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Louisa County Public Schools

General school information

Division: Louisa County Public Schools
Division Number: 54
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

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

Math Performance: All Students

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 71 87 13 21 67 88 12 17 68 85 15
Female 14 74 88 12 19 69 88 12 16 70 85 15
Male 19 68 87 13 23 65 89 11 19 67 85 15
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 36 55 91 9 < < 100 0 36 50 86 14
Black 6 71 77 23 7 73 80 20 5 68 73 27
Hispanic 7 79 85 15 14 72 86 14 15 74 89 11
White 19 71 91 9 26 64 90 10 20 68 88 12
Two or more races 16 66 82 18 12 76 88 12 13 71 84 16
Students with Disabilities 3 57 60 40 6 56 62 38 5 52 57 43
Students without Disabilities 19 74 93 7 24 69 93 7 20 72 92 8
Economically Disadvantaged 10 71 81 19 13 67 80 20 8 70 78 22
Not Economically Disadvantaged 20 71 91 9 27 67 93 7 24 67 91 9
English Learners 3 76 79 21 - 46 46 54 - 55 55 45
Military Connected 28 56 83 17 - 94 94 6
Foster Care < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 57 83 17 28 59 87 13 25 57 81 19
Female 23 63 86 14 25 64 89 11 25 58 83 17
Male 27 53 80 20 31 54 84 16 25 55 80 20
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 11 54 65 35 10 69 79 21 5 64 69 31
Hispanic - 79 79 21 13 60 73 27 17 71 89 11
White 31 57 88 12 35 55 90 10 30 52 82 18
Two or more races 21 58 79 21 12 74 85 15 18 67 85 15
Students with Disabilities 4 56 60 40 10 46 56 44 12 45 58 42
Students without Disabilities 30 58 88 12 31 61 93 7 27 59 86 14
Economically Disadvantaged 17 62 79 21 16 62 78 22 13 61 74 26
Not Economically Disadvantaged 32 54 85 15 36 57 93 7 38 52 89 11
English Learners - 74 74 26 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 74 83 17 15 65 80 20 14 66 80 20
Female 6 77 84 16 13 65 78 22 13 67 79 21
Male 12 71 83 17 18 65 83 17 16 65 80 20
Asian < < 100 0 < < 100 0
Black 2 67 68 32 6 65 71 29 6 58 64 36
Hispanic 16 79 95 5 21 63 84 16 15 60 75 25
White 10 76 86 14 17 66 83 17 17 68 85 15
Two or more races 6 71 77 23 14 55 68 32 - 61 61 39
Students with Disabilities 4 49 53 47 6 42 47 53 4 44 48 53
Students without Disabilities 10 82 92 8 17 69 86 14 17 72 88 12
Economically Disadvantaged 4 71 75 25 8 61 69 31 8 63 72 28
Not Economically Disadvantaged 12 77 89 11 20 68 88 12 20 68 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 85 15 21 71 92 8 19 72 91 9
Female 14 74 88 12 20 71 91 9 17 73 90 10
Male 18 64 82 18 23 70 92 8 21 71 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 5 73 78 22 7 81 89 11 6 74 81 19
Hispanic 7 71 79 21 14 71 86 14 6 88 94 6
White 19 69 88 12 25 67 92 8 23 70 93 7
Two or more races 16 58 74 26 8 88 96 4 17 75 92 8
Students with Disabilities 5 49 54 46 5 70 75 25 - 60 60 40
Students without Disabilities 18 73 91 9 24 71 95 5 23 75 97 3
Economically Disadvantaged 11 66 78 22 16 69 86 14 7 79 86 14
Not Economically Disadvantaged 19 71 90 10 24 71 95 5 26 68 94 6
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 70 99 1 43 57 100 0 35 62 97 3
Female 28 71 99 1 38 62 100 0 30 70 100 0
Male 29 70 99 1 50 50 100 0 41 53 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 85 100 0 17 83 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 31 67 99 1 49 51 100 0 36 64 100 0
Two or more races 38 62 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 30 70 100 0 43 57 100 0 35 62 97 3
Economically Disadvantaged 18 82 100 0 35 65 100 0 8 83 92 8
Not Economically Disadvantaged 33 66 99 1 47 53 100 0 48 52 100 0
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 83 92 8 9 79 88 12 7 82 89 11
Female 5 84 89 11 8 78 86 14 4 84 88 12
Male 11 83 94 6 10 81 91 9 11 79 90 10
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < <
Black 2 79 81 19 2 77 78 22 1 76 78 22
Hispanic 6 81 88 13 - 94 94 6 18 82 100 0
White 10 85 95 5 12 78 90 10 8 84 92 8
Two or more races 8 81 88 12 11 85 96 4 9 83 91 9
Students with Disabilities - 70 70 30 1 61 62 38 3 60 63 37
Students without Disabilities 10 86 96 4 11 85 96 4 8 87 95 5
Economically Disadvantaged 6 81 87 13 4 79 83 17 2 81 83 17
Not Economically Disadvantaged 10 85 94 6 13 80 93 7 11 82 94 6
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 57 89 11 30 59 89 11 30 56 86 14
Female 29 61 90 10 26 63 90 10 26 60 85 15
Male 35 54 89 11 34 54 88 12 35 53 88 12
American Indian < < 100 0 < < < < < < 100 0
Asian 35 65 100 0 70 30 100 0 < < < <
Black 15 69 84 16 11 72 83 17 16 60 76 24
Hispanic 25 60 85 15 29 61 90 10 26 65 91 9
White 37 54 91 9 35 56 90 10 34 55 89 11
Two or more races 25 62 86 14 24 64 88 12 27 59 85 15
Students with Disabilities 9 55 64 36 8 52 60 40 13 46 58 42
Students without Disabilities 37 58 94 6 34 60 94 6 33 59 92 8
Economically Disadvantaged 20 63 83 17 18 65 83 17 18 60 79 21
Not Economically Disadvantaged 39 54 93 7 38 55 93 7 39 54 92 8
English Learners 24 62 86 14 19 50 69 31 8 56 64 36
Military Connected 33 56 89 11 33 56 89 11
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 69 88 12 25 64 89 11 11 71 82 18
Female 14 74 89 11 18 71 90 10 6 60 66 34
Male 24 64 88 12 31 58 88 12 16 79 94 6
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 9 74 83 17 10 70 80 20 7 66 72 28
Hispanic 7 73 80 20 14 71 86 14 9 91 100 0
White 22 68 90 10 29 63 93 7 10 75 85 15
Two or more races 16 68 84 16 21 58 79 21 30 40 70 30
Students with Disabilities 7 62 70 30 5 54 59 41 3 47 50 50
Students without Disabilities 21 71 92 8 29 67 95 5 14 78 92 8
Economically Disadvantaged 9 69 79 21 16 66 82 18 10 64 74 26
Not Economically Disadvantaged 25 70 94 6 30 64 94 6 12 75 88 12
English Learners 7 79 86 14 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 66 86 14 21 64 85 15 32 57 89 11
Female 15 70 86 14 20 68 87 13 26 61 87 13
Male 24 62 86 14 23 60 83 17 40 51 91 9
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 8 69 77 23 6 78 84 16 17 65 82 18
Hispanic 22 61 83 17 15 70 85 15 30 61 91 9
White 22 66 88 12 26 59 85 15 36 54 90 10
Two or more races 15 70 85 15 15 69 85 15 38 63 100 0
Students with Disabilities 4 49 53 47 2 52 55 45 13 52 64 36
Students without Disabilities 23 69 92 8 27 67 94 6 36 57 94 6
Economically Disadvantaged 10 69 79 21 11 68 79 21 20 60 80 20
Not Economically Disadvantaged 26 65 90 10 29 60 90 10 41 54 95 5
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 60 99 1 38 59 96 4 24 70 93 7
Female 32 67 99 1 32 65 97 3 16 75 91 9
Male 47 52 99 1 43 53 96 4 35 62 96 4
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 14 86 100 0 14 81 95 5 9 82 91 9
Hispanic 50 50 100 0 43 57 100 0 < < 100 0
White 45 54 99 1 42 55 97 3 29 64 92 8
Two or more races 17 83 100 0 31 63 94 6 14 86 100 0
Students with Disabilities 25 58 83 17 33 42 75 25 < < < <
Students without Disabilities 39 61 100 0 38 60 97 3 24 71 94 6
Economically Disadvantaged 28 71 99 1 27 69 95 5 12 81 93 7
Not Economically Disadvantaged 44 55 99 1 43 54 97 3 29 64 93 7
English Learners < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 58 88 12 35 53 88 12 27 55 82 18
Female 32 58 90 10 35 54 89 11 28 53 81 19
Male 29 57 86 14 35 53 88 12 26 58 83 17
Asian < < 100 0 < < 100 0
Black 11 66 77 23 11 69 80 20 16 50 66 34
Hispanic 32 63 95 5 41 53 94 6 27 64 91 9
White 36 55 91 9 40 49 89 11 29 57 86 14
Two or more races 23 58 81 19 36 59 95 5 21 42 63 37
Students with Disabilities 1 49 51 49 4 52 56 44 4 39 43 57
Students without Disabilities 38 60 97 3 40 53 93 7 32 59 91 9
Economically Disadvantaged 15 65 80 20 21 62 83 17 18 57 74 26
Not Economically Disadvantaged 41 52 94 6 45 47 92 8 36 54 89 11
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 45 45 89 11 33 55 88 12 39 47 86 14
Female 42 48 90 10 28 61 89 11 34 55 90 10
Male 47 42 89 11 39 49 88 12 44 39 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 63 87 13 14 68 82 18 19 50 69 31
Hispanic 25 56 81 19 33 55 88 12 40 44 84 16
White 52 39 91 9 38 52 90 10 46 44 90 10
Two or more races 34 54 88 12 18 70 88 12 25 60 85 15
Students with Disabilities 11 55 66 34 13 52 64 36 17 47 64 36
Students without Disabilities 51 43 94 6 37 56 93 7 43 47 90 10
Economically Disadvantaged 31 54 85 15 18 65 83 17 20 55 76 24
Not Economically Disadvantaged 55 38 93 8 49 46 94 6 54 40 94 6
English Learners 36 46 82 18 24 59 82 18 8 69 77 23
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < <
Female < < 100 0
Male < < < <
White < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Not Economically Disadvantaged < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division13-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten129112116
Kindergarten334347351
Grade 1351344362
Grade 2382359334
Grade 3387381365
Grade 4367397387
Grade 5366374407
Grade 6365375381
Grade 7371376379
Grade 8356367390
Grade 9379365379
Grade 10370367359
Grade 11377351352
Grade 12330385344
Total Students4,8644,9004,906

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students486449004906
Female241524132421
Male244924872485
American Indian10128
Asian303837
Black808790748
Hispanic221252265
Native Hawaiian254
White341834323453
Two or more races375371391
Students with Disabilities864862851
Students without Disabilities400040384055
Economically Disadvantaged211722382311
Not Economically Disadvantaged274726622595
English Learners128144169
Not English Learners473647564737
Homeless6314
Military Connected214253
Foster Care182727
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 223 117 18 2 17 3
State 50983 36029 2739 1053 5386 1766
Female Division 131 45 6 0 5 3
State 27838 15825 923 368 1911 652
Male Division 92 72 12 2 12 0
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 35 26 9 0 1 1
State 7955 11098 1113 244 1362 735
Hispanic Division 6 7 1 0 0 0
State 5087 5586 317 107 2168 323
White Division 165 75 7 2 13 1
State 30221 16421 1144 621 1576 587
Two or more races Division 14 9 0 0 3 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 11 43 18 0 7 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 73 60 10 1 13 3
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3803589436095175
Female190182961829653
Male1901769317894126
American Indian<<100<10000
Asian<<100<10000
Black727097709711
Hispanic14141001410000
White2632479424995135
Two or more races2723852385311
Students with Disabilities797291729179
Economically Disadvantaged1601438914490138
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken107 / 7.35%68 / 4.63%
Advanced Placement Course Enrollment129 / 8.86%90 / 6.13%
Dual Enrollment265 / 18.2%305 / 20.78%
Governor's School Enrollment67 / 4.6%71 / 4.84%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision28717041
State83,31058,98329
FemaleDivision15810534
State42,04632,13924
MaleDivision1296550
State41,26426,84435
American IndianDivision<<100
State24615338
AsianDivision<<100
State5,5904,89312
BlackDivision613641
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision20411842
State45,92633,47627
Two or more racesDivision12<100
State3,8212,77427
Students with DisabilitiesDivision331167
State6,7843,33551
Economically DisadvantagedDivision984653
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision3175
 State4,1393,6233,525
State LicensuresDivision573852
 State2,4402,2791,881
Industry CertificationDivision479485439
 State99,894109,275104,601
Workplace ReadinessDivision729674
 State30,77542,31350,241
Total Credentials EarnedDivision639626570
 State137,248157,490160,248
Students Earning One or More CredentialsDivision500509505
 State109,089126,113128,672
CTE CompletersDivision213190218
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision-249
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division5,796.004,355.001,259.00
State5,761.004,621.00875.00
2013-2014Division5,810.004,206.001,612.00
State5,807.004,651.00784.00
2014-2015Division6,652.004,122.00694.00
State5,933.004,819.00771.00
2015-2016Division6,593.004,135.00596.00
State6,084.004,849.00812.00
2016-2017Division6,195.004,469.00763.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,1624964,2624294,360371
Female2,0952322,1231892,191161
Male2,0672642,1392402,169210
American Indian73102<<
Asian281350362
Black688896796366560
Hispanic201162141624216
Native Hawaiian<<<<<<
White2,9303443,0103013,080248
Two or more races307423104732643
Students with Disabilities695119697112698123
Economically Disadvantaged1,7433401,8603232,047293
English Learners1227133121627
Homeless7639131712
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 57
Offenses Against Staff <
Weapons Offenses 15
Property Offenses <
All Other Offenses 21
Other Offenses Against Persons 69
Disorderly or Disruptive Behavior Offenses 220
Alcohol, Tobacco, and Other Drug Offenses 31
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.3
Asian0.60.8
Black16.625.716.124.9
Hispanic4.51.65.12.4
Native Hawaiian00.1
White70.361.47063.6
Two or more races7.711.37.68.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian0.60.8
Black16.647.616.118.2
Hispanic4.55.1
Native Hawaiian00.1
White70.338.17063.6
Two or more races7.714.37.618.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian0.60.8
Black16.610016.1
Hispanic4.55.1
Native Hawaiian00.1
White70.370100
Two or more races7.77.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 44.346.245.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 42.839.236.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 75.374.462.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 0.5% 2.2% 8.5% 9.9% 4.5% 5.4%
High Poverty - - - - - -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.