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Madison County Public Schools

General school information

Division: Madison County Public Schools
Division Number: 56
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.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Madison PrimaryAccredited
Waverly Yowell ElementaryAccredited
Middle Schools
William H. Wetsel MiddleAccredited
High Schools
Madison County HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

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

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

2016-20172017-20182018-2019
Division-1-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten605165
Kindergarten100107107
Grade 1129101107
Grade 2135133106
Grade 3115128127
Grade 4127123131
Grade 5144130122
Grade 6136139133
Grade 7151142143
Grade 8130146144
Grade 9147145147
Grade 10153133138
Grade 11117139114
Grade 12125126142
Total Students1,7691,7431,726

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students176917431726
Female855855836
Male914888890
Asian997
Black143143135
Hispanic585654
Native Hawaiian1--
White142914111397
Two or more races129124132
Students with Disabilities172165146
Students without Disabilities159715781580
Economically Disadvantaged774751716
Not Economically Disadvantaged9959921010
English Learners131715
Not English Learners175617261711
Migrant111
Homeless691
Military Connected161515
Foster Care222814
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 73 44 2 4 4 1
State 50715 36614 2715 1064 5504 1801
Female Division 38 22 1 0 2 1
State 27679 16161 917 351 2003 680
Male Division 35 22 1 4 2 0
State 23036 20453 1798 713 3501 1121
Black Division 6 4 0 0 1 0
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 59 37 2 4 3 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division < < < < < <
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 13 25 1 2 2 0
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
Foster Care Division < < < < < <
State 23 134 26 19 67 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students128119931249743
Female646195629723
Male645891629723
Black111091109119
Hispanic<<<<<00
White10598931029733
Two or more races<<100<10000
Students with Disabilities<<<<<<<
Economically Disadvantaged433991419525
Homeless<<<<<00
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken89 / 16.27%88 / 16.24%45 / 8.29%
Advanced Placement Course Enrollment91 / 16.64%88 / 16.24%45 / 8.29%
Dual Enrollment103 / 18.83%106 / 19.56%117 / 21.55%
Governor's School Enrollment56 / 10.24%56 / 10.33%64 / 11.79%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision1165354
State85,89957,72533
FemaleDivision603443
State43,22531,59927
MaleDivision561966
State42,67426,12639
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision944552
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision421271
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
State LicensuresDivision121211
 State2,2791,8812,231
Industry CertificationDivision175185240
 State109,275104,601107,234
Workplace ReadinessDivision1--
 State42,31350,24144,892
Total Credentials EarnedDivision188197251
 State157,490160,248158,452
Students Earning One or More CredentialsDivision168171213
 State126,113128,672126,041
CTE CompletersDivision787075
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division5,086.005,118.00723.00
State6,084.004,849.00812.00
2016-2017Division5,295.005,607.00810.00
State6,248.005,052.00871.00
2017-2018Division5,722.005,745.00828.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,5471651,5591421,541137
Female742857506775072
Male805808097579165
American Indian----<<
Asian110<<<<
Black12913128121318
Hispanic476525515
White1,2581391,2601101,244109
Two or more races10271131310713
Students with Disabilities160261412612616
Economically Disadvantaged6331017119267396
English Learners101130162
Homeless1487888
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 38
Disorderly or Disruptive Behavior Offenses 84
Other Offenses Against Persons 84
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 88
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian------
Asian0.60.50.5
Black8.413.88.4148.522
Hispanic3.21.73.44.53.31.8
Native Hawaiian--0.1--
White83.279.683.775.483.570.7
Two or more races6.357.66.17.35.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian0.60.50.5
Black8.48.48.5
Hispanic3.23.43.3
Native Hawaiian0.1
White83.283.783.5
Two or more races6.37.67.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian------
Asian0.60.50.5
Black8.48.48.5
Hispanic3.23.43.3
Native Hawaiian--0.1--
White83.283.783.5100
Two or more races6.37.67.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 42.646.245
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 41.942.642.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 77.17878.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 9.73 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11.33 : 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 All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) 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
  All Teachers Special Education Teachers
Division5.6%0.7%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201746%49%1%4%
2017-201851%45%1%3%
2018-201951%45%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or 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 Students70%71%73%75%
Asian<<87%75%
Black54%52%60%75%
Hispanic74%74%63%75%
White71%73%81%75%
Economically Disadvantaged57%59%62%75%
English Learners<22%53%75%
Students with Disabilities33%32%39%75%

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

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 Students80%80%74%70%
Asian<<89%70%
Black68%66%60%70%
Hispanic86%86%64%70%
White81%80%81%70%
Economically Disadvantaged73%72%63%70%
English Learners<67%57%70%
Students with Disabilities39%44%42%70%

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

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

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Student GroupCurrent Rate
All Students81%
Asian-
Black65%
Hispanic76%
White83%
Economically Disadvantaged73%
English Learners