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Manassas City Public Schools

General school information

Division: Manassas City Public Schools
Address: P.O. Box 520 Manassas, VA 20110-5700
Superintendent: Dr. Kevin Newman
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 13 73 60 27 13 72 59 28 10 67 57 33
Female 15 75 60 25 14 74 60 26 11 69 58 31
Male 12 72 60 28 12 71 59 29 10 66 56 34
American Indian 8 62 54 38 13 56 44 44 9 73 64 27
Asian 23 87 64 13 22 85 63 15 24 85 61 15
Black 10 68 58 32 11 68 57 32 9 69 61 31
Hispanic 9 68 59 32 9 68 58 32 6 61 54 39
Native Hawaiian < < < < < < < < < < < <
White 24 88 64 12 24 87 63 13 22 86 64 14
Two or more races 20 82 62 18 18 83 65 17 17 81 64 19
Students with Disabilities 14 49 36 51 11 47 36 53 10 40 30 60
Economically Disadvantaged 9 65 55 35 9 64 55 36 6 58 52 42
English Learners 8 58 50 42 10 65 55 35 6 56 50 44
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 18 73 55 27 16 71 55 29 9 58 49 42
Female 19 74 54 26 18 72 55 28 10 60 50 40
Male 16 73 57 27 14 69 55 31 8 55 47 45
American Indian < < < < < < < < < < < <
Asian 26 89 63 11 30 90 60 10 35 77 42 23
Black 15 72 57 28 10 66 56 34 6 62 56 38
Hispanic 16 69 53 31 15 67 52 33 5 49 44 51
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 22 85 62 15 24 84 60 16 16 83 66 17
Two or more races 24 80 56 20 14 81 67 19 23 74 52 26
Students with Disabilities 32 63 31 37 19 65 45 35 14 40 26 60
Economically Disadvantaged 17 67 51 33 13 62 49 38 6 51 45 49
English Learners 16 69 53 31 15 68 52 32 6 49 43 51
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 15 72 57 28 16 75 59 25 13 67 54 33
Female 17 73 55 27 16 73 58 27 14 67 53 33
Male 13 71 58 29 15 76 61 24 12 67 55 33
American Indian < < < < < 100 < 0 < < < <
Asian 43 100 57 0 11 83 72 17 21 88 67 13
Black 11 69 57 31 17 69 53 31 10 68 59 32
Hispanic 11 67 56 33 13 71 59 29 9 61 53 39
White 26 86 60 14 26 88 62 12 29 82 54 18
Two or more races 40 80 40 20 19 87 68 13 23 77 54 23
Students with Disabilities 16 47 31 53 15 64 49 36 9 44 35 56
Economically Disadvantaged 9 64 54 36 13 68 55 32 8 60 52 40
English Learners 8 64 56 36 12 72 60 28 8 63 55 37
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 74 57 26 15 72 57 28 13 67 54 33
Female 19 72 53 28 17 76 59 24 14 68 55 32
Male 15 76 61 24 14 69 55 31 13 67 53 33
American Indian < < < < < < < < < 100 < 0
Asian 26 78 52 22 21 89 68 11 33 89 56 11
Black 14 66 52 34 18 67 49 33 16 74 58 26
Hispanic 11 69 58 31 10 68 58 32 9 62 53 38
Native Hawaiian < < < < < < < <
White 37 95 57 5 28 86 58 14 28 81 53 19
Two or more races 22 87 65 13 36 84 48 16 18 79 61 21
Students with Disabilities 17 51 34 49 14 43 29 57 16 46 29 54
Economically Disadvantaged 9 64 55 36 11 65 54 35 8 58 51 42
English Learners 8 61 53 39 10 69 59 31 9 62 53 38
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 19 71 52 29 17 74 57 26 12 70 57 30
Female 22 73 50 27 15 74 59 26 13 73 60 27
Male 16 69 53 31 18 73 55 27 11 66 55 34
Asian 37 85 48 15 38 86 48 14 36 77 41 23
Black 13 57 43 43 12 74 62 26 11 65 54 35
Hispanic 11 66 55 34 12 69 57 31 8 66 58 34
White 42 91 50 9 34 90 55 10 26 85 59 15
Two or more races 20 80 60 20 16 76 60 24 15 81 65 19
Students with Disabilities 15 48 33 52 15 43 28 57 13 30 17 70
Economically Disadvantaged 12 60 48 40 10 64 54 36 6 62 56 38
English Learners 8 46 38 54 11 65 54 35 6 63 57 37
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 11 75 64 25 13 72 59 28 12 71 59 29
Female 14 79 65 21 16 73 58 27 14 72 58 28
Male 8 71 63 29 10 70 60 30 10 71 61 29
American Indian < < < < < 100 < 0
Asian 15 92 77 8 30 95 65 5 25 85 60 15
Black 11 76 65 24 12 64 52 36 11 70 59 30
Hispanic 5 69 64 31 6 67 61 33 8 65 57 35
White 27 92 64 8 30 84 54 16 26 93 67 7
Two or more races 18 77 59 23 25 90 65 10 13 74 61 26
Students with Disabilities 11 44 33 56 6 40 34 60 8 41 33 59
Economically Disadvantaged 5 68 63 32 9 61 52 39 7 61 54 39
English Learners - 45 45 55 6 56 50 44 5 61 56 39
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 64 57 36 7 63 56 37 7 63 57 37
Female 6 64 58 36 9 70 61 30 7 68 61 32
Male 8 64 56 36 6 58 52 42 6 58 52 42
Asian 7 80 73 20 8 62 54 38 14 86 71 14
Black 6 55 48 45 8 64 56 36 6 60 54 40
Hispanic 5 59 55 41 4 56 52 44 3 55 52 45
White 14 81 67 19 17 85 69 15 20 86 67 14
Two or more races 6 76 71 24 11 75 64 25 11 89 78 11
Students with Disabilities 7 35 27 65 5 28 23 72 4 34 30 66
Economically Disadvantaged 5 54 49 46 3 53 50 47 4 52 48 48
English Learners - 26 26 74 1 36 34 64 1 38 37 62
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 85 82 15 4 81 76 19 5 78 73 22
Female 3 90 87 10 4 82 78 18 5 77 71 23
Male 4 80 77 20 5 80 75 20 5 79 74 21
American Indian < < < < < < < < < 100 < 0
Asian 3 87 84 13 11 84 74 16 10 93 83 7
Black 2 86 84 14 - 76 76 24 2 87 85 13
Hispanic 1 82 81 18 2 76 74 24 2 68 65 32
White 7 90 83 10 9 94 84 6 14 91 77 9
Two or more races 12 92 80 8 10 90 81 10 5 100 95 0
Students with Disabilities - 63 63 37 - 47 47 53 7 48 42 52
Economically Disadvantaged 2 78 77 22 1 74 73 26 4 67 64 33
English Learners - 57 57 43 1 62 61 38 1 45 44 55
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 11 72 61 28 13 73 59 27 14 68 55 32
Female 13 77 64 23 16 79 62 21 15 73 58 27
Male 9 67 58 33 11 67 57 33 12 64 51 36
American Indian < < < < < < < < < 100 < 0
Asian 26 76 50 24 26 89 63 11 35 90 55 10
Black 10 64 54 36 10 71 61 29 7 59 52 41
Hispanic 5 67 62 33 9 67 58 33 7 62 55 38
White 21 82 62 18 26 89 62 11 26 83 58 17
Two or more races 18 91 73 9 16 76 60 24 35 89 54 11
Students with Disabilities 7 43 37 57 5 35 29 65 6 33 27 67
Economically Disadvantaged 5 61 56 39 7 62 56 38 8 59 51 41
English Learners 3 44 41 56 2 49 47 51 5 49 44 51
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 7 61 54 39 11 68 57 32 13 63 50 37
Female 6 64 58 36 17 77 60 23 17 70 53 30
Male 7 57 51 43 6 60 54 40 10 56 45 44
Asian 13 53 40 47 15 100 85 0 16 89 74 11
Black 8 49 41 51 5 64 59 36 7 41 33 59
Hispanic 3 58 55 42 9 62 53 38 9 60 51 40
White 16 77 61 23 23 86 62 14 24 79 55 21
Two or more races 6 82 76 18 11 71 61 29 41 82 41 18
Students with Disabilities 5 25 19 75 4 29 26 71 9 20 11 80
Economically Disadvantaged 2 51 48 49 5 56 51 44 7 52 45 48
English Learners 1 26 25 74 4 39 36 61 8 58 50 42
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 15 82 67 18 16 78 62 22 14 73 59 27
Female 19 89 70 11 16 80 64 20 13 76 63 24
Male 11 76 65 24 15 75 60 25 14 70 56 30
American Indian < < < < < < < < < 100 < 0
Asian 32 87 55 13 32 82 50 18 47 91 44 9
Black 11 78 67 22 16 79 63 21 7 80 73 20
Hispanic 7 79 71 21 9 72 63 28 6 63 57 37
White 23 86 62 14 29 92 63 8 26 86 59 14
Two or more races 26 96 70 4 23 82 59 18 30 95 65 5
Students with Disabilities 8 63 55 37 8 43 35 57 3 42 39 58
Economically Disadvantaged 8 74 66 26 9 70 61 30 9 64 56 36
English Learners 4 61 57 39 1 56 55 44 2 40 39 60
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 14 78 64 22 12 74 62 26 11 68 57 32
Female 14 80 66 20 12 75 63 25 11 69 58 31
Male 15 77 62 23 12 73 60 27 11 67 56 33
American Indian 6 56 50 44 5 76 71 24 - 63 63 38
Asian 33 94 60 6 29 89 61 11 26 85 59 15
Black 10 72 62 28 7 68 61 32 8 65 57 35
Hispanic 11 75 64 25 9 71 62 29 8 64 56 36
Native Hawaiian < < < < < < < < < < < <
White 25 89 64 11 22 85 63 15 21 83 62 17
Two or more races 19 84 64 16 22 84 62 16 20 75 56 25
Students with Disabilities 10 51 41 49 9 45 36 55 9 39 30 61
Economically Disadvantaged 10 73 63 27 9 68 60 32 7 61 54 39
English Learners 8 69 61 31 10 67 58 33 7 59 51 41
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 15 74 59 26 15 69 53 31 8 59 51 41
Female 13 73 60 27 13 66 53 34 7 58 51 42
Male 17 74 57 26 17 71 54 29 9 61 52 39
American Indian < < < < < 100 < 0 < 100 < 0
Asian 42 89 47 11 24 95 71 5 23 88 65 12
Black 15 70 55 30 15 65 50 35 4 58 54 42
Hispanic 13 70 57 30 12 64 52 36 5 52 48 48
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 21 88 67 12 26 83 57 17 19 78 59 22
Two or more races 12 84 72 16 22 75 53 25 13 72 59 28
Students with Disabilities 13 47 34 53 15 47 32 53 12 40 28 60
Economically Disadvantaged 11 69 58 31 11 62 52 38 5 53 48 47
English Learners 10 69 58 31 11 66 55 34 6 54 48 46
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 23 82 59 18 18 77 59 23 15 64 49 36
Female 23 82 59 18 16 76 59 24 12 63 50 38
Male 23 81 58 19 20 79 59 21 17 65 48 35
American Indian < < < < < 100 < 0 < 100 < 0
Asian 52 95 43 5 33 94 61 6 28 92 64 8
Black 14 70 55 30 10 66 55 34 10 59 49 41
Hispanic 20 80 60 20 15 75 60 25 11 59 48 41
White 35 93 59 7 33 87 54 13 27 79 51 21
Two or more races 40 90 50 10 26 87 61 13 23 69 46 31
Students with Disabilities 9 61 52 39 15 50 35 50 13 44 32 56
Economically Disadvantaged 17 76 59 24 14 72 58 28 9 56 46 44
English Learners 16 78 62 22 16 76 60 24 12 61 49 39
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 24 82 57 18 21 77 56 23 22 72 50 28
Female 25 80 55 20 21 82 61 18 22 75 53 25
Male 24 83 59 17 20 72 52 28 23 70 47 30
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 48 96 48 4 56 83 28 17 35 90 55 10
Black 21 78 57 22 8 67 59 33 22 69 47 31
Hispanic 17 78 61 22 17 73 56 27 17 69 52 31
Native Hawaiian < 100 < 0 < < < <
White 43 93 50 7 32 92 60 8 43 81 38 19
Two or more races 52 87 35 13 32 88 56 12 30 80 50 20
Students with Disabilities 14 57 43 43 15 51 36 49 15 46 31 54
Economically Disadvantaged 16 76 61 24 15 70 55 30 16 66 50 34
English Learners 10 76 66 24 16 73 57 27 16 68 53 32
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 22 81 59 19 22 86 63 14 12 72 60 28
Female 22 85 63 15 22 84 62 16 12 76 64 24
Male 23 77 55 23 22 87 65 13 11 67 56 33
Asian 37 96 59 4 48 90 43 10 40 90 50 10
Black 13 79 66 21 15 86 71 14 7 66 59 34
Hispanic 14 76 62 24 16 83 67 17 8 67 59 33
White 48 92 45 8 43 94 51 6 18 88 70 13
Two or more races 33 87 53 13 32 88 56 12 29 79 50 21
Students with Disabilities 16 54 39 46 13 63 50 37 12 34 22 66
Economically Disadvantaged 15 76 61 24 13 79 66 21 6 64 58 36
English Learners 4 62 57 38 14 81 68 19 6 64 58 36
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 11 65 54 35 5 60 55 40 9 56 48 44
Female 10 69 59 31 6 62 56 38 10 55 46 45
Male 12 60 48 40 4 57 53 43 8 57 49 43
American Indian < < < < < < < <
Asian 40 90 50 10 7 79 71 21 29 64 36 36
Black 13 57 44 43 6 60 54 40 6 57 51 43
Hispanic 9 61 52 39 2 55 53 45 7 51 44 49
White 20 85 65 15 10 74 64 26 17 80 62 20
Two or more races - 73 73 27 29 65 35 35 12 59 47 41
Students with Disabilities 14 44 30 56 8 29 21 71 12 29 16 71
Economically Disadvantaged 6 57 51 43 4 52 48 48 6 48 42 52
English Learners 1 38 37 63 1 45 44 55 5 47 42 53
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 69 65 31 2 60 57 40 2 53 52 47
Female 2 70 68 30 2 65 63 35 3 59 56 41
Male 6 69 62 31 2 55 53 45 1 48 47 52
Asian < < < < < < < < - 82 82 18
Black 7 70 63 30 4 55 51 45 - 59 59 41
Hispanic 3 68 65 32 1 56 55 44 2 48 47 52
White 9 76 67 24 5 76 71 24 - 65 65 35
Two or more races < < < < 10 81 71 19 9 73 64 27
Students with Disabilities 10 38 28 63 6 38 32 62 3 21 18 79
Economically Disadvantaged 4 67 63 33 1 55 54 45 1 46 45 54
English Learners - 51 51 49 2 44 43 56 1 39 38 61
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 4 78 74 22 1 74 73 26 4 83 79 17
Female 5 80 76 20 1 79 77 21 5 83 78 17
Male 4 76 73 24 1 70 69 30 4 83 79 17
American Indian < < < < < < < < < < < <
Asian 9 95 86 5 6 94 89 6 19 94 75 6
Black - 71 71 29 - 70 70 30 2 75 73 25
Hispanic 2 75 72 25 1 72 71 28 3 82 79 18
Native Hawaiian < 100 < 0
White 10 90 80 10 2 79 77 21 8 91 83 9
Two or more races 6 83 78 17 7 93 87 7 11 93 82 7
Students with Disabilities - 46 46 54 - 40 40 60 1 59 57 41
Economically Disadvantaged 2 72 69 28 1 71 71 29 3 80 77 20
English Learners 1 61 60 39 - 64 64 36 2 75 74 25
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 89 82 11 7 77 71 23 6 74 68 26
Female 6 89 83 11 6 77 71 23 6 75 70 25
Male 7 88 81 12 7 77 70 23 6 73 67 27
American Indian < < < < < < < < < < < <
Asian 23 96 73 4 26 95 68 5 16 84 68 16
Black 2 83 81 17 2 73 71 27 6 65 59 35
Hispanic 5 89 84 11 3 73 70 27 3 72 69 28
White 8 89 81 11 16 85 69 15 15 87 72 13
Two or more races 5 86 81 14 10 90 80 10 9 73 64 27
Students with Disabilities - 63 63 38 - 42 42 58 3 40 36 60
Economically Disadvantaged 4 87 84 13 4 72 68 28 3 72 69 28
English Learners 4 82 78 18 1 57 56 43 2 56 54 44
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 16 89 73 11 12 83 72 17 18 81 62 19
Female 11 86 75 14 11 83 72 17 21 80 59 20
Male 20 91 70 9 12 84 71 16 16 81 66 19
Asian 32 95 63 5 33 90 57 10 35 75 40 25
Black 4 83 78 17 9 74 66 26 17 83 67 17
Hispanic 11 89 78 11 6 84 77 16 11 78 68 22
White 24 89 66 11 16 85 68 15 33 88 55 12
Two or more races 13 87 73 13 20 93 73 7 27 73 47 27
Students with Disabilities 25 81 56 19 < < < < - 29 29 71
Economically Disadvantaged 10 84 74 16 7 76 70 24 11 76 65 24
English Learners 3 89 86 11 3 73 70 27 5 62 57 38
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 9 73 64 27 8 72 64 28 9 72 63 28
Female 7 70 64 30 8 71 63 29 7 70 63 30
Male 11 75 64 25 9 72 64 28 10 73 64 27
American Indian 13 44 31 56 8 62 54 38 < < < <
Asian 21 90 69 10 23 86 64 14 20 87 67 13
Black 8 72 64 28 5 68 62 32 4 71 67 29
Hispanic 5 65 60 35 4 65 61 35 5 66 61 34
Native Hawaiian < < < < < 100 < 0 < < < <
White 18 93 74 7 20 91 72 9 19 89 70 11
Two or more races 17 87 70 13 15 86 71 14 19 83 64 17
Students with Disabilities 8 48 41 52 5 44 38 56 4 40 36 60
Economically Disadvantaged 5 63 58 37 4 62 58 38 5 64 59 36
English Learners 2 48 46 52 3 54 51 46 3 53 50 47
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 19 70 52 30 12 70 58 30 11 70 59 30
Female 14 67 53 33 15 72 57 28 9 68 59 32
Male 23 73 51 27 10 68 58 32 13 71 58 29
American Indian < < < < < < < < < 100 < 0
Asian 36 88 52 12 44 83 39 17 20 85 65 15
Black 13 77 64 23 10 67 57 33 12 72 60 28
Hispanic 10 61 51 39 5 65 59 35 9 65 57 35
Native Hawaiian < < < < < < < <
White 43 92 49 8 30 88 57 13 23 85 62 15
Two or more races 39 87 48 13 27 73 46 27 13 81 68 19
Students with Disabilities 22 51 29 49 14 43 29 57 9 39 30 61
Economically Disadvantaged 9 61 51 39 6 61 55 39 7 63 56 37
English Learners 6 55 50 45 7 63 57 37 7 64 57 36
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 6 71 64 29 6 61 55 39 6 66 60 34
Female 5 67 62 33 6 60 55 40 4 66 63 34
Male 7 74 67 26 7 62 55 38 8 66 58 34
Asian 19 88 69 13 14 79 64 21 13 83 71 17
Black 6 75 68 25 5 54 49 46 - 67 67 33
Hispanic 3 64 61 36 3 52 49 48 3 58 55 42
White 13 86 74 14 17 87 70 13 14 88 74 13
Two or more races 12 82 71 18 7 82 75 18 22 89 67 11
Students with Disabilities 5 40 35 60 5 36 31 64 5 37 32 63
Economically Disadvantaged 3 62 59 38 3 52 49 48 4 57 53 43
English Learners - 35 35 65 - 31 31 69 2 44 42 56
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 71 63 29 6 75 68 25 8 72 64 28
Female 6 69 63 31 6 73 67 27 7 71 64 29
Male 9 73 64 27 6 76 70 24 9 73 63 27
American Indian < < < < < 100 < 0 < < < <
Asian 29 86 57 14 16 97 81 3 21 93 71 7
Black 11 69 58 31 3 75 71 25 2 70 68 30
Hispanic 5 62 58 38 2 67 64 33 5 66 62 34
White 12 91 80 9 18 91 73 9 19 89 69 11
Two or more races 13 88 75 13 11 95 84 5 31 92 62 8
Students with Disabilities 2 46 43 54 - 52 52 48 2 38 36 62
Economically Disadvantaged 4 60 56 40 2 64 62 36 4 63 59 37
English Learners 1 40 39 60 1 51 51 49 - 42 42 58
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 92 84 8 14 94 80 6 11 87 76 13
Female 5 92 87 8 10 94 84 6 10 86 76 14
Male 9 91 82 9 18 95 77 5 12 88 76 12
American Indian < 100 < 0
Asian 15 96 81 4 30 85 55 15 22 85 63 15
Black 9 88 79 12 11 100 89 0 8 87 79 13
Hispanic 2 87 85 13 8 92 84 8 7 87 80 13
Native Hawaiian < < < <
White 11 99 87 1 20 99 79 1 16 86 70 14
Two or more races 11 100 89 0 17 92 75 8 17 94 78 6
Students with Disabilities 14 82 68 18 18 82 64 18 - 38 38 63
Economically Disadvantaged 4 89 85 11 8 90 83 10 5 84 79 16
English Learners - 84 84 16 6 86 80 14 - 70 70 30
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 70 65 30 5 71 66 29 6 70 64 30
Female 3 66 64 34 3 68 65 32 7 65 58 35
Male 6 73 67 27 7 74 66 26 6 75 69 25
American Indian < < < < < < < < < < < <
Asian 11 93 82 7 9 82 73 18 25 92 67 8
Black 3 59 56 41 2 67 65 33 2 67 65 33
Hispanic 2 63 61 37 4 65 62 35 2 63 62 37
White 12 95 83 5 12 94 82 6 21 97 77 3
Two or more races 6 78 72 22 14 100 86 0 21 71 50 29
Students with Disabilities 2 46 43 54 1 44 43 56 - 46 46 54
Economically Disadvantaged 2 61 59 39 3 61 59 39 3 62 59 38
English Learners - 44 44 56 1 48 47 52 1 45 44 55
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 80 62 20 15 77 62 23 15 75 61 25
Female 15 78 63 22 12 74 62 26 12 73 61 27
Male 21 82 62 18 17 79 62 21 17 78 61 22
American Indian - 44 44 56 < < < < - 40 40 60
Asian 35 94 59 6 24 90 66 10 26 92 66 8
Black 12 72 59 28 12 73 61 27 12 74 63 26
Hispanic 14 77 63 23 11 72 61 28 10 70 60 30
Native Hawaiian < < < < < < < < < 100 < 0
White 26 92 66 8 26 90 64 10 25 89 64 11
Two or more races 27 85 58 15 17 84 67 16 21 80 58 20
Students with Disabilities 8 58 49 42 6 49 43 51 9 47 38 53
Economically Disadvantaged 13 73 60 27 10 69 59 31 10 68 58 32
English Learners 12 66 54 34 14 65 51 35 10 61 50 39
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 11 83 72 17 14 83 69 17 11 78 67 22
Female 7 81 74 19 7 80 73 20 8 73 65 27
Male 15 85 70 15 20 85 65 15 15 83 68 17
American Indian < < < < < 100 < 0
Asian 20 93 73 7 21 84 63 16 10 93 83 7
Black 7 81 75 19 21 79 58 21 9 81 72 19
Hispanic 7 78 71 22 8 79 71 21 7 70 63 30
Native Hawaiian < < < <
White 18 93 76 7 24 93 69 7 26 91 65 9
Two or more races 21 96 75 4 11 83 72 17 6 94 88 6
Students with Disabilities 6 72 66 28 14 59 46 41 4 48 45 52
Economically Disadvantaged 7 77 70 23 8 75 66 25 6 67 61 33
English Learners 1 58 57 42 3 64 60 36 1 53 51 47
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 8 69 61 31 6 69 64 31 7 70 64 30
Female 6 68 62 32 4 63 59 37 5 68 63 32
Male 10 70 59 30 7 75 67 25 9 73 64 27
American Indian < 100 < 0 < < < < < < < <
Asian 33 97 63 3 20 70 50 30 9 91 82 9
Black 2 53 52 47 - 69 69 31 3 69 66 31
Hispanic 4 60 56 40 4 66 61 34 6 64 58 36
White 17 91 74 9 15 86 72 14 14 94 80 6
Two or more races 6 76 71 24 7 80 73 20 8 75 67 25
Students with Disabilities 4 37 33 63 4 51 46 49 4 40 36 60
Economically Disadvantaged 4 57 54 43 3 60 58 40 5 62 58 38
English Learners 2 39 37 61 2 53 52 47 3 50 48 50
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 8 80 73 20 9 73 64 27 8 73 65 27
Female 7 76 70 24 6 69 62 31 4 67 64 33
Male 9 84 75 16 11 77 66 23 12 78 66 22
Asian 21 86 64 14 21 100 79 0 29 86 57 14
Black 4 70 65 30 4 70 66 30 2 76 74 24
Hispanic 3 78 75 22 6 65 59 35 5 68 63 32
White 14 92 78 8 15 86 71 14 16 87 71 13
Two or more races 29 71 43 29 14 79 64 21 14 79 64 21
Students with Disabilities 3 56 53 44 3 38 34 62 6 38 31 63
Economically Disadvantaged 5 73 68 28 4 61 57 39 4 69 65 32
English Learners 3 63 60 38 2 48 46 52 1 50 49 50
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 100 77 0 15 100 85 0 16 98 82 2
Female - 100 100 0 8 100 92 0 16 97 81 3
Male < 100 < 0 26 100 74 0 15 100 85 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 11 100 89 0 6 100 94 0
White < 100 < 0 37 100 63 0 13 100 88 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged < 100 < 0 17 100 83 0 - 100 100 0
English Learners < 100 < 0 < 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 21 83 62 17 8 70 62 30 16 76 59 24
Female 15 79 64 21 9 70 61 30 15 75 60 25
Male 25 86 61 14 7 70 63 30 18 77 59 23
American Indian < < < < < < < <
Asian 47 87 40 13 25 92 67 8 29 90 62 10
Black 18 80 62 20 6 73 67 27 17 73 56 27
Hispanic 15 81 65 19 3 62 59 38 9 71 62 29
White 34 93 59 7 20 89 69 11 33 90 56 10
Two or more races 33 83 50 17 14 79 64 21 31 81 50 19
Students with Disabilities 5 49 44 51 - 38 38 62 10 48 38 52
Economically Disadvantaged 15 78 63 22 3 62 59 38 12 68 57 32
English Learners 2 58 56 42 2 41 39 59 2 58 56 42
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 37 85 48 15 37 87 50 13 31 78 46 22
Female 35 83 47 17 33 83 51 17 28 77 49 23
Male 38 87 48 13 41 90 49 10 34 78 44 22
American Indian < < < < < 100 < 0 < < < <
Asian 58 100 42 0 50 100 50 0 45 95 50 5
Black 26 69 43 31 28 70 42 30 23 73 50 27
Hispanic 33 85 53 15 34 88 54 12 29 77 48 23
White 56 91 36 9 55 93 38 8 38 81 42 19
Two or more races 47 89 42 11 32 90 58 10 30 73 42 27
Students with Disabilities 15 66 51 34 15 70 55 30 18 61 42 39
Economically Disadvantaged 29 81 52 19 29 82 53 18 23 71 48 29
English Learners 28 84 56 16 35 88 53 12 31 79 48 21
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: 85.09 State: 89.72 Division: 77.82 State: 88.34 Division: 78.51 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division337333
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten273278262
Kindergarten575618558
Grade 1568589610
Grade 2628584571
Grade 3615619568
Grade 4604598615
Grade 5607599589
Grade 6569614598
Grade 7517562585
Grade 8543536558
Grade 9574632618
Grade 10608556569
Grade 11529585524
Grade 12503450498
Total Students7,7137,8207,723
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 Students771378207723
Female372637873703
Male398740334020
American Indian433132
Asian287281266
Black851840784
Hispanic484150245062
Native Hawaiian9118
White130912451173
Two or more races373388398
Students with Disabilities927943962
Students without Disabilities678668776761
Economically Disadvantaged372248333830
Not Economically Disadvantaged399129873893
English Learners366538233762
Not English Learners404839973961
Homeless456639
Foster Care788
Military Connected638692
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 187 228 12 11 79 29
State 50983 36022 2734 1046 5399 1777
Female Division 97 104 5 0 27 6
State 27838 15824 920 366 1921 654
Male Division 90 124 7 11 52 23
State 23145 20198 1814 680 3478 1123
Asian Division 13 9 0 0 1 0
State 5026 1195 70 18 91 37
Black Division 17 28 3 2 5 3
State 7955 11092 1113 243 1359 742
Hispanic Division 96 149 7 6 70 23
State 5086 5584 317 105 2171 325
White Division 53 31 2 3 3 2
State 30222 16424 1138 618 1586 589
Two or more races Division 8 11 0 0 0 1
State 2468 1543 86 58 162 72
Students with Disabilities Division 1 36 12 0 8 1
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 63 118 7 8 33 16
State 10704 17348 1682 460 2637 1090
English Learners Division 25 118 6 3 67 17
State 1418 3759 272 31 1845 117
Homeless Division < < < < 0 <
State 232 695 90 42 302 61
Foster Care Division < < < < < <
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 Students54642778.243880.27914.5
Female23920686.220686.22711.3
Male3072217223275.65216.9
Asian232295.72295.714.3
Black584882.85086.258.6
Hispanic35125271.825873.57019.9
White948691.58994.733.2
Two or more races201995199500
Students with Disabilities584984.54984.5813.8
Economically Disadvantaged24518876.7196803313.5
English Learners23614963.115264.46728.4
Homeless0<<<<00
Foster Care0<<<<<<
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 Taken328 / 15.09%373 / 16.85%379 / 17.05%
Advanced Placement Course Enrollment337 / 15.51%382 / 17.25%387 / 17.41%
Dual Enrollment132 / 6.07%149 / 6.73%375 / 16.87%
Governor’s School Enrollment17 / .78%12 / .54%14 / .63%
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 420 249 41
State 82483 57560 30
Female Division 216 150 31
State 41546 31230 25
Male Division 204 99 51
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 21 17 19
State 5492 4724 14
Black Division 71 47 34
State 18272 11640 36
Hispanic Division 178 86 52
State 8548 5341 38
White Division 124 82 34
State 46319 33154 28
Two or more races Division 24 17 29
State 3521 2499 29
Students with Disabilities Division 37 24 35
State 5986 3008 50
Economically Disadvantaged Division 141 60 57
State 23516 13119 44
English Learners Division 89 38 57
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
Workplace ReadinessDivision246300389
 State307754231350241
Total Credentials EarnedDivision646871389
 State137248157490159306
Students Earning One or More CredentialsDivision479535389
 State109089126113128000
CTE CompletersDivision204157180
 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 335 619 250 40.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 358 641 251 39.2%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 319 512 212 41.4%
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
69.2 68.6 67.5

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20156,384.006,166.00751.00
2015-20166,125.006,176.00735.00
2016-20176,048.006,304.00804.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

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 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students629810486352111962391261
Female302350830375673002615
Male327554033155523237646
American Indian448286252
Asian275202592024629
Black739137669117677124
Hispanic378867439537543949860
Native Hawaiian<<10073
White119415711301551025178
Two or more races250513036731065
Students with Disabilities745199757189735238
Economically Disadvantaged353367736087423525801
English Learners280344132365613185647
Homeless302036335227
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 49
Offenses Against Staff <
Weapons Offenses 19
Property Offenses 10
All Other Offenses <
Other Offenses Against Persons 204
Disorderly or Disruptive Behavior Offenses 362
Alcohol, Tobacco, and Other Drug Offenses 36
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 Indian0.5580.40.3960.19
Asian3.7210.83.5931.11
Black11.03321.810.74220.22
Hispanic62.76462.264.24662.52
Native Hawaiian0.1170.141
White16.97110.415.92111.32
Two or more races4.8364.44.9624.64
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.5580.396
Asian3.7213.593
Black11.03316.6710.74242.86
Hispanic62.76466.6764.24657.14
Native Hawaiian0.1170.141
White16.97115.921
Two or more races4.83616.674.962
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.5580.396
Asian3.7213.593
Black11.03310.742
Hispanic62.76410064.246100
Native Hawaiian0.1170.141
White16.97115.921
Two or more races4.8364.962
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 57.4359.2757.28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 42.2539.4839.42
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 80.9276.4970.17
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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.88 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 14.68 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%2%
Provisional7%6%
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
2015-201632%65%1%2%
2016-201733%62%1%4%
2017-201835%60%1%4%
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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students67%70%73%75%
Asian82%85%87%75%
Black68%68%60%75%
Hispanic60%64%63%75%
White86%88%81%75%
Economically Disadvantaged58%61%62%75%
English Learners56%59%53%75%
Students with Disabilities40%45%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students68%72%74%70%
Asian86%89%89%70%
Black66%69%60%70%
Hispanic62%67%64%70%
White84%86%81%70%
Economically Disadvantaged60%65%63%70%
English Learners59%63%57%70%
Students with Disabilities38%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 Group​Current Rate​
All Students68%
Asian84%
Black69%
Hispanic61%
White88%
Economically Disadvantaged61%
English Learners53%
Students with Disabilities39%

< = 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 Group​Growth English ReadingGrowth Mathematics
All Students71%69%
Asian84%89%
Black72%70%
Hispanic65%64%
White87%84%
Economically Disadvantaged64%63%
English Learners63%63%
Students with Disabilities49%48%

< = 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 Group​Current Rate​Annual Target​Long Term Goal​
All Students68%84%84%
Asian86%90%84%
Black73%82%84%
Hispanic56%81%84%
White88%86%84%
Economically Disadvantaged60%78%84%
English Learners43%65%84%
Students with Disabilities58%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students17%15%9%10%
Asian11%8%5%10%
Black15%15%9%10%
Hispanic18%16%9%10%
White15%13%9%10%
Economically Disadvantaged19%17%13%10%
English Learners17%15%8%10%
Students with Disabilities24%22%14%10%

< = 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 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 Progress62%46%58%
English Learner Proficiency12%--
< = 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 LearnersNumerator​Denominator​Rate
English Learner Progress1176191062%
English Learner Proficiency299243712%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students98%99%95%
Asian99%99%97%
Black99%99%96%
Hispanic97%99%94%
White99%99%98%
Economically Disadvantaged98%99%95%
Not Economically Disadvantaged98%99%95%
English Learners97%99%93%
Students with Disabilities98%99%97%
Students without Disabilities98%99%95%
Female98%99%96%
Male97%99%94%
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).
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