Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Lunenburg County Public Schools

General school information

Division: Lunenburg County Public Schools
Address: 1009 Main Street Kenbridge, VA 23944-0710
Superintendent: Mr. Charles M. Berkley Jr.
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 71 58 29 15 72 57 28 12 74 62 26
Female 14 77 62 23 18 76 58 25 14 76 62 24
Male 11 66 55 34 12 69 57 31 10 72 62 28
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 7 62 55 38 9 60 51 40 8 63 55 37
Hispanic 17 67 50 33 14 66 51 34 6 61 55 39
White 16 78 62 22 19 81 62 19 16 82 67 18
Two or more races 21 86 64 14 21 84 63 16 17 89 71 11
Students with Disabilities 15 23 8 77 18 29 10 71 20 36 17 64
Students without Disabilities 13 77 64 23 15 77 63 23 11 79 68 21
Economically Disadvantaged 8 63 56 37 10 64 54 36 7 68 62 32
Not Economically Disadvantaged 22 86 63 14 24 88 63 12 22 85 63 15
English Learners 16 60 44 40 7 59 52 41 - 44 44 56
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 77 61 23 18 69 50 31 11 66 55 34
Female 25 88 63 12 22 66 44 34 14 60 46 40
Male 6 65 58 35 14 72 58 28 8 73 65 27
Black 9 70 61 30 16 55 39 45 7 58 51 42
Hispanic 8 50 42 50 - 42 42 58 - 53 53 47
White 22 90 68 10 23 82 58 18 16 73 58 27
Two or more races < < < < 20 80 60 20 < < < <
Students with Disabilities < < < < 36 55 18 45 5 32 26 68
Students without Disabilities 15 77 62 23 16 70 54 30 12 72 61 28
Economically Disadvantaged 9 67 58 33 14 62 48 38 8 62 54 38
Not Economically Disadvantaged 29 94 66 6 28 83 56 17 18 77 59 23
English Learners - 45 45 55 - 36 36 64 - 50 50 50
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 17 67 51 33 19 81 62 19 19 78 59 22
Female 19 71 52 29 25 85 60 15 20 79 59 21
Male 15 64 49 36 13 77 64 23 18 77 59 23
Black 12 61 49 39 3 68 66 32 11 66 54 34
Hispanic 20 60 40 40 8 67 58 33 8 62 54 38
White 19 73 53 27 31 94 63 6 25 86 61 14
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 13 27 13 73 < < < < 42 58 17 42
Students without Disabilities 17 72 55 28 20 84 65 16 16 80 64 20
Economically Disadvantaged 12 66 53 34 7 74 67 26 10 74 64 26
Not Economically Disadvantaged 25 71 46 29 42 95 53 5 34 84 50 16
English Learners 21 57 36 43 - 64 64 36 < < < <
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 17 68 51 32 21 74 53 26 19 86 68 14
Female 17 72 56 28 26 83 57 17 30 89 58 11
Male 17 65 48 35 18 67 49 33 7 84 76 16
Black 9 56 47 44 13 67 54 33 9 76 68 24
Hispanic 31 77 46 23 11 61 50 39 17 58 42 42
White 21 76 55 24 30 81 51 19 25 98 74 2
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 6 6 - 94 18 35 18 65 < < < <
Students without Disabilities 19 78 59 22 22 79 58 21 18 88 70 12
Economically Disadvantaged 11 61 50 39 16 69 53 31 13 81 68 19
Not Economically Disadvantaged 31 85 54 15 31 83 52 17 31 97 67 3
English Learners < < < < - 50 50 50 < < < <
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 17 69 51 31 16 64 49 36 9 69 60 31
Female 16 70 54 30 16 69 53 31 7 77 70 23
Male 19 67 48 33 15 61 45 39 10 63 53 37
Black 10 60 50 40 13 49 36 51 8 65 57 35
Hispanic < < < < 36 71 36 29 6 61 56 39
White 22 74 52 26 14 75 60 25 11 73 62 27
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 21 21 - 79 6 6 - 94 19 25 6 75
Students without Disabilities 17 76 59 24 17 74 57 26 8 75 67 25
Economically Disadvantaged 11 58 47 42 11 56 45 44 3 65 62 35
Not Economically Disadvantaged 31 91 60 9 27 88 61 12 18 76 57 24
English Learners < < < < 30 70 40 30 - 54 54 46
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 77 64 23 12 68 56 32 8 70 62 30
Female 13 84 71 16 16 73 56 27 10 77 67 23
Male 12 70 58 30 7 63 56 37 7 64 57 36
American Indian < 100 < 0 < 100 < 0
Black 5 66 61 34 7 56 49 44 2 52 50 48
Hispanic 9 91 82 9 < < < < 8 67 58 33
White 13 77 64 23 16 74 57 26 14 82 68 18
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < 24 29 6 71 6 28 22 72
Students without Disabilities 11 79 67 21 10 75 65 25 9 77 68 23
Economically Disadvantaged 8 72 64 28 6 59 53 41 5 63 58 37
Not Economically Disadvantaged 20 85 66 15 24 87 63 13 16 87 71 13
English Learners < < < < < 100 < 0 < < < <
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 7 68 62 32 12 75 63 25 13 66 54 34
Female 6 71 65 29 13 79 66 21 13 69 56 31
Male 7 66 59 34 11 70 59 30 12 63 51 37
Black 6 63 56 38 3 59 57 41 10 59 49 41
White 7 73 65 27 11 79 68 21 13 67 53 33
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 27 36 9 64 18 18 - 82 25 38 13 63
Students without Disabilities 4 72 68 28 11 81 70 19 10 71 60 29
Economically Disadvantaged 1 57 56 43 11 66 55 34 4 57 53 43
Not Economically Disadvantaged 15 87 72 13 13 90 77 10 26 81 55 19
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 3 74 71 26 3 78 74 22 6 87 82 13
Female 4 83 79 17 4 77 72 23 5 86 80 14
Male 3 67 64 33 2 79 77 21 6 89 83 11
Black - 61 61 39 4 70 65 30 7 70 63 30
Hispanic < < < < < < < < < < < <
White 6 84 78 16 3 82 78 18 7 97 90 3
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 8 8 92 < < < < < < < <
Students without Disabilities 4 83 79 17 2 81 78 19 3 92 88 8
Economically Disadvantaged - 64 64 36 - 69 69 31 3 82 78 18
Not Economically Disadvantaged 9 91 82 9 7 88 81 12 9 95 86 5
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 16 74 58 26 24 81 56 19 17 79 61 21
Female 16 77 61 23 28 81 52 19 23 84 61 16
Male 15 71 55 29 20 81 61 19 11 73 62 27
Black 9 62 53 38 16 71 55 29 13 72 60 28
Hispanic < < < < 21 86 64 14 23 69 46 31
White 22 82 61 18 29 84 55 16 18 82 63 18
Two or more races < 100 < 0 17 92 75 8 33 92 58 8
Students with Disabilities 12 35 23 65 19 31 13 69 29 46 17 54
Students without Disabilities 16 79 62 21 25 85 60 15 16 83 67 18
Economically Disadvantaged 6 63 58 37 11 74 63 26 11 73 62 27
Not Economically Disadvantaged 33 91 58 9 46 91 46 9 28 87 60 13
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 21 72 51 28 25 80 55 20 18 67 48 33
Female 22 75 53 25 29 82 54 18 25 77 52 23
Male 20 70 50 30 22 78 56 22 11 55 43 45
Black 14 67 53 33 15 74 59 26 18 62 44 38
White 28 76 48 24 33 79 46 21 18 68 50 32
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 25 42 17 58 < < < < 25 44 19 56
Students without Disabilities 20 76 56 24 26 84 58 16 17 70 53 30
Economically Disadvantaged 9 61 52 39 15 77 62 23 13 60 47 40
Not Economically Disadvantaged 42 92 50 8 47 86 39 14 29 79 50 21
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 11 75 64 25 23 82 59 18 16 91 75 9
Female 11 79 68 21 28 79 51 21 21 90 69 10
Male 11 71 60 29 18 84 67 16 10 92 82 8
Black 4 57 52 43 17 65 48 35 6 85 79 15
Hispanic < < < < < < < < < < < <
White 17 88 71 12 25 88 63 12 19 95 77 5
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 29 29 71 < < < < < < < <
Students without Disabilities 13 81 69 19 24 86 62 14 15 94 79 6
Economically Disadvantaged 3 66 63 34 4 69 65 31 9 88 78 12
Not Economically Disadvantaged 26 91 65 9 44 95 51 5 27 96 69 4
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 11 64 53 36 10 68 58 32 10 69 59 31
Female 13 69 57 31 10 73 63 27 10 73 63 27
Male 9 59 50 41 10 62 52 38 10 64 54 36
American Indian < < < < < < < < < < < <
Asian < < < < < < < < < < < <
Black 6 48 43 52 5 53 48 47 6 53 47 47
Hispanic 14 68 55 32 11 64 53 36 6 72 67 28
Native Hawaiian < < < < < 100 < 0
White 14 76 62 24 14 78 65 22 13 77 63 23
Two or more races 8 46 38 54 7 70 64 30 12 90 78 10
Students with Disabilities 13 24 11 76 14 24 11 76 15 29 13 71
Students without Disabilities 11 68 57 32 10 73 63 27 9 74 65 26
Economically Disadvantaged 6 57 50 43 6 60 54 40 5 62 56 38
Not Economically Disadvantaged 20 78 58 22 20 84 64 16 19 81 63 19
English Learners 7 58 51 42 7 59 53 41 2 62 60 38
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 52 43 48 12 70 59 30 8 69 61 31
Female 14 55 41 45 8 66 58 34 5 63 58 37
Male 2 48 46 52 16 75 60 25 11 76 65 24
Asian < 100 < 0 < 100 < 0
Black 3 25 22 75 5 53 47 47 7 51 44 49
Hispanic 8 33 25 67 15 38 23 62 7 73 67 27
White 12 74 62 26 15 86 71 14 10 78 68 22
Two or more races < < < < 10 80 70 20 < 100 < 0
Students with Disabilities < < < < 18 45 27 55 6 22 17 78
Students without Disabilities 7 52 44 48 11 73 62 27 8 77 69 23
Economically Disadvantaged 3 41 38 59 7 64 56 36 6 63 57 37
Not Economically Disadvantaged 17 71 54 29 22 86 64 14 13 84 71 16
English Learners - 27 27 73 9 36 27 64 - 67 67 33
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 24 71 47 29 16 74 58 26 14 83 69 17
Female 29 76 48 24 19 77 58 23 13 77 65 23
Male 20 66 46 34 13 71 58 29 14 89 75 11
Black 17 51 34 49 8 61 53 39 6 69 63 31
Hispanic 16 74 58 26 8 75 67 25 - 77 77 23
White 32 84 52 16 24 86 63 14 20 93 73 7
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 13 20 7 80 < < < < 25 67 42 33
Students without Disabilities 25 77 52 23 16 78 62 22 12 85 73 15
Economically Disadvantaged 15 67 52 33 7 64 57 36 7 77 70 23
Not Economically Disadvantaged 41 78 37 22 32 92 61 8 25 93 68 7
English Learners - 64 64 36 - 73 73 27 < < < <
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 15 59 43 41 17 61 45 39 26 78 52 22
Female 15 61 46 39 19 69 50 31 30 85 55 15
Male 16 57 41 43 15 56 41 44 22 71 49 29
Black 5 42 37 58 12 48 37 52 9 62 53 38
Hispanic 31 69 38 31 11 67 56 33 25 92 67 8
White 21 68 47 32 24 69 45 31 37 84 47 16
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 13 6 88 18 18 - 82 < < < <
Students without Disabilities 17 65 49 35 17 68 51 33 26 80 54 20
Economically Disadvantaged 13 52 39 48 11 54 43 46 14 71 57 29
Not Economically Disadvantaged 21 74 53 26 27 75 48 25 50 92 42 8
English Learners < < < < 8 50 42 50 < < < <
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 13 66 53 34 6 74 68 26 12 68 56 32
Female 17 70 53 30 4 79 75 21 11 77 66 23
Male 8 61 53 39 8 71 63 29 13 62 49 38
Black 5 51 46 49 2 63 61 37 12 57 45 43
Hispanic < < < < 7 64 57 36 6 78 72 22
White 17 74 57 26 6 84 78 16 15 71 56 29
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 23 31 8 69 6 22 17 78 19 25 6 75
Students without Disabilities 11 71 59 29 6 83 77 17 11 74 63 26
Economically Disadvantaged 8 57 49 43 5 67 62 33 8 63 55 37
Not Economically Disadvantaged 23 86 63 14 9 94 85 6 19 77 58 23
English Learners < 100 < 0 10 60 50 40 8 67 58 33
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 4 39 35 61 5 37 32 63 1 26 25 74
Female 4 44 41 56 5 44 40 56 - 34 34 66
Male 3 33 30 67 5 30 25 70 2 20 18 80
American Indian < 100 < 0 < < < <
Black 2 22 20 78 8 28 21 72 2 15 12 85
Hispanic 8 58 50 42 < < < < < < < <
White 4 49 45 51 2 44 41 56 - 37 37 63
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < 24 24 - 76 6 6 - 94
Students without Disabilities 2 40 38 60 - 40 40 60 - 32 32 68
Economically Disadvantaged 1 33 32 67 - 29 29 71 - 21 21 79
Not Economically Disadvantaged 7 49 41 51 16 56 40 44 5 47 42 53
English Learners < < < < < 100 < 0 < < < <
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 55 51 45 9 74 65 26 8 67 59 33
Female 3 66 63 34 10 88 79 12 8 69 60 31
Male 6 46 40 54 9 59 50 41 8 65 57 35
Black 8 59 51 41 3 58 55 42 9 45 36 55
Hispanic < 100 < 0 < < < < < < < <
White - 50 50 50 15 80 65 20 7 74 67 26
Two or more races < < < < - 90 90 10 < 100 < 0
Students with Disabilities 25 42 17 58 18 36 18 64 25 31 6 69
Students without Disabilities - 58 58 42 8 79 71 21 5 73 69 27
Economically Disadvantaged - 47 47 53 6 71 65 29 3 61 58 39
Not Economically Disadvantaged 17 78 61 22 16 81 66 19 16 76 59 24
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 2 67 66 33 3 61 58 39 5 64 59 36
Female - 73 73 27 5 73 69 27 5 77 71 23
Male 3 62 59 38 1 50 49 50 4 50 46 50
American Indian < 100 < 0 < 100 < 0
Asian < < < <
Black - 53 53 47 - 58 58 42 - 51 51 49
Hispanic < 100 < 0 < < < < - 50 50 50
White 3 83 80 17 5 67 62 33 8 69 61 31
Two or more races < < < < < < < < 9 100 91 0
Students with Disabilities - 19 19 81 - - - 100 - 20 20 80
Students without Disabilities 2 74 72 26 3 68 65 32 5 69 64 31
Economically Disadvantaged - 62 62 38 2 54 52 46 2 59 57 41
Not Economically Disadvantaged 4 76 72 24 6 83 77 17 10 74 64 26
English Learners < 100 < 0 < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 74 71 26 3 64 61 36 3 73 70 27
Female 3 81 78 19 - 63 63 37 6 77 71 23
Male 3 68 65 32 5 64 59 36 - 69 69 31
Black - 54 54 46 - 41 41 59 - 64 64 36
Hispanic < 100 < 0 < < < < < < < <
White 5 87 82 13 4 82 78 18 5 84 80 16
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 77 74 23 3 68 66 32 3 78 74 22
Economically Disadvantaged 2 66 64 34 - 51 51 49 2 69 68 31
Not Economically Disadvantaged 5 90 85 10 7 86 79 14 5 79 74 21
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 25 100 75 0 21 97 76 3 10 100 90 0
Female 27 100 73 0 26 97 72 3 4 100 96 0
Male 23 100 77 0 16 97 81 3 17 100 83 0
American Indian < 100 < 0
Black 15 100 85 0 7 87 80 13 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White 31 100 69 0 24 100 76 0 13 100 88 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 25 100 75 0 22 97 75 3 10 100 90 0
Economically Disadvantaged 9 100 91 0 10 95 86 5 6 100 94 0
Not Economically Disadvantaged 39 100 61 0 39 100 61 0 13 100 88 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 13 81 68 19 9 75 66 25 10 81 71 19
Female 14 82 69 18 10 77 66 23 10 80 69 20
Male 12 79 67 21 7 73 66 27 9 83 74 17
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black 7 67 60 33 8 61 53 39 4 73 69 27
Hispanic 13 63 50 38 6 64 58 36 6 78 72 22
White 17 90 73 10 11 85 74 15 13 86 73 14
Two or more races 6 94 89 6 - 91 91 9 27 91 64 9
Students with Disabilities 14 36 22 64 13 25 13 75 13 38 26 62
Students without Disabilities 13 85 72 15 8 80 72 20 10 86 76 14
Economically Disadvantaged 7 74 67 26 5 66 61 34 6 76 69 24
Not Economically Disadvantaged 23 91 68 9 15 90 75 10 16 90 75 10
English Learners 12 53 41 47 5 45 40 55 - 50 50 50
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 22 77 56 23 14 61 47 39 16 80 64 20
Female 24 75 51 25 17 59 41 41 17 79 62 21
Male 20 80 59 20 12 64 52 36 15 80 65 20
Black 12 58 47 42 14 47 33 53 9 62 53 38
Hispanic 23 69 46 31 11 44 33 56 8 58 50 42
White 29 92 63 8 16 77 61 23 19 95 75 5
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 50 44 50 13 19 6 81 < < < <
Students without Disabilities 24 81 57 19 14 67 53 33 15 82 67 18
Economically Disadvantaged 16 72 55 28 9 55 45 45 11 71 60 29
Not Economically Disadvantaged 33 90 56 10 23 74 51 26 25 97 72 3
English Learners 20 70 50 30 8 33 25 67 < < < <
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 10 78 69 22 5 83 78 17 14 77 64 23
Female 8 82 74 18 4 84 80 16 13 77 64 23
Male 11 75 64 25 5 82 76 18 14 78 64 22
Black 9 73 64 27 3 72 69 28 - 69 69 31
Hispanic < 100 < 0 - 100 100 0 < < < <
White 11 80 69 20 8 85 77 15 22 81 59 19
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 27 36 9 64 9 36 27 64 13 31 19 69
Students without Disabilities 7 83 76 17 4 88 84 12 14 85 72 15
Economically Disadvantaged 2 71 70 29 3 76 73 24 4 74 70 26
Not Economically Disadvantaged 23 90 67 10 8 95 87 5 29 83 54 17
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 85 67 15 14 80 66 20 7 82 75 18
Female 22 90 69 10 18 82 64 18 7 84 77 16
Male 16 81 66 19 10 78 69 22 8 81 74 19
American Indian < 100 < 0 < 100 < 0
Black 6 74 68 26 3 63 59 38 4 81 77 19
Hispanic < 100 < 0 < < < < < < < <
White 23 89 66 11 23 94 71 6 9 84 75 16
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < 9 18 9 82
Students without Disabilities 20 91 71 9 15 87 72 13 7 91 84 9
Economically Disadvantaged 8 78 69 22 8 75 67 25 9 76 67 24
Not Economically Disadvantaged 30 94 64 6 26 91 66 9 5 90 86 10
English Learners < 100 < 0 < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 92 85 8 2 94 92 6 8 97 88 3
Female 3 87 84 13 4 100 96 0 11 95 84 5
Male 13 100 87 0 - 88 88 12 5 100 95 0
Black - 89 89 11 < 100 < 0 8 100 92 0
Hispanic < < < < < 100 < 0 < 100 < 0
White 11 97 87 3 - 92 92 8 7 95 88 5
Students without Disabilities 7 92 85 8 2 94 92 6 9 97 88 3
Economically Disadvantaged - 88 88 12 - 83 83 17 3 94 91 6
Not Economically Disadvantaged 14 96 82 4 3 100 97 0 15 100 85 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 4 76 72 24 2 69 67 31 3 77 75 23
Female 6 79 73 21 2 72 70 28 4 70 66 30
Male 1 73 72 27 2 66 64 34 2 85 83 15
Asian < 100 < 0
Black 2 55 52 45 2 57 55 43 - 67 67 33
Hispanic - 40 40 60 < 100 < 0
White 6 93 87 7 2 77 75 23 3 78 74 22
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 9 9 91 - 20 20 80 - 50 50 50
Students without Disabilities 4 82 78 18 2 74 72 26 3 80 77 20
Economically Disadvantaged 3 72 68 28 1 57 55 43 3 73 70 27
Not Economically Disadvantaged 5 87 82 13 3 97 94 3 3 85 82 15
English Learners < < < < < < < < < < < <
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 18 77 59 23 19 76 58 24 16 75 59 25
Female 17 76 59 24 19 76 57 24 15 75 60 25
Male 18 78 60 22 19 77 58 23 18 75 58 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 12 68 56 32 15 67 52 33 9 65 56 35
Hispanic 25 75 50 25 31 86 54 14 22 84 63 16
White 20 82 62 18 20 80 60 20 19 80 60 20
Two or more races 18 88 71 12 14 95 82 5 17 79 63 21
Students with Disabilities 15 40 25 60 15 30 15 70 21 36 15 64
Students without Disabilities 18 81 63 19 19 81 62 19 16 79 63 21
Economically Disadvantaged 13 72 59 28 14 70 56 30 11 72 60 28
Not Economically Disadvantaged 26 86 60 15 26 86 60 14 24 80 57 20
English Learners 20 80 60 20 26 84 58 16 7 57 50 43
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 5 68 63 32 2 75 73 25 1 68 67 32
Female 2 74 72 26 4 72 67 28 2 69 67 31
Male 8 64 56 36 - 79 79 21 - 68 68 32
Black - 60 60 40 - 52 52 48 - 56 56 44
Hispanic < < < < < 100 < 0 < < < <
White 9 75 66 25 2 82 81 18 2 73 71 27
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 7 7 93 < < < < < < < <
Students without Disabilities 6 77 71 23 2 80 78 20 1 71 70 29
Economically Disadvantaged 3 58 55 42 2 66 64 34 2 70 68 30
Not Economically Disadvantaged 10 90 79 10 2 86 83 14 - 66 66 34
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 10 73 63 27 5 68 63 32 9 71 63 29
Female 12 73 61 27 4 70 66 30 7 67 60 33
Male 7 72 66 28 5 66 61 34 10 77 67 23
Asian < 100 < 0
Black 3 59 56 41 4 61 57 39 - 59 59 41
Hispanic < < < < < < < < < < < <
White 11 80 69 20 6 75 69 25 11 74 63 26
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < - 10 10 90 < < < <
Students without Disabilities 10 77 66 23 5 74 69 26 9 74 65 26
Economically Disadvantaged 7 74 67 26 4 59 54 41 9 68 58 32
Not Economically Disadvantaged 14 69 55 31 6 88 82 12 8 78 70 23
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 3 70 68 30 8 71 63 29 9 77 68 23
Female - 59 59 41 6 64 57 36 - 85 85 15
Male 5 82 76 18 10 81 71 19 16 71 55 29
American Indian < 100 < 0
Black - 47 47 53 - 74 74 26 5 62 57 38
Hispanic < 100 < 0 < 100 < 0
White 4 74 70 26 12 67 56 33 11 86 74 14
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < <
Students without Disabilities 3 71 68 29 8 71 63 29 9 77 68 23
Economically Disadvantaged - 59 59 41 2 65 63 35 - 63 63 38
Not Economically Disadvantaged 5 79 74 21 17 79 62 21 15 88 73 12
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 18 82 65 18 17 79 61 21 14 70 56 30
Female 17 81 65 19 20 80 60 20 14 69 56 31
Male 19 83 65 17 15 78 63 22 14 70 56 30
Black 9 80 70 20 5 65 59 35 - 62 62 38
White 24 83 59 17 26 83 57 17 22 73 52 27
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < < < < < - - - 100
Students without Disabilities 19 86 67 14 19 85 66 15 15 78 63 22
Economically Disadvantaged 10 76 66 24 11 75 64 25 7 68 61 32
Not Economically Disadvantaged 31 94 63 6 30 86 57 14 26 74 47 26
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 45 90 45 10 44 84 40 16 39 88 49 12
Female 49 89 40 11 45 89 44 11 40 90 50 10
Male 42 91 48 9 43 80 36 20 38 87 48 13
Black 33 79 45 21 39 76 37 24 22 78 56 22
Hispanic 33 83 50 17 39 83 44 17 42 92 50 8
White 53 98 45 2 50 90 40 10 49 96 47 4
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 20 67 47 33 - 29 29 71 < < < <
Students without Disabilities 49 93 44 7 50 90 41 10 41 92 51 8
Economically Disadvantaged 37 87 49 13 38 81 43 19 30 84 54 16
Not Economically Disadvantaged 64 97 33 3 56 88 33 12 59 97 38 3
English Learners < 100 < 0 36 91 55 9 < < < <
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: 94.79 State: 89.72 Division: 94.07 State: 88.34 Division: 89.57 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division100
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten656669
Kindergarten119114102
Grade 193111114
Grade 211796104
Grade 312112798
Grade 4105117129
Grade 5141107117
Grade 6129138118
Grade 7119130141
Grade 8113114125
Grade 9121129129
Grade 1011892120
Grade 118710375
Grade 1211584110
Total Students1,5631,5281,551
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students156315281551
Female736737753
Male827791798
American Indian887
Asian232
Black547507508
Hispanic156155173
Native Hawaiian223
White778780780
Two or more races707378
Students with Disabilities174165199
Students without Disabilities138913631352
Economically Disadvantaged10591004966
Not Economically Disadvantaged504524585
English Learners109110128
Not English Learners145414181423
Homeless12928
Foster Care674
Military Connected313734
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 41 35 3 0 15 5
State 50983 36022 2734 1046 5399 1777
Female Division 21 18 1 0 2 2
State 27838 15824 920 366 1921 654
Male Division 20 17 2 0 13 3
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Black Division 6 12 1 0 7 3
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < < <
State 5086 5584 317 105 2171 325
White Division 29 21 2 0 7 2
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 1 5 3 0 3 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 11 21 2 0 7 3
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < < <
State 1418 3759 272 31 1845 117
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 Students997979.87979.81515.2
Female444090.94090.924.5
Male553970.93970.91323.6
American Indian0<100<10000
Black291965.51965.5724.1
Hispanic0<<<<<<
White615285.25285.2711.5
Two or more races0<100<10000
Students with Disabilities12975975325
Economically Disadvantaged443477.33477.3715.9
English Learners0<<<<<<
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 Taken40 / 8.6%37 / 8.39%38 / 9.31%
Advanced Placement Course Enrollment40 / 8.6%37 / 8.39%38 / 9.31%
Dual Enrollment87 / 18.71%50 / 11.34%38 / 9.31%
Governor's School Enrollment17 / 3.66%15 / 3.4%14 / 3.43%
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 94 59 37
State 82483 57560 30
Female Division 48 37 23
State 41546 31230 25
Male Division 46 22 52
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Black Division 39 28 28
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 46 25 46
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 50 37 26
State 23516 13119 44
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
CTE CompletersDivision726648
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 28 38 3 7.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 33 41 9 22%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 40 48 4 8.3%
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
67.9 66.7 66.8

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
2014-20152,046.006,996.001,176.00
2015-20162,383.007,098.001,211.00
2016-20171,957.007,131.001,194.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students124324111862981227222
Female602116578134603100
Male641125608164624122
American Indian91<<<<
Asian<<<<<<
Black4239640811638897
Hispanic12781201013510
White627122595158631103
Two or more races541453126012
Students with Disabilities114341215812251
Economically Disadvantaged792198782251790185
English Learners9339671081
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 19
Disorderly or Disruptive Behavior Offenses 345
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses 22
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.5120.310.5240.39
Asian0.1280.196
Black34.99759.3333.18156.69
Hispanic9.9812.4510.1445.12
Native Hawaiian0.1280.131
White49.77633.9451.04735.04
Two or more races4.4793.984.7772.76
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.5120.524
Asian0.1280.196
Black34.99733.181
Hispanic9.98110.144
Native Hawaiian0.1280.131
White49.77651.047
Two or more races4.4794.777
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.5120.524
Asian0.1280.196
Black34.99733.181
Hispanic9.98110.144
Native Hawaiian0.1280.131
White49.77651.047
Two or more races4.4794.777
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 67.3667.1664.08
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 46.8747.2948.65
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 79.8378.7876.48
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: 12.26 : 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: 10.51 : 1

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

Teacher Quality

Teacher Quality
Teachers Not Properly 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 1.5% 8.7% 4.6% 7.2% 4.6% 10.1%
High Poverty 1.5% 9.7% 4.6% 9.7% 4.6% 12.9%
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%
LEGEND < = A group below state definition for personally identifiable results
- = 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.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%1%
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
2015-201656%40%1%3%
2016-201757%40%1%2%
2017-201862%35%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students74%73%73%75%
Asian<<87%75%
Black64%63%60%75%
Hispanic61%65%63%75%
White81%80%81%75%
Economically Disadvantaged68%66%62%75%
English Learners45%54%53%75%
Students with Disabilities38%30%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students71%68%74%70%
Asian<<89%70%
Black54%54%60%70%
Hispanic77%70%64%70%
White78%77%81%70%
Economically Disadvantaged63%61%63%70%
English Learners69%61%57%70%
Students with Disabilities33%30%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students83%
Asian<
Black71%
Hispanic73%
White90%
Economically Disadvantaged76%
English Learners<
Students with Disabilities47%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students77%75%
Asian<<
Black69%60%
Hispanic66%79%
White83%82%
Economically Disadvantaged72%69%
English Learners58%74%
Students with Disabilities48%46%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student GroupCurrent RateAnnual TargetLong Term Goal
All Students83%84%84%
Asian-90%84%
Black75%82%84%
Hispanic<81%84%
White90%86%84%
Economically Disadvantaged81%78%84%
English Learners<65%84%
Students with Disabilities36%56%84%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students15%17%9%10%
Asian<<5%10%
Black20%20%9%10%
Hispanic7%7%9%10%
White14%17%9%10%
Economically Disadvantaged19%21%13%10%
English Learners1%4%8%10%
Students with Disabilities29%29%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress69%46%58%
English Learner Proficiency15%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress426169%
English Learner Proficiency138515%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
Black100%100%100%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%99%
English Learners100%100%<
Students with Disabilities99%100%97%
Students without Disabilities100%100%100%
Female100%99%100%
Male100%100%99%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
Lunenburg County Public Schools to top