 63 26 10 79 69 21 11 79 68 21
English Learners < < < < < < < < < < < <
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 36 96 59 4 39 99 60 1 38 96 59 4
Female 27 95 68 5 32 99 67 1 32 97 65 3
Male 47 96 49 4 47 99 52 1 43 96 53 4
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 24 92 67 8 14 100 86 0 14 95 81 5
Hispanic < 100 < 0 50 100 50 0 43 100 57 0
White 40 96 57 4 45 99 54 1 42 97 55 3
Two or more races 42 100 58 0 17 100 83 0 31 94 63 6
Students with Disabilities 26 83 57 17 25 83 58 17 33 75 42 25
Economically Disadvantaged 23 94 71 6 28 99 71 1 27 95 69 5
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < < 100 < 0
Male < < < <
Black < < < <
White < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0
Economically Disadvantaged < < < <
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 31 91 61 9 30 88 58 12 35 88 53 12
Female 31 89 59 11 32 90 58 10 35 89 54 11
Male 31 93 62 7 29 86 57 14 35 88 53 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 16 87 71 13 11 77 66 23 11 80 69 20
Hispanic 31 77 46 23 32 95 63 5 41 94 53 6
White 34 92 58 8 36 91 55 9 40 89 49 11
Two or more races 25 100 75 0 23 81 58 19 36 95 59 5
Students with Disabilities 3 69 66 31 1 51 49 49 4 56 52 44
Economically Disadvantaged 18 85 68 15 15 80 65 20 21 83 62 17
English Learners < < < < < 100 < 0 20 80 60 20
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 50 88 38 12 45 89 45 11 33 88 55 12
Female 49 88 39 12 42 90 48 10 28 89 61 11
Male 51 88 37 12 47 89 42 11 39 88 49 12
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 26 75 49 25 25 87 63 13 14 82 68 18
Hispanic < < < < 25 81 56 19 33 88 55 12
White 56 90 35 10 52 91 39 9 38 90 52 10
Two or more races 29 90 62 10 34 88 54 12 18 88 70 12
Students with Disabilities 26 66 40 34 11 66 55 34 13 64 52 36
Economically Disadvantaged 36 81 45 19 31 85 54 15 18 83 65 17
English Learners < 100 < 0 36 82 46 18 17 87 70 13
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: 95.83 State: 89.72 Division: 96.08 State: 88.34 Division: 95.06 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division113
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten118129112
Kindergarten340334347
Grade 1383351344
Grade 2371382359
Grade 3363387381
Grade 4365367397
Grade 5364366374
Grade 6362365375
Grade 7351371376
Grade 8387356367
Grade 9375379365
Grade 10379370367
Grade 11342377351
Grade 12376330385
Total Students4,8764,8644,900
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

2017 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 2015-20162016-20172017-2018
All Students487648644900
Female241424152413
Male246224492487
American Indian131012
Asian203038
Black887808790
Hispanic192221252
Native Hawaiian125
White338834183432
Two or more races375375371
Students with Disabilities849864862
Not Students with Disabilities402740004038
Economically Disadvantaged226921172238
Not Economically Disadvantaged260727472662
English Learners124128144
Not English Learners475247364756
Homeless663
Military Connected232142
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 223 117 16 2 17 3
State 50979 36013 2733 1046 5404 1786
Female Division 131 45 6 0 5 3
State 27837 15823 920 366 1922 656
Male Division 92 72 10 2 12 0
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 35 26 9 0 1 1
State 7955 11090 1111 244 1359 744
Hispanic Division 6 7 1 0 0 0
State 5086 5583 317 105 2172 323
White Division 165 75 5 2 13 1
State 30218 16420 1139 617 1589 596
Two or more races Division 14 9 0 0 3 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 11 43 16 0 7 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 73 60 10 1 13 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
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 Students37835694.235894.7174.5
Female19018295.818295.852.6
Male18817492.617693.6126.4
American Indian0<100<10000
Asian0<100<10000
Black727097.27097.211.4
Hispanic14141001410000
White26124593.924794.6135
Two or more races272385.22385.2311.1
Students with Disabilities777090.97090.979.1
Economically Disadvantaged16014389.414490138.1
English Learners0<100<10000
Homeless0<100<10000
Foster Care0<100<10000
Military Connected0<100<10000
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 Taken99 / 6.73%107 / 7.35%68 / 4.63%
Advanced Placement Course Enrollment115 / 7.81%129 / 8.86%90 / 6.13%
Dual Enrollment283 / 19.23%265 / 18.2%305 / 20.78%
Governor’s School Enrollment62 / 4.21%67 / 4.6%71 / 4.84%
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 331 176 47
State 82482 57560 30
Female Division 169 101 40
State 41546 31230 25
Male Division 162 75 54
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Black Division 81 41 49
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 215 116 46
State 46319 33154 28
Two or more races Division 25 15 40
State 3521 2499 29
Students with Disabilities Division 41 12 71
State 5986 3008 50
Economically Disadvantaged Division 144 64 56
State 23515 13119 44
English Learners Division 0 < 100
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
NOCTI AssessmentsDivision3175
 State413936233471
State LicensuresDivision433337
 State179019641412
Industry CertificationDivision493490454
 State100544109590103892
Workplace ReadinessDivision729674
 State307754231350242
Total Credentials EarnedDivision639626570
 State137248157490159017
Students Earning One or More CredentialsDivision500509505
 State109089126113127744
CTE CompletersDivision213190220
 State424044051640514
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 140 165 95 57.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 95 122 67 54.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 97 112 67 59.8%
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
63.7 64.1 65.7

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
2014-20156,652.004,122.00694.00
2015-20166,593.004,135.00596.00
2016-20176,195.004,469.00763.00

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

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students449225211012744762911271854402311941664494277115131
Female22501194955224113554922225147447022491205449
Male22421336172223515673932177164509622451576182
American Indian12211102011002110011
Asian21000230013010135000
Black844491419803492126734531730721391318
Hispanic1521318174141821815372351766
Native Hawaiian0000000000000000
White3126167819031221949213630782096211731571967892
Two or more races33521139342321313330331010330251714
Students with Disabilities768643236748862955742771945754713243
Economically Disadvantaged1997166807020501888610618992136010620132039297
English Learners1166141233111329111531041
Homeless3242224521010413481314
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

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 57
Offenses Against Staff 13
Weapons Offenses <
Property Offenses 11
All Other Offenses 26
Other Offenses Against Persons 81
Disorderly or Disruptive Behavior Offenses 289
Alcohol, Tobacco, and Other Drug Offenses 32
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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.310.190.2670.170.206
Asian0.4130.410.617
Black18.55924.5218.19129.1616.61225.72
Hispanic3.3441.93.9381.724.5441.57
Native Hawaiian0.0410.0210.041
White69.75662.9369.48359.5270.27161.42
Two or more races7.57610.467.6919.437.7111.29
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
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.310.2670.206
Asian0.4130.410.617
Black18.5598018.19138.4616.61247.62
Hispanic3.3443.9384.544
Native Hawaiian0.0410.0210.041
White69.7562069.48361.5470.27138.1
Two or more races7.5767.6917.7114.29
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
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.310.2670.206
Asian0.4130.410.617
Black18.5595018.19116.6716.612100
Hispanic3.3443.9384.544
Native Hawaiian0.0410.0210.041
White69.7565069.48383.3370.271
Two or more races7.5767.6917.71
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

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 46.4447.0444.31
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 41.4442.3742.78
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 75.5474.8975.29
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: 12.19 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.1 : 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
Provisional6%5%
Provisional Special Education4%4%
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
2015-201650%46%1%3%
2016-201751%44%0%5%
2017-201853%43%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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