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

Madison County Public Schools

General school information

Division: Madison County Public Schools
Address: 60 School Board Court Madison, VA 22727
Superintendent: Ms. Anna Ruth Graham
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 73 58 27 13 72 59 28 13 72 58 28
Female 16 74 59 26 14 74 61 26 14 73 59 27
Male 13 71 58 29 13 70 57 30 13 71 58 29
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 51 48 49 4 51 47 49 4 55 51 45
Hispanic 8 80 72 20 - 81 81 19 19 72 53 28
White 16 74 58 26 14 74 60 26 13 73 60 27
Two or more races 12 76 63 24 14 70 56 30 15 69 54 31
Students with Disabilities 6 37 31 63 4 31 27 69 10 29 19 71
Students without Disabilities 15 77 62 23 14 77 63 23 13 76 62 24
Economically Disadvantaged 9 59 50 41 8 61 53 39 7 60 53 40
Not Economically Disadvantaged 18 82 65 18 17 81 64 19 18 81 63 19
English Learners < < < < < < < < < < < <
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 52 36 48 8 62 54 38 17 64 47 36
Female 18 49 32 51 7 57 50 43 16 65 48 35
Male 15 55 39 45 9 65 56 35 18 63 46 37
Black - 45 45 55 < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 21 51 30 49 9 64 55 36 18 66 48 34
Two or more races < < < < < < < < < < < <
Students with Disabilities - 7 7 93 - 30 30 70 20 30 10 70
Students without Disabilities 19 58 40 42 10 68 58 32 17 67 50 33
Economically Disadvantaged 11 45 34 55 3 49 46 51 10 40 31 60
Not Economically Disadvantaged 24 62 38 38 14 77 63 23 21 77 56 23
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 21 72 51 28 17 63 46 37 15 65 51 35
Female 19 75 55 25 23 62 39 38 16 66 50 34
Male 22 68 46 32 12 63 51 37 14 65 51 35
Black 15 31 15 69 5 47 42 53 < < < <
Hispanic < 100 < 0 < < < < < < < <
White 21 76 55 24 19 63 44 37 13 65 52 35
Two or more races < < < < < < < < < < < <
Students with Disabilities 17 39 22 61 - 42 42 58 - 25 25 75
Students without Disabilities 21 77 55 23 19 65 46 35 16 70 54 30
Economically Disadvantaged 17 54 37 46 13 54 41 46 6 56 50 44
Not Economically Disadvantaged 24 86 62 14 22 72 50 28 23 74 52 26
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 18 68 50 32 23 83 60 17 12 68 55 32
Female 20 71 51 29 17 86 69 14 14 68 54 32
Male 16 65 49 35 30 80 50 20 11 68 57 32
Black < < < < 8 50 42 50 5 43 38 57
Hispanic < < < < < 100 < 0 < < < <
White 19 69 50 31 25 86 61 14 15 72 57 28
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 42 37 58 20 47 27 53 - 38 38 62
Students without Disabilities 19 71 52 29 23 88 64 13 14 71 57 29
Economically Disadvantaged 13 55 42 45 18 74 56 26 6 61 56 39
Not Economically Disadvantaged 22 79 57 21 27 90 63 10 20 75 55 25
English Learners < < < < < < < <
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 74 59 26 17 68 51 32 20 76 56 24
Female 17 73 56 27 17 69 52 31 15 77 62 23
Male 14 75 62 25 16 67 51 33 24 74 50 26
Black < < < < < < < < 9 36 27 64
Hispanic < < < < < < < < < < < <
White 16 77 60 23 18 70 52 30 20 80 59 20
Two or more races < < < < < < < < < < < <
Students with Disabilities - 31 31 69 - 9 9 91 21 43 21 57
Students without Disabilities 17 79 62 21 18 72 54 28 19 79 60 21
Economically Disadvantaged 9 65 56 35 7 60 53 40 10 58 48 42
Not Economically Disadvantaged 21 81 60 19 25 75 49 25 28 91 63 9
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 10 77 67 23 11 78 67 23 15 71 56 29
Female 11 82 71 18 17 80 63 20 19 76 56 24
Male 9 72 63 28 5 75 70 25 12 67 55 33
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 12 82 70 18 12 78 66 22 15 72 57 28
Two or more races < < < < < < < < < < < <
Students with Disabilities - 43 43 57 - 18 18 82 9 18 9 82
Students without Disabilities 11 82 70 18 12 83 72 17 15 75 60 25
Economically Disadvantaged - 59 59 41 4 72 68 28 7 62 55 38
Not Economically Disadvantaged 15 86 71 14 16 82 66 18 22 78 56 22
English Learners < < < < < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 74 60 26 14 69 56 31 9 71 62 29
Female 17 76 59 24 13 75 63 25 9 72 63 28
Male 10 71 61 29 15 63 48 37 9 70 61 30
Asian < 100 < 0 < 100 < 0
Black 8 75 67 25 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 15 72 57 28 16 70 54 30 9 74 65 26
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < - 31 31 69 8 17 8 83
Students without Disabilities 15 76 61 24 15 74 59 26 9 76 67 24
Economically Disadvantaged 8 64 56 36 11 45 34 55 5 61 55 39
Not Economically Disadvantaged 17 80 62 20 15 81 66 19 11 78 67 22
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 6 90 85 10 2 83 81 17 5 86 81 14
Female 7 90 83 10 3 88 85 12 7 85 79 15
Male 4 90 86 10 1 78 76 22 3 86 83 14
Black - 80 80 20 8 54 46 46 - 92 92 8
Hispanic < 100 < 0 < < < < < 100 < 0
White 6 90 84 10 1 86 85 14 5 84 80 16
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 13 56 44 44 7 36 29 64 < < < <
Students without Disabilities 5 94 90 6 2 89 87 11 4 89 85 11
Economically Disadvantaged 2 81 79 19 2 73 71 27 2 77 75 23
Not Economically Disadvantaged 7 95 87 5 3 90 88 10 6 90 85 10
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 24 82 58 18 21 75 54 25 25 74 49 26
Female 32 86 54 14 24 83 59 17 33 82 49 18
Male 18 79 61 21 16 66 50 34 18 68 49 32
Asian < < < < < < < < < 100 < 0
Black 13 78 65 22 - 46 46 54 - 68 68 32
Hispanic 20 90 70 10 10 80 70 20 < < < <
White 26 82 56 18 23 78 55 22 27 75 48 25
Two or more races < < < < 20 70 50 30 20 67 47 33
Students with Disabilities 13 42 29 58 10 35 26 65 - 6 6 94
Students without Disabilities 25 85 60 15 22 80 58 20 27 79 52 21
Economically Disadvantaged 11 74 63 26 10 54 45 46 16 58 42 42
Not Economically Disadvantaged 32 86 54 14 27 87 60 13 29 81 52 19
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 30 79 49 21 31 76 45 24 29 70 41 30
Female 44 87 44 13 33 83 50 17 43 77 34 23
Male 18 71 53 29 28 67 39 33 16 64 49 36
Asian < 100 < 0 < 100 < 0
Black 25 83 58 17 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 31 78 47 22 36 80 44 20 30 72 42 28
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < 14 36 21 64 - 8 8 92
Students without Disabilities 32 81 49 19 33 81 48 19 32 76 45 24
Economically Disadvantaged 14 71 57 29 16 51 35 49 20 60 40 40
Not Economically Disadvantaged 40 84 43 16 37 87 49 13 35 78 43 23
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 85 66 15 12 74 62 26 21 78 57 22
Female 20 84 64 16 16 84 67 16 21 87 66 13
Male 17 86 69 14 8 65 57 35 21 71 50 29
Black - 73 73 27 - 47 47 53 - 75 75 25
Hispanic < 100 < 0 < < < < < 100 < 0
White 21 86 65 14 13 77 65 23 24 79 55 21
Two or more races < < < < < < < < < < < <
Students with Disabilities 18 41 24 59 6 35 29 65 < < < <
Students without Disabilities 19 90 72 10 13 79 66 21 22 82 60 18
Economically Disadvantaged 8 77 70 23 6 56 50 44 8 54 46 46
Not Economically Disadvantaged 24 89 64 11 17 88 71 12 24 83 60 17
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 16 78 62 22 11 78 67 22 11 75 64 25
Female 16 79 63 21 9 80 71 20 9 76 67 24
Male 15 76 61 24 13 77 64 23 13 74 61 26
Asian < < < < < 100 < 0 < 100 < 0
Black 5 65 60 35 6 63 57 37 3 63 60 37
Hispanic 6 84 77 16 11 89 78 11 17 78 61 22
White 17 79 62 21 12 79 67 21 12 76 64 24
Two or more races 20 73 53 27 6 79 74 21 7 78 70 22
Students with Disabilities 14 44 30 56 6 45 39 55 10 39 30 61
Students without Disabilities 16 81 65 19 12 81 70 19 11 78 67 22
Economically Disadvantaged 10 67 57 33 8 70 62 30 7 68 61 32
Not Economically Disadvantaged 21 86 66 14 14 85 71 15 15 81 66 19
English Learners < < < < < < < < < < < <
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 17 70 52 30 12 70 59 30 18 72 55 28
Female 21 63 42 37 9 65 56 35 15 71 56 29
Male 14 75 61 25 14 74 60 26 21 74 53 26
Black - 60 60 40 < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 21 70 49 30 11 69 58 31 19 74 55 26
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 38 31 63 - 35 35 65 10 30 20 70
Students without Disabilities 19 74 55 26 14 77 63 23 18 76 58 24
Economically Disadvantaged 10 63 53 37 7 62 55 38 12 64 52 36
Not Economically Disadvantaged 27 78 51 22 17 80 63 20 21 77 56 23
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 50 89 39 11 19 79 61 21 27 83 56 17
Female 49 90 40 10 18 73 55 27 27 84 57 16
Male 52 89 38 11 19 85 66 15 27 82 55 18
Black 15 69 54 31 5 58 53 42 < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 53 92 39 8 22 81 59 19 27 83 56 17
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 22 61 39 39 - 58 58 42 8 42 33 58
Students without Disabilities 55 94 39 6 20 81 61 19 29 88 58 12
Economically Disadvantaged 34 78 44 22 13 71 59 29 17 76 59 24
Not Economically Disadvantaged 64 99 35 1 25 88 63 12 37 90 53 10
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 7 64 57 36 20 81 60 19 4 55 52 45
Female 5 65 60 35 15 83 68 17 2 51 49 49
Male 8 62 55 38 27 78 51 22 5 59 54 41
Black < < < < 8 58 50 42 - 43 43 57
Hispanic < < < < < 100 < 0 < < < <
White 8 66 58 34 22 83 61 17 5 57 52 43
Two or more races < < < < < < < < < < < <
Students with Disabilities 17 39 22 61 19 56 38 44 - 38 38 62
Students without Disabilities 5 68 63 32 21 85 64 15 4 58 54 42
Economically Disadvantaged 4 51 46 49 20 71 52 29 2 53 52 47
Not Economically Disadvantaged 9 80 70 20 21 90 69 10 6 58 52 42
English Learners < < < < < < < <
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 16 88 72 12 14 87 73 13 12 81 69 19
Female 14 90 76 10 11 89 78 11 3 79 76 21
Male 17 86 68 14 17 86 69 14 24 84 60 16
Black < < < < < < < < 9 73 64 27
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 86 70 14 16 88 72 12 11 81 70 19
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 7 60 53 40 - 30 30 70 23 62 38 38
Students without Disabilities 17 92 75 8 15 92 76 8 11 83 72 17
Economically Disadvantaged 9 91 81 9 9 81 73 19 10 73 63 27
Not Economically Disadvantaged 21 85 65 15 20 93 73 7 15 89 74 11
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 14 78 65 22 5 74 69 26 10 64 54 36
Female 13 84 70 16 7 80 73 20 10 62 52 38
Male 15 71 56 29 4 69 65 31 10 65 55 35
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 14 82 68 18 5 71 66 29 11 63 52 37
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 8 17 8 83 - 36 36 64 9 18 9 82
Students without Disabilities 14 87 72 13 6 79 73 21 10 68 58 32
Economically Disadvantaged 12 64 52 36 7 59 51 41 4 57 53 43
Not Economically Disadvantaged 15 88 73 12 4 87 83 13 17 71 55 29
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 3 82 79 18 - 79 79 21 2 63 61 38
Female 7 79 72 21 - 90 90 10 - 68 68 32
Male - 84 84 16 - 64 64 36 3 59 56 41
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 2 82 80 18 - 77 77 23 2 60 58 40
Students with Disabilities < < < < - 40 40 60 10 40 30 60
Students without Disabilities 2 84 83 16 - 88 88 12 - 67 67 33
Economically Disadvantaged 3 78 75 22 - 78 78 22 - 56 56 44
Not Economically Disadvantaged 3 87 83 13 - 80 80 20 3 69 66 31
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 84 78 16 1 78 77 22 3 84 81 16
Female 4 86 83 14 1 86 85 14 1 91 89 9
Male 8 83 75 17 1 71 70 29 5 78 73 22
Asian < 100 < 0 < 100 < 0
Black - 76 76 24 - 64 64 36 - 79 79 21
Hispanic < < < < < < < < < < < <
White 7 85 78 15 1 79 78 21 4 85 81 15
Two or more races < < < < < < < < - 80 80 20
Students with Disabilities - 18 18 82 - 70 70 30 - 44 44 56
Students without Disabilities 6 89 82 11 1 79 78 21 4 89 86 11
Economically Disadvantaged 3 68 65 32 2 74 72 26 3 76 74 24
Not Economically Disadvantaged 8 93 86 7 1 81 80 19 3 91 87 9
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 64 54 36 9 80 72 20 10 79 69 21
Female 10 67 56 33 4 82 78 18 13 77 64 23
Male 11 62 51 38 12 79 67 21 6 80 74 20
Asian < < < < < 100 < 0 < 100 < 0
Black 6 39 33 61 - 60 60 40 - 71 71 29
Hispanic < < < < < < < < < 100 < 0
White 12 67 55 33 10 83 73 17 10 79 69 21
Two or more races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 < < < < < < < <
Students without Disabilities 11 67 56 33 9 83 74 18 9 80 71 20
Economically Disadvantaged 3 54 51 46 2 69 67 31 6 75 69 25
Not Economically Disadvantaged 16 73 57 27 12 86 74 14 12 81 69 19
English Learners < < < < < 100 < 0
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 13 81 68 19 17 73 56 27 11 83 72 17
Female 16 92 76 8 16 75 58 25 5 85 80 15
Male 11 73 61 27 18 71 53 29 16 81 66 19
Asian < < < < < 100 < 0 < 100 < 0
Black < 100 < 0 17 58 42 42 < < < <
Hispanic < < < < < < < < < < < <
White 14 81 67 19 16 75 59 25 12 85 73 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 83 69 17 17 74 56 26 11 85 73 15
Economically Disadvantaged 6 65 59 35 9 61 52 39 3 77 74 23
Not Economically Disadvantaged 17 88 72 12 20 78 58 22 15 86 71 14
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 8 79 71 21 10 82 73 18 7 72 65 28
Female 6 78 73 22 7 82 76 18 6 72 66 28
Male 11 80 69 20 13 83 70 17 8 73 64 27
Asian < < < < < < < < < 100 < 0
Black - 56 56 44 2 70 68 30 - 57 57 43
Hispanic 11 82 71 18 18 88 71 12 5 47 42 53
White 9 81 72 19 10 84 74 16 8 75 67 25
Two or more races 4 81 78 19 11 75 64 25 4 75 71 25
Students with Disabilities 9 41 32 59 7 59 52 41 2 35 33 65
Students without Disabilities 8 83 74 17 10 84 74 16 8 76 68 24
Economically Disadvantaged 4 69 65 31 6 73 67 27 4 62 58 38
Not Economically Disadvantaged 11 87 75 13 12 88 77 12 9 80 71 20
English Learners < < < < < < < < < < < <
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 12 67 55 33 26 83 58 17 11 61 50 39
Female 13 67 55 33 13 83 70 17 11 57 46 43
Male 12 67 55 33 39 84 45 16 11 65 54 35
Black < < < < 8 67 58 33 - 38 38 62
Hispanic < < < < < 100 < 0 < < < <
White 14 70 57 30 28 86 58 14 14 67 53 33
Two or more races < < < < < < < < < < < <
Students with Disabilities 11 32 21 68 20 73 53 27 - 54 54 46
Students without Disabilities 13 73 60 27 26 85 58 15 12 62 50 38
Economically Disadvantaged 6 61 55 39 16 77 61 23 7 53 46 47
Not Economically Disadvantaged 18 74 55 26 33 89 56 11 15 71 55 29
English Learners < < < < < < < <
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 74 67 26 2 81 79 19 3 63 60 37
Female 3 75 72 25 2 80 78 20 - 63 63 38
Male 10 73 63 27 2 83 80 17 5 64 59 36
Black - 50 50 50 < 100 < 0 < < < <
Hispanic < < < < < < < < < < < <
White 8 75 67 25 2 80 78 20 2 65 63 35
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < - 54 54 46 - 27 27 73
Students without Disabilities 7 76 69 24 2 85 83 15 3 67 64 33
Economically Disadvantaged 3 66 62 34 - 69 69 31 2 55 53 45
Not Economically Disadvantaged 9 81 72 19 3 88 85 12 4 71 67 29
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 83 78 17 8 86 79 14 7 68 61 32
Female 2 81 80 19 7 88 81 12 5 69 65 31
Male 8 84 77 16 8 85 77 15 8 67 58 33
Asian < < < < < 100 < 0 < 100 < 0
Black - 82 82 18 - 73 73 27 - 67 67 33
Hispanic < 100 < 0 < 100 < 0 < < < <
White 4 82 78 18 9 88 79 12 8 68 59 32
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 5 88 82 12 8 88 80 12 7 71 64 29
Economically Disadvantaged 4 73 69 27 2 77 75 23 4 49 45 51
Not Economically Disadvantaged 5 89 84 11 12 94 82 6 8 79 71 21
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 93 78 7 9 92 83 8 13 91 78 9
Female 11 89 78 11 8 92 84 8 11 93 82 7
Male 18 97 79 3 10 92 81 8 15 90 75 10
Asian < < < < < 100 < 0
Black < 100 < 0 < < < < - 73 73 27
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 17 93 76 7 6 93 87 7 16 93 78 7
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Students without Disabilities 14 93 79 7 9 92 82 8 13 91 78 9
Economically Disadvantaged - 95 95 5 9 91 82 9 3 87 83 13
Not Economically Disadvantaged 19 92 73 8 9 92 83 8 18 94 76 6
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 83 77 17 3 72 69 28 4 81 78 19
Female 3 80 77 20 1 70 68 30 3 80 77 20
Male 9 86 77 14 4 74 71 26 4 83 79 17
Asian < 100 < 0 < < < < < 100 < 0
Black - 48 48 52 < < < < - 75 75 25
Hispanic 10 70 60 30 < < < < < < < <
White 7 89 82 11 3 74 71 26 4 83 80 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 40 33 60 < < < < - 33 33 67
Students without Disabilities 6 87 81 13 3 74 72 26 4 87 83 13
Economically Disadvantaged 4 68 65 32 2 54 52 46 3 75 72 25
Not Economically Disadvantaged 7 94 87 6 3 81 78 19 4 86 82 14
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 23 83 60 17 23 84 62 16 18 82 64 18
Female 19 81 62 19 19 84 66 16 11 79 68 21
Male 27 86 58 14 27 84 57 16 24 84 60 16
Asian < < < < < < < < < 100 < 0
Black 5 71 66 29 5 71 66 29 - 78 78 22
Hispanic 31 85 54 15 24 88 65 12 26 74 47 26
White 25 84 60 16 24 85 61 15 20 82 62 18
Two or more races 19 93 74 7 19 92 73 8 9 88 78 13
Students with Disabilities 10 40 31 60 - 49 49 51 2 46 44 54
Students without Disabilities 24 87 63 13 24 86 62 14 19 85 65 15
Economically Disadvantaged 10 73 63 27 13 73 60 27 13 71 58 29
Not Economically Disadvantaged 31 90 59 10 28 91 62 9 21 89 67 11
English Learners < < < < < < < < < < < <
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 25 85 60 15 18 85 67 15 16 84 69 16
Female 19 79 60 21 19 87 69 13 13 82 69 18
Male 31 91 59 9 18 84 66 16 18 87 69 13
Asian < < < < < < < <
Black < < < < < < < < - 83 83 17
Hispanic < 100 < 0 < 100 < 0 < < < <
White 26 84 58 16 18 86 68 14 18 84 67 16
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 20 40 20 60 < < < < < < < <
Students without Disabilities 26 89 63 11 19 88 69 12 16 87 71 13
Economically Disadvantaged 10 76 66 24 6 81 74 19 8 65 57 35
Not Economically Disadvantaged 33 90 57 10 25 88 63 12 20 96 76 4
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 16 84 67 16 17 87 69 13 15 78 63 22
Female 14 83 69 17 11 88 77 12 10 75 65 25
Male 19 84 65 16 23 85 62 15 19 81 61 19
Black - 69 69 31 - 83 83 17 - 80 80 20
Hispanic < < < < < 100 < 0 < < < <
White 18 86 68 14 18 86 68 14 17 78 61 22
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < < < < < - 47 47 53
Students without Disabilities 17 88 70 12 18 87 69 13 16 82 66 18
Economically Disadvantaged 7 69 62 31 7 79 72 21 11 67 57 33
Not Economically Disadvantaged 23 93 70 7 24 92 68 8 16 84 67 16
English Learners < < < < < 100 < 0 < < < <
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 24 84 61 16 31 93 63 7 19 86 68 14
Female 22 81 59 19 25 92 67 8 9 83 74 17
Male 25 88 63 13 36 94 58 6 28 90 62 10
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < - 70 70 30
Hispanic < < < < < 100 < 0 < < < <
White 27 86 59 14 33 94 62 6 19 88 68 12
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < <
Students without Disabilities 24 88 64 12 31 94 63 6 19 86 68 14
Economically Disadvantaged 10 72 62 28 22 85 63 15 15 76 61 24
Not Economically Disadvantaged 29 89 60 11 34 96 62 4 21 92 71 8
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0
Female < 100 < 0 < 100 < 0
White < 100 < 0 < 100 < 0
Students without Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0
Not Economically Disadvantaged < 100 < 0 < 100 < 0
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 22 89 66 11 19 88 69 12 16 84 69 16
Female 20 88 68 12 14 89 75 11 9 82 73 18
Male 24 89 65 11 25 87 62 13 22 87 64 13
Asian < 100 < 0 < 100 < 0
Black 8 83 75 17 < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 23 88 65 12 20 89 69 11 17 85 68 15
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < < < < - 57 57 43 - 38 38 62
Students without Disabilities 23 90 66 10 22 92 70 8 17 89 72 11
Economically Disadvantaged 12 86 74 14 16 76 59 24 7 79 71 21
Not Economically Disadvantaged 29 90 62 10 21 94 73 6 22 88 67 12
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 31 76 45 24 30 71 40 29 27 76 49 24
Female 21 75 54 25 27 65 38 35 18 74 56 26
Male 43 77 34 23 33 75 42 25 32 77 45 23
Black 9 45 36 55 15 55 40 45 < < < <
Hispanic < 100 < 0 < < < < < < < <
White 33 78 45 22 36 71 36 29 27 75 47 25
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 13 40 27 60 - 50 50 50 8 58 50 42
Students without Disabilities 34 81 47 19 33 73 40 27 29 78 49 22
Economically Disadvantaged 13 59 46 41 19 60 41 40 23 69 47 31
Not Economically Disadvantaged 46 89 43 11 42 82 39 18 31 82 52 18
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: 87.3 State: 89.72 Division: 85.6 State: 88.34 Division: 92.71 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division001
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten606051
Kindergarten121100107
Grade 1130129101
Grade 2113135133
Grade 3134115128
Grade 4137127123
Grade 5134144130
Grade 6149136139
Grade 7125151142
Grade 8121130146
Grade 9153147145
Grade 10142153133
Grade 11126117139
Grade 12126125126
Total Students1,7711,7691,743
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 Students177117691743
Female862855855
Male909914888
Asian1199
Black146143143
Hispanic555856
White144914291411
Two or more races110129124
Students with Disabilities197172165
Students without Disabilities157415971578
Economically Disadvantaged657774751
Not Economically Disadvantaged1114995992
English Learners101317
Not English Learners176117561726
Homeless2069
Foster Care312228
Military Connected141615
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 62 55 9 1 0 5
State 50983 36022 2734 1046 5399 1777
Female Division 33 27 2 0 0 1
State 27838 15824 920 366 1921 654
Male Division 29 28 7 1 0 4
State 23145 20198 1814 680 3478 1123
Black Division 2 6 4 0 0 0
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 54 41 5 1 0 4
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 0 6 9 1 0 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 14 29 5 0 0 2
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < 0 <
State 1418 3759 272 31 1845 117
Homeless Division < < < < 0 <
State 232 695 90 42 302 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students13212695.512997.700
Female636298.46310000
Male696492.86695.700
Black12121001210000
Hispanic0<100<10000
White10510095.210398.100
Two or more races0<<<<00
Students with Disabilities161593.81610000
Economically Disadvantaged504896489600
English Learners0<100<10000
Homeless0<<<<00
Foster Care0<<<<00
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 Taken87 / 15.96%89 / 16.27%88 / 16.24%
Advanced Placement Course Enrollment89 / 16.33%91 / 16.64%88 / 16.24%
Dual Enrollment104 / 19.08%103 / 18.83%106 / 19.56%
Governor's School Enrollment58 / 10.64%56 / 10.24%56 / 10.33%
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 130 69 47
State 82483 57560 30
Female Division 71 51 28
State 41546 31230 25
Male Division 59 18 69
State 40937 26330 36
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 113 61 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 47 18 62
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
State LicensuresDivision181212
 State244022791881
Industry CertificationDivision215175185
 State99894109275104601
Total Credentials EarnedDivision233188197
 State137248157490160248
Students Earning One or More CredentialsDivision188168171
 State109089126113128672
CTE CompletersDivision797870
 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 73 87 33 37.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 63 74 28 37.8%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 52 56 21 37.5%
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
60 59.8 61

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
2014-20155,300.004,979.00751.00
2015-20165,086.005,118.00723.00
2016-20175,295.005,607.00810.00

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 Students160913215471651559142
Female785697428575067
Male824638058080975
Asian<<110<<
Black140111291312812
Hispanic527476525
White132211012581391260110
Two or more races884102711313
Students with Disabilities190181602614126
Economically Disadvantaged6778363310171192
English Learners<<101130
Homeless20314878
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 41
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 63
Disorderly or Disruptive Behavior Offenses 125
Alcohol, Tobacco, and Other Drug Offenses 39
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian
Asian0.6320.527
Black8.38613.818.37213.97
Hispanic3.1591.663.3964.47
Native Hawaiian0.059
White83.22879.5683.66575.42
Two or more races6.3184.977.5536.15
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

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 Indian
Asian0.6320.527
Black8.3868.372
Hispanic3.1593.396
Native Hawaiian0.059
White83.22883.665
Two or more races6.3187.553
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 Indian
Asian0.6320.527
Black8.3868.372
Hispanic3.1593.396
Native Hawaiian0.059
White83.22883.665
Two or more races6.3187.553
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 42.842.9442.58
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

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 43.9740.0341.91
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 80.7981.1377.18
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: 9.98 : 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: 11.16 : 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

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 1.6% 12.5% 3.3% 15.9% 9.8% 8%
High Poverty - - - - - -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
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 Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201644%51%2%3%
2016-201746%49%1%4%
2017-201852%45%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 Students72%72%73%75%
Asian<100%87%75%
Black50%51%60%75%
Hispanic69%75%63%75%
White74%74%81%75%
Economically Disadvantaged59%60%62%75%
English Learners<27%53%75%
Students with Disabilities31%33%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 Students77%80%74%70%
Asian<100%89%70%
Black65%65%60%70%
Hispanic82%88%64%70%
White77%81%81%70%
Economically Disadvantaged69%72%63%70%
English Learners<69%57%70%
Students with Disabilities44%46%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 Students72%
Asian<
Black49%
Hispanic63%
White75%
Economically Disadvantaged60%
English Learners<
Students with Disabilities44%

< = 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 Students75%79%
Asian<<
Black60%70%
Hispanic71%78%
White77%79%
Economically Disadvantaged67%73%
English Learners<<
Students with Disabilities45%56%

< = 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 Students89%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White90%86%84%
Economically Disadvantaged74%78%84%
English Learners<65%84%
Students with Disabilities36%56%84%
Homeless<--
Foster Care<--

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students8%9%9%10%
Asian<8%5%10%
Black9%8%9%10%
Hispanic9%11%9%10%
White8%9%9%10%
Economically Disadvantaged11%12%13%10%
English Learners-6%8%10%
Students with Disabilities16%13%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 Progress<46%58%
English Learner Proficiency<--
< = 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 Progress<<<
English Learner Proficiency<<<
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian<<<
Black100%100%97%
Hispanic97%100%100%
White100%99%99%
Economically Disadvantaged100%100%99%
Not Economically Disadvantaged100%99%99%
English Learners<<<
Students with Disabilities98%98%89%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%99%98%
Migrant<<-

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

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