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Lynchburg City Public Schools

General school information

Division: Lynchburg City Public Schools
Address: 915 Court St Lynchburg, VA 24504
Superintendent: Dr. Crystal Edwards
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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 9 61 53 39 15 61 47 39 14 62 47 38
Female 11 67 56 33 17 67 51 33 17 67 50 33
Male 6 56 50 44 12 56 43 44 12 57 44 43
American Indian < < < < < < < < < 100 < 0
Asian 15 79 64 21 38 92 54 8 29 88 59 12
Black 3 47 45 53 4 46 42 54 5 46 40 54
Hispanic 9 63 54 37 20 74 54 26 7 55 47 45
White 17 79 62 21 29 81 52 19 26 81 56 19
Two or more races 6 63 57 37 12 62 50 38 18 68 50 32
Students with Disabilities 2 30 27 70 9 24 15 76 10 25 15 75
Economically Disadvantaged 3 52 49 48 5 47 42 53 6 48 42 52
English Learners - 38 38 62 < < < < - 38 38 63
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 9 55 46 45 15 58 42 42 15 59 44 41
Female 12 59 47 41 18 63 45 37 17 66 49 34
Male 6 51 45 49 13 52 39 48 13 52 38 48
American Indian < < < < < < < < < 100 < 0
Asian - 70 70 30 38 92 54 8 < < < <
Black 3 39 36 61 5 43 38 57 7 45 38 55
Hispanic 10 63 53 37 15 63 48 37 8 50 42 50
White 19 76 57 24 32 79 46 21 25 78 53 22
Two or more races 7 56 49 44 15 65 50 35 21 69 48 31
Students with Disabilities 3 25 22 75 11 26 15 74 11 25 14 75
Economically Disadvantaged 4 47 42 53 6 44 38 56 7 44 37 56
English Learners < < < < < < < < < < < <
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 9 66 58 34 14 65 51 35 13 64 51 36
Female 10 72 62 28 16 72 57 28 16 68 51 32
Male 7 60 53 40 12 58 47 42 11 61 50 39
American Indian < 100 < 0 < < < < < 100 < 0
Asian 22 83 61 17 36 91 55 9 18 91 73 9
Black 3 54 51 46 3 49 46 51 3 46 43 54
Hispanic 7 63 56 37 26 89 63 11 6 58 52 42
White 16 81 65 19 26 82 56 18 26 84 58 16
Two or more races 5 71 67 29 9 59 50 41 14 67 52 33
Students with Disabilities 1 34 33 66 7 21 14 79 7 24 17 76
Economically Disadvantaged 2 57 55 43 4 50 47 50 5 51 47 49
English Learners < < < < < < < < - 38 38 62
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 68 57 32 12 69 57 31 12 68 56 32
Female 11 70 59 30 11 70 59 30 11 71 60 29
Male 12 66 55 34 13 67 55 33 13 66 53 34
American Indian - 72 72 28 14 82 68 18 15 78 63 22
Asian 33 95 62 5 34 91 56 9 30 91 61 9
Black 4 56 52 44 4 57 53 43 5 57 52 43
Hispanic 13 75 62 25 13 75 62 25 12 77 65 23
Native Hawaiian < < < < < < < < < < < <
White 21 83 62 17 22 83 61 17 22 82 60 18
Two or more races 10 68 58 32 10 71 61 29 11 68 57 32
Students with Disabilities 8 35 27 65 9 34 25 66 10 35 25 65
Economically Disadvantaged 5 58 53 42 5 59 54 41 5 59 54 41
English Learners 9 77 68 23 11 69 59 31 6 75 69 25
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 13 68 55 32 14 70 56 30 14 66 51 34
Female 10 65 55 35 14 72 58 28 13 66 53 34
Male 15 71 56 29 14 68 54 32 15 65 49 35
American Indian < < < < < 100 < 0 < < < <
Asian 38 95 57 5 21 93 71 7 < < < <
Black 4 54 51 46 4 55 51 45 6 53 47 47
Hispanic 14 84 70 16 20 77 57 23 13 73 60 27
White 26 86 59 14 28 87 58 13 28 82 55 18
Two or more races 11 67 56 33 8 80 72 20 11 64 53 36
Students with Disabilities 4 33 29 67 7 40 34 60 13 30 17 70
Economically Disadvantaged 6 56 50 44 5 58 53 42 6 56 50 44
English Learners 4 85 81 15 16 84 68 16 - 74 74 26
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 77 52 23 23 80 57 20 23 74 51 26
Female 27 80 54 20 16 78 62 22 23 78 55 22
Male 23 74 51 26 28 81 53 19 23 70 47 30
American Indian < < < < < < < < < 100 < 0
Asian < < < < 56 88 31 13 24 88 65 12
Black 12 66 54 34 8 71 63 29 8 61 53 39
Hispanic 28 79 51 21 32 95 63 5 26 88 62 12
White 41 91 50 9 43 92 50 8 43 87 44 13
Two or more races 24 76 53 24 23 72 49 28 25 81 56 19
Students with Disabilities 12 47 35 53 12 37 25 63 9 41 32 59
Economically Disadvantaged 13 67 54 33 13 70 57 30 11 65 54 35
English Learners 29 79 50 21 25 88 63 13 14 86 73 14
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 19 69 50 31 20 71 51 29 10 61 51 39
Female 19 73 53 27 22 80 57 20 8 58 50 42
Male 19 66 47 34 18 65 46 35 12 64 52 36
American Indian < < < < < 100 < 0 < < < <
Asian 62 100 38 0 < < < < < < < <
Black 7 56 49 44 8 59 51 41 6 54 48 46
Hispanic 17 78 61 22 13 77 64 23 19 76 57 24
White 34 84 51 16 40 87 46 13 16 70 55 30
Two or more races 20 75 55 25 13 73 60 27 9 63 54 37
Students with Disabilities 10 33 23 67 11 37 25 63 4 22 19 78
Economically Disadvantaged 7 55 48 45 9 62 53 38 7 54 47 46
English Learners 30 90 60 10 12 88 76 12 12 71 59 29
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 4 64 61 36 3 55 52 45 12 75 63 25
Female 3 71 68 29 2 56 54 44 8 84 76 16
Male 4 57 53 43 3 54 50 46 15 68 53 32
Asian < 100 < 0 < 100 < 0 31 92 62 8
Black 2 58 56 42 3 51 48 49 4 66 62 34
Hispanic 5 70 65 30 - 58 58 42 7 90 83 10
White 6 72 67 28 3 65 62 35 26 87 61 13
Two or more races 8 78 69 22 - 52 52 48 12 64 52 36
Students with Disabilities 10 40 30 60 11 37 26 63 13 51 37 49
Economically Disadvantaged 4 62 59 38 2 53 51 47 4 66 62 34
English Learners < < < < - 53 53 47 7 100 93 0
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 54 47 46 7 53 46 47 7 49 42 51
Female 7 53 46 47 8 56 49 44 6 51 45 49
Male 7 55 48 45 6 49 43 51 7 47 40 53
American Indian < < < < < < < <
Asian < 100 < 0 20 80 60 20 < 100 < 0
Black 4 41 37 59 4 36 32 64 5 38 33 62
Hispanic 7 56 48 44 8 60 52 40 - 59 59 41
White 14 77 63 23 10 68 58 32 12 65 53 35
Two or more races 2 50 48 50 9 77 68 23 2 46 43 54
Students with Disabilities 11 23 11 77 13 23 10 77 14 32 18 68
Economically Disadvantaged 4 43 40 57 5 41 36 59 2 38 35 62
English Learners 8 33 25 67 10 52 43 48 - 31 31 69
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 8 63 55 37 7 68 61 32 9 68 58 32
Female 10 68 59 32 5 69 65 31 9 74 66 26
Male 7 58 51 42 9 67 57 33 10 61 51 39
Asian 35 100 65 0 < 100 < 0 50 100 50 0
Black 4 52 48 48 3 57 54 43 5 53 48 47
Hispanic 11 52 41 48 7 62 55 38 6 78 72 22
White 12 80 68 20 13 90 77 10 14 81 67 19
Two or more races 8 59 51 41 8 71 63 29 9 81 72 19
Students with Disabilities 12 29 17 71 12 38 26 62 16 36 20 64
Economically Disadvantaged 5 55 50 45 4 60 56 40 4 60 55 40
English Learners - 75 75 25 7 57 50 43 9 73 64 27
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 6 78 71 22 6 76 70 24 4 73 69 27
Female 6 82 75 18 7 79 72 21 4 76 71 24
Male 6 74 68 26 5 74 69 26 4 71 66 29
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 36 100 64 0 35 95 60 5 < < < <
Black 1 70 69 30 1 69 68 31 1 64 63 36
Hispanic 11 83 71 17 3 70 67 30 6 68 61 32
Native Hawaiian < < < < < 100 < 0
White 12 85 74 15 11 88 77 12 8 87 80 13
Two or more races 3 78 76 22 7 70 63 30 5 70 65 30
Students with Disabilities - 45 45 55 - 33 33 67 - 34 34 66
Economically Disadvantaged 2 71 70 29 2 70 68 30 1 68 67 32
English Learners < < < < - 58 58 42 < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 59 50 41 8 59 50 41 11 63 51 37
Female 9 58 49 42 9 57 49 43 9 60 51 40
Male 9 59 50 41 8 60 51 40 14 65 51 35
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 18 88 71 12 < < < < 30 100 70 0
Black - 41 41 59 1 42 41 58 - 43 42 57
Hispanic 5 67 62 33 13 70 57 30 4 54 50 46
White 21 80 59 20 16 77 61 23 22 82 59 18
Two or more races 6 52 45 48 3 47 44 53 13 68 55 33
Students with Disabilities - 26 26 74 3 26 24 74 - 16 16 84
Economically Disadvantaged - 44 43 56 2 44 42 56 1 46 45 54
English Learners < < < < < < < < - 58 58 42
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 9 81 71 19 17 84 68 16 18 91 73 9
Female 9 81 73 19 16 81 65 19 19 92 73 8
Male 10 80 70 20 17 88 70 12 17 89 73 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 30 90 60 10 46 92 46 8 38 88 50 13
Black 4 71 67 29 3 75 72 25 8 87 79 13
Hispanic - 100 100 0 4 88 83 13 26 100 74 0
White 15 88 73 12 28 89 61 11 24 94 70 6
Two or more races - 78 78 22 9 91 82 9 20 80 60 20
Students with Disabilities 8 54 46 46 < < < < - 90 90 10
Economically Disadvantaged 4 74 70 26 3 76 73 24 9 85 75 15
English Learners < 100 < 0 < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 11 72 61 28 12 72 60 28 11 72 61 28
Female 10 71 61 29 11 71 60 29 9 70 61 30
Male 12 74 61 26 12 72 60 28 14 74 60 26
American Indian - 67 67 33 - 73 73 27 19 81 63 19
Asian 23 96 73 4 24 90 67 10 20 97 77 3
Black 3 58 55 42 3 57 54 43 3 57 54 43
Hispanic 6 69 63 31 7 73 65 27 8 76 68 24
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 89 67 11 23 89 66 11 22 88 66 12
Two or more races 11 81 70 19 11 77 65 23 12 76 64 24
Students with Disabilities 5 39 35 61 7 38 31 62 6 36 30 64
Economically Disadvantaged 3 61 58 39 4 60 55 40 4 62 58 38
English Learners - 56 56 44 4 61 56 39 - 61 61 39
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 75 53 25 22 73 51 27 16 71 55 29
Female 21 75 55 25 23 76 52 24 10 66 56 34
Male 23 74 51 26 21 71 50 29 21 75 54 25
American Indian < < < < < 100 < 0 < < < <
Asian 38 100 62 0 < < < < 40 93 53 7
Black 7 61 54 39 7 60 53 40 5 59 54 41
Hispanic 17 71 54 29 8 73 65 28 16 87 71 13
White 41 91 50 9 46 90 44 10 32 87 55 13
Two or more races 26 83 57 17 27 84 57 16 20 71 52 29
Students with Disabilities 11 36 25 64 8 49 40 51 4 27 22 73
Economically Disadvantaged 8 61 53 39 9 63 53 38 8 62 54 38
English Learners - 64 64 36 11 61 50 39 - 67 67 33
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 7 67 60 33 6 66 59 34 6 60 54 40
Female 5 68 63 32 5 62 57 38 5 59 55 41
Male 10 66 56 34 8 69 61 31 7 61 54 39
American Indian < 100 < 0 < < < < < 100 < 0
Asian 19 100 81 0 < < < < 10 100 90 0
Black 1 50 49 50 3 50 46 50 2 39 37 61
Hispanic 7 55 48 45 13 70 57 30 - 61 61 39
White 17 90 73 10 10 92 82 8 10 80 70 20
Two or more races - 72 72 28 7 65 58 35 9 78 69 22
Students with Disabilities 3 33 30 67 16 34 19 66 13 33 20 67
Economically Disadvantaged 2 55 54 45 4 51 47 49 4 44 40 56
English Learners - 55 55 45 9 45 36 55 < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 69 60 31 11 69 57 31 11 75 63 25
Female 10 69 59 31 11 68 57 32 10 75 65 25
Male 9 70 61 30 12 69 58 31 13 74 61 26
American Indian < < < < < < < < < 100 < 0
Asian 29 94 65 6 < < < < 19 100 81 0
Black 1 56 54 44 3 54 51 46 2 61 59 39
Hispanic 7 70 63 30 4 79 75 21 13 75 63 25
Native Hawaiian < 100 < 0 < 100 < 0
White 19 84 64 16 24 84 60 16 23 90 67 10
Two or more races 6 76 71 24 10 78 68 22 7 71 63 29
Students with Disabilities 3 37 34 63 - 29 29 71 - 37 37 63
Economically Disadvantaged 2 59 58 41 4 57 52 43 3 68 65 32
English Learners - 55 55 45 - 45 45 55 - 88 88 13
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 82 72 18 8 81 74 19 14 85 71 15
Female 8 79 71 21 8 77 70 23 13 81 67 19
Male 14 86 73 14 7 85 78 15 14 90 76 10
American Indian < 100 < 0 < 100 < 0
Asian 20 87 67 13 14 93 79 7 < 100 < 0
Black 2 69 66 31 1 72 71 28 3 75 72 25
Hispanic - 76 76 24 8 92 83 8 5 86 81 14
White 19 93 74 7 13 88 74 12 23 92 69 8
Two or more races - 88 88 13 - 76 76 24 13 78 65 22
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 2 73 72 27 1 74 73 26 4 76 72 24
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 6 73 68 27 8 72 65 28 9 74 65 26
Female 4 68 64 32 5 72 67 28 7 73 66 27
Male 7 78 71 22 10 72 62 28 12 76 64 24
American Indian < < < < < 100 < 0 < < < <
Asian 8 100 92 0 38 100 63 0 10 90 80 10
Black 1 59 58 41 1 57 57 43 2 60 59 40
Hispanic - 75 75 25 6 64 58 36 3 71 68 29
White 13 89 77 11 16 91 75 9 22 93 70 7
Two or more races 9 88 79 12 5 82 77 18 8 86 78 14
Students with Disabilities - 45 45 55 - 29 29 71 - 46 46 54
Economically Disadvantaged 2 63 61 37 2 61 58 39 2 67 65 33
English Learners - 50 50 50 - 67 67 33 - 42 42 58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 20 78 58 22 23 79 56 21 21 76 55 24
Female 19 77 59 23 22 78 56 22 18 75 57 25
Male 22 79 57 21 24 80 55 20 24 77 54 23
American Indian 20 60 40 40 25 75 50 25 22 78 56 22
Asian 42 94 52 6 45 93 48 7 48 93 45 7
Black 9 66 57 34 11 67 56 33 10 65 55 35
Hispanic 17 85 68 15 22 81 59 19 22 80 58 20
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 33 91 58 9 38 92 54 8 34 89 56 11
Two or more races 22 82 60 18 20 81 61 19 24 80 57 20
Students with Disabilities 9 49 40 51 11 48 37 52 8 45 37 55
Economically Disadvantaged 10 68 58 32 12 69 56 31 11 68 57 32
English Learners 13 84 71 16 13 75 62 25 20 69 48 31
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 7 76 69 24 12 77 66 23 12 77 65 23
Female 6 75 69 25 9 75 66 25 12 76 64 24
Male 8 78 69 22 15 81 65 19 13 78 65 22
Asian - 88 88 13 39 89 50 11 < < < <
Black 1 62 61 38 3 66 64 34 4 66 62 34
Hispanic - 86 86 14 - 71 71 29 4 83 78 17
White 17 93 76 7 21 89 68 11 23 89 65 11
Two or more races 4 85 81 15 11 81 70 19 6 90 84 10
Students with Disabilities - 36 36 64 9 53 44 47 2 41 39 59
Economically Disadvantaged - 64 64 36 4 66 62 34 4 68 64 32
English Learners < < < < < < < < < < < <
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 14 72 58 28 15 72 57 28 18 76 58 24
Female 16 71 56 29 15 70 55 30 18 78 60 22
Male 13 73 59 27 16 74 58 26 19 75 56 25
American Indian < < < < < 100 < 0 < < < <
Asian 50 100 50 0 40 100 60 0 < 100 < 0
Black 7 60 52 40 6 58 52 42 8 67 60 33
Hispanic 5 100 95 0 9 74 66 26 26 87 61 13
Native Hawaiian < 100 < 0 < 100 < 0
White 24 85 60 15 30 91 61 9 34 91 57 9
Two or more races 13 71 58 29 16 76 59 24 22 72 50 28
Students with Disabilities 5 44 39 56 1 31 30 69 - 47 47 53
Economically Disadvantaged 7 61 54 39 8 63 56 37 9 74 65 26
English Learners 27 100 73 0 - 65 65 35 < < < <
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 13 72 59 28 12 76 64 24 12 71 59 29
Female 8 69 61 31 12 72 60 28 10 64 54 36
Male 18 75 57 25 11 80 68 20 14 78 64 22
American Indian < < < < < < < < < < < <
Asian 33 83 50 17 < < < < 8 100 92 0
Black 4 59 55 41 3 61 58 39 2 53 51 47
Hispanic 10 70 60 30 5 79 74 21 4 67 63 33
White 23 87 64 13 23 91 68 9 22 86 64 14
Two or more races 14 77 64 23 - 74 74 26 13 63 50 37
Students with Disabilities 4 44 40 56 8 40 32 60 < < < <
Economically Disadvantaged 6 60 54 40 3 59 57 41 2 58 56 42
English Learners < 100 < 0 < < < < - 73 73 27
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 38 98 61 2 31 100 69 0 21 79 58 21
Female 34 97 63 3 21 100 79 0 16 86 70 14
Male 44 100 56 0 43 100 57 0 25 72 47 28
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 100 93 0 < 100 < 0 2 56 54 44
Hispanic < 100 < 0 < 100 < 0 < < < <
White 41 97 56 3 39 100 61 0 32 94 61 6
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 - 40 40 60
Economically Disadvantaged 19 94 75 6 - 100 100 0 5 54 49 46
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 23 82 59 18 32 79 47 21 20 74 53 26
Female 21 81 60 19 30 81 51 19 19 75 56 25
Male 25 83 58 17 34 76 42 24 22 73 51 27
American Indian < < < < < < < < < 100 < 0
Asian 40 100 60 0 64 93 29 7 < 100 < 0
Black 9 72 63 28 16 68 53 32 8 61 52 39
Hispanic 24 83 59 17 32 88 56 12 18 86 68 14
White 45 97 52 3 58 95 37 5 37 88 52 12
Two or more races 19 81 63 19 30 78 49 22 23 85 63 15
Students with Disabilities 4 49 45 51 - 35 35 65 1 37 35 63
Economically Disadvantaged 10 74 63 26 14 69 55 31 8 63 54 37
English Learners < 100 < 0 10 90 80 10 < 100 < 0
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 38 82 45 18 39 85 46 15 36 81 45 19
Female 37 83 47 17 41 86 46 14 30 79 49 21
Male 39 81 43 19 38 85 47 15 41 82 41 18
American Indian < < < < < 100 < 0 < 100 < 0
Asian 85 100 15 0 < 100 < 0 93 100 7 0
Black 22 73 51 27 23 78 55 22 22 72 51 28
Hispanic 45 85 40 15 46 86 41 14 39 83 43 17
White 56 94 38 6 61 95 33 5 56 93 37 7
Two or more races 41 86 45 14 32 87 55 13 36 80 44 20
Students with Disabilities 21 42 21 58 14 56 42 44 10 40 30 60
Economically Disadvantaged 20 73 53 27 26 79 52 21 24 73 49 27
English Learners < < < < 40 93 53 7 50 72 22 28
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: 86.66 State: 89.72 Division: 88.8 State: 88.34 Division: 85.46 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division9148
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten362301299
Kindergarten652656637
Grade 1700643667
Grade 2678674631
Grade 3682656628
Grade 4639651657
Grade 5631624639
Grade 6625626600
Grade 7602620615
Grade 8596610607
Grade 9614641660
Grade 10623600628
Grade 11596605559
Grade 12566570586
Post Graduate212325
Total Students8,5878,5008,438
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students858785008438
Female416541584137
Male442243424301
American Indian413535
Asian214179171
Black422342044169
Hispanic428500533
Native Hawaiian698
White302128832830
Two or more races654690692
Students with Disabilities104410981137
Not Students with Disabilities754374027301
Economically Disadvantaged499445855105
Not Economically Disadvantaged359339153333
English Learners254264251
Not English Learners833382368187
Homeless637167
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 291 238 9 9 53 23
State 50979 36013 2733 1046 5404 1786
Female Division 171 110 4 3 21 16
State 27837 15823 920 366 1922 656
Male Division 120 128 5 6 32 7
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 13 3 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 106 129 3 5 22 15
State 7955 11090 1111 244 1359 744
Hispanic Division 11 14 0 0 6 1
State 5086 5583 317 105 2172 323
White Division 146 84 5 4 22 4
State 30218 16420 1139 617 1589 596
Two or more races Division 15 8 0 0 3 2
State 2468 1542 87 58 163 73
Students with Disabilities Division 2 30 9 0 12 5
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 107 164 7 4 22 17
State 10704 17342 1680 460 2640 1096
English Learners Division 2 4 0 0 3 1
State 1418 3757 272 31 1847 115
Homeless Division 1 4 1 1 3 0
State 232 695 90 42 303 61
Foster Care Division 4 6 1 0 1 2
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students62353886.455188.4538.5
Female32528587.729189.5216.5
Male29825384.926087.23210.7
American Indian0<<<<00
Asian16161001610000
Black2802388524788.2227.9
Hispanic322578.12578.1618.8
White26523588.723990.2228.3
Two or more races282382.12382.1310.7
Students with Disabilities584170.74374.11220.7
Economically Disadvantaged32127886.628588.8226.9
English Learners10660770330
Homeless10660770330
Foster Care141178.61178.617.1
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 Taken651 / 27.14%634 / 26.24%200 / 8.22%
Advanced Placement Course Enrollment673 / 28.05%668 / 27.65%203 / 8.34%
Dual Enrollment211 / 8.8%171 / 7.08%160 / 6.58%
Governor’s School Enrollment43 / 1.79%42 / 1.74%44 / 1.81%
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 480 311 35
State 82482 57560 30
Female Division 234 168 28
State 41546 31230 25
Male Division 246 143 42
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 213 119 44
State 18272 11640 36
Hispanic Division 14 12 14
State 8547 5341 38
White Division 222 159 28
State 46319 33154 28
Two or more races Division 21 14 33
State 3521 2499 29
Students with Disabilities Division 22 11 50
State 5986 3008 50
Economically Disadvantaged Division 223 125 44
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision5038-
 State413936233471
State LicensuresDivision127-
 State179019641412
Industry CertificationDivision569603-
 State100544109590103892
Workplace ReadinessDivision-3435
 State307754231350242
Total Credentials EarnedDivision63168235
 State137248157490159017
Students Earning One or More CredentialsDivision56763535
 State109089126113127744
CTE CompletersDivision183181148
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 520 1235 572 46.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 560 1203 470 39.1%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 569 1192 547 45.9%
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
64.3 63.8 62.8

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.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,453.005,644.001,328.00
2015-20165,259.005,529.001,448.00
2016-20175,126.006,084.001,673.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students7950605239273782055425329375856922763337376708342325
Female3850310108138375728112315137133301601613634351181154
Male4100295131135406327313014238723621161723742357161171
American Indian38651294142840229323
Asian20412361984331661422161521
Black3903301131128383630113816237133861471853567383186168
Hispanic355341115404351717444412632456642620
Native Hawaiian1831243000000000000
White27372006592276315875792614186817925611938799
Two or more races530402028586511927614612031597603932
Students with Disabilities92874333697591405096811846699871126764
Economically Disadvantaged4883455195211429841618421543775332302533986537277244
English Learners24715372571139260199924519126
Homeless1892117281102815171113172694351420
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 108
Offenses Against Staff 26
Weapons Offenses 24
Property Offenses 50
All Other Offenses 93
Other Offenses Against Persons 603
Disorderly or Disruptive Behavior Offenses 1,135
Alcohol, Tobacco, and Other Drug Offenses 44
Technology Offenses 43
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.5351.080.4771.210.4120.78
Asian2.360.322.4920.132.1060.12
Black48.91975.3249.17973.9549.45975.38
Hispanic4.6512.984.9842.435.8824.09
Native Hawaiian0.0350.320.070.1060.06
White36.18612.9435.18113.1633.91811.14
Two or more races7.3147.047.6169.118.1188.43
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.5350.4770.412
Asian2.362.4922.106
Black48.9195049.17949.459100
Hispanic4.6514.9845.882
Native Hawaiian0.0350.070.106
White36.1862535.18110033.918
Two or more races7.314257.6168.118
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.5350.4770.412
Asian2.362.4922.106
Black48.91949.17949.459
Hispanic4.6514.9845.882
Native Hawaiian0.0350.070.106
White36.18635.18133.918
Two or more races7.3147.6168.118
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 61.569.1170.83
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 49.7356.0544.15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 75.3673.3361.54
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: 9.5 : 1

student 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: 11.62 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional7%8%
Provisional Special Education1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201648%48%1%3%
2016-201749%47%1%3%
2017-201851%45%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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