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

Martinsville City Public Schools

General school information

Division: Martinsville City Public Schools
Division Number: 116
Address: 746 Indian Trail Martinsville, VA 24112-5548
Superintendent: Dr. Zebedee Talley
Region: 6
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
Albert Harris ElementaryAccredited
Patrick Henry ElementaryAccredited
Middle Schools
Martinsville MiddleAccredited
High Schools
Martinsville 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 10 56 65 35 11 58 69 31 11 56 67 33
Female 12 57 68 32 11 60 71 29 9 63 72 28
Male 7 55 62 38 11 56 67 33 12 50 62 38
American Indian < < < < < < 100 0 < < 100 0
Asian 14 86 100 0 13 87 100 0 26 68 95 5
Black 6 50 56 44 8 54 62 38 6 53 59 41
Hispanic 4 61 65 35 9 60 69 31 8 59 67 33
White 20 64 84 16 19 65 85 15 24 60 84 16
Two or more races 12 62 74 26 11 61 71 29 9 62 70 30
Students with Disabilities 12 20 32 68 19 24 43 57 19 19 38 62
Students without Disabilities 9 59 69 31 10 62 72 28 10 61 70 30
Economically Disadvantaged 6 54 60 40 7 57 65 35 8 55 62 38
Not Economically Disadvantaged 17 59 75 25 19 60 79 21 17 59 76 24
English Learners 6 57 64 36 - 44 44 56 - 36 36 64
Homeless < < < < < < < < 4 28 32 68
Military Connected - 91 91 9 < < < <
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 12 60 72 28 13 46 59 41 8 48 56 44
Female 11 64 75 25 16 47 62 38 3 60 63 37
Male 13 57 70 30 10 45 55 45 11 39 50 50
Asian < < 100 0 < < 100 0
Black 7 63 70 30 12 38 50 50 4 46 50 50
Hispanic 9 45 55 45 7 43 50 50 - 54 54 46
White 19 61 81 19 19 59 78 22 23 55 77 23
Two or more races < < < < 10 60 70 30 < < < <
Students with Disabilities 29 29 59 41 17 13 29 71 5 20 25 75
Students without Disabilities 10 64 74 26 12 51 64 36 8 52 60 40
Economically Disadvantaged 10 62 72 28 11 45 56 44 6 47 53 47
Not Economically Disadvantaged 17 57 74 26 18 47 65 35 14 52 66 34
English Learners 8 38 46 54 - 50 50 50 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 15 56 71 29 14 55 69 31 11 52 64 36
Female 17 58 74 26 12 59 71 29 10 60 70 30
Male 14 54 68 32 15 53 68 33 12 45 57 43
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 53 62 38 12 53 65 35 7 49 57 43
Hispanic 11 56 67 33 13 50 63 38 7 57 64 36
White 34 56 90 10 23 63 87 13 22 63 84 16
Two or more races < < < < < < < < 30 20 50 50
Students with Disabilities - 17 17 83 33 24 57 43 17 17 33 67
Students without Disabilities 17 59 76 24 10 61 71 29 10 59 69 31
Economically Disadvantaged 6 58 65 35 11 57 68 32 8 52 60 40
Not Economically Disadvantaged 36 51 87 13 22 51 73 27 20 52 72 28
English Learners 11 63 74 26 - 50 50 50 - 58 58 42
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 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 8 48 56 44 20 53 73 27 14 56 70 30
Female 12 53 65 35 22 58 80 20 12 65 76 24
Male 4 43 47 53 18 48 66 34 15 48 63 37
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 43 47 53 11 51 62 38 8 60 68 32
Hispanic - 61 61 39 25 50 75 25 13 27 40 60
White 21 53 74 26 36 57 93 7 30 53 83 17
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 25 25 75 8 15 23 77 33 11 44 56
Students without Disabilities 9 51 59 41 21 56 78 22 11 63 74 26
Economically Disadvantaged 5 43 48 52 12 57 69 31 11 56 67 33
Not Economically Disadvantaged 13 57 70 30 38 44 82 18 20 56 76 24
English Learners - 56 56 44 < < < < - 20 20 80
Homeless < < < <
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 9 51 60 40 9 61 70 30 16 62 78 22
Female 14 51 64 36 9 64 73 27 17 70 87 13
Male 3 52 56 44 8 58 67 33 14 55 69 31
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 43 47 53 6 57 64 36 7 61 69 31
Hispanic - 76 76 24 - 70 70 30 18 59 76 24
White 25 53 78 22 14 66 80 20 37 54 90 10
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 8 8 92 24 29 53 47 15 15 31 69
Students without Disabilities 10 56 66 34 7 65 72 28 16 66 82 18
Economically Disadvantaged 4 53 57 43 4 57 61 39 10 66 76 24
Not Economically Disadvantaged 23 49 71 29 17 67 83 17 26 55 81 19
English Learners 5 76 81 19 < < < < < < < <
Homeless < < 100 0 < < 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 15 59 73 27 10 57 68 32 11 62 73 27
Female 25 48 73 27 8 59 68 32 10 64 75 25
Male 6 68 74 26 13 55 68 32 12 61 72 28
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 55 67 33 6 53 59 41 7 61 68 32
Hispanic 7 67 73 27 11 61 72 28 11 67 78 22
White 26 65 90 10 21 66 86 14 17 67 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 12 35 47 53 < < < < 25 31 56 44
Students without Disabilities 15 62 77 23 10 58 68 32 9 66 76 24
Economically Disadvantaged 10 60 71 29 8 57 65 35 8 56 64 36
Not Economically Disadvantaged 24 55 79 21 17 60 77 23 16 73 89 11
English Learners 10 60 70 30 < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < <
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 5 50 55 45 6 63 69 31 10 53 63 37
Female 6 52 58 42 6 64 70 30 4 56 60 40
Male 4 47 51 49 6 62 68 32 17 49 67 33
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 38 40 60 4 59 63 37 6 44 51 49
Hispanic - 52 52 48 6 63 69 31 - 76 76 24
White 17 70 87 13 14 72 86 14 21 61 82 18
Two or more races < < < < < < < < < < < <
Students with Disabilities - 9 9 91 13 27 40 60 < < < <
Students without Disabilities 5 53 59 41 5 67 72 28 9 55 64 36
Economically Disadvantaged 2 47 49 51 4 61 66 34 8 53 62 38
Not Economically Disadvantaged 11 54 65 35 11 66 76 24 18 50 68 32
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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 4 64 67 33 4 73 77 23 4 59 63 37
Female 1 66 68 33 2 73 75 25 4 65 69 31
Male 6 61 67 33 5 73 78 22 3 54 57 43
Asian < < 100 0 < < 100 0 < < < <
Black 3 55 58 42 1 71 72 28 1 52 53 47
Hispanic 7 67 73 27 - 80 80 20 6 69 75 25
White 2 85 88 12 9 74 83 17 12 72 84 16
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 29 12 41 59 15 25 40 60 9 27 36 64
Students without Disabilities 1 70 70 30 2 81 83 17 3 62 65 35
Economically Disadvantaged 5 54 60 40 - 70 70 30 1 54 56 44
Not Economically Disadvantaged 1 76 78 22 10 80 90 10 7 67 74 26
English Learners < < < < < < < < < < < <
Homeless < < < <
< = 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 8 51 59 41 7 59 66 34 9 50 59 41
Female 8 57 65 35 8 58 66 34 6 59 65 35
Male 8 46 54 46 7 59 66 34 13 40 52 48
Asian < < < < < < 100 0 < < 100 0
Black 4 49 53 47 4 53 58 42 5 42 47 53
Hispanic 9 43 51 49 7 70 77 23 13 63 75 25
White 18 59 77 23 13 66 79 21 14 64 79 21
Two or more races 7 50 57 43 < < < < < < < <
Students with Disabilities 25 4 29 71 17 8 25 75 30 20 50 50
Students without Disabilities 6 56 62 38 6 66 72 28 7 52 60 40
Economically Disadvantaged 8 45 53 47 4 56 60 40 9 45 55 45
Not Economically Disadvantaged 8 61 69 31 13 63 76 24 7 68 75 25
English Learners 6 28 33 67 < < < < < < < <
Homeless < < < < < < 100 0 < < < <
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 4 42 46 54 5 55 59 41 8 50 59 41
Female 6 50 56 44 6 53 59 41 6 59 65 35
Male 1 35 36 64 3 56 59 41 11 40 52 48
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 39 42 58 4 46 50 50 4 43 46 54
Hispanic 5 29 33 67 7 71 79 21 13 63 75 25
White 6 58 65 35 3 72 76 24 14 64 79 21
Two or more races < < < < < < < < < < < <
Students with Disabilities - - - 100 19 6 25 75 < < < <
Students without Disabilities 4 46 50 50 3 61 64 36 7 52 60 40
Economically Disadvantaged 4 35 39 61 1 53 54 46 9 45 55 45
Not Economically Disadvantaged 3 53 56 44 10 57 67 33 4 70 74 26
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < < <
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 58 70 30 10 62 72 28 < < 100 0
Male 13 55 68 32 10 61 71 29 < < 100 0
Black 6 56 62 38 5 61 66 34 < < 100 0
Students with Disabilities 41 6 47 53 15 10 25 75 < < 100 0
Not Economically Disadvantaged 12 68 79 21 17 69 85 15 < < 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 8 57 66 34 9 61 70 30 8 71 80 20
Female 8 61 69 31 7 66 73 27 6 77 83 17
Male 9 54 63 37 10 58 67 33 10 66 76 24
American Indian < < < < < < 100 0 < < 100 0
Asian 33 67 100 0 24 65 88 12 19 81 100 0
Black 5 54 59 41 5 59 64 36 5 69 74 26
Hispanic 9 62 71 29 8 66 73 27 9 78 87 13
White 14 65 79 21 17 66 82 18 16 71 88 12
Two or more races 9 57 65 35 10 65 75 25 7 72 80 20
Students with Disabilities 12 21 34 66 19 25 44 56 13 39 53 47
Students without Disabilities 8 61 69 31 7 66 73 27 8 75 83 17
Economically Disadvantaged 6 56 62 38 6 60 66 34 7 70 76 24
Not Economically Disadvantaged 14 60 74 26 15 64 79 21 13 74 86 14
English Learners 7 60 67 33 3 56 59 41 3 74 78 22
Homeless < < < < 20 70 90 10 - 75 75 25
Military Connected 20 60 80 20 18 55 73 27
Foster Care < < < < < < 100 0
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 6 61 67 33 7 58 64 36 8 65 74 26
Female 5 64 70 30 7 62 68 32 5 68 73 27
Male 6 58 64 36 7 54 61 39 11 63 74 26
Asian < < < < < < 100 0
Black 2 59 61 39 5 52 57 43 4 67 71 29
Hispanic 9 73 82 18 - 71 71 29 8 69 77 23
White 11 68 78 22 11 73 84 16 19 61 81 19
Two or more races < < < < 10 50 60 40 < < < <
Students with Disabilities 24 29 53 47 17 22 39 61 - 30 30 70
Students without Disabilities 4 65 69 31 5 64 69 31 10 71 81 19
Economically Disadvantaged 4 63 67 33 7 54 61 39 7 67 74 26
Not Economically Disadvantaged 10 56 67 33 6 67 73 27 14 59 72 28
English Learners - 71 71 29 6 69 75 25 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < <
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 13 59 71 29 18 51 70 30 11 70 81 19
Female 10 67 77 23 17 56 73 27 8 73 81 19
Male 15 51 66 34 20 48 68 33 13 67 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 54 62 38 15 48 63 37 10 65 75 25
Hispanic 11 72 83 17 19 56 75 25 7 86 93 7
White 24 60 83 17 30 53 83 17 16 75 91 9
Two or more races < < 100 0 < < < < 10 70 80 20
Students with Disabilities 8 15 23 77 33 24 57 43 17 33 50 50
Students without Disabilities 13 63 76 24 16 56 72 28 10 76 86 14
Economically Disadvantaged 9 56 65 35 16 53 69 31 10 66 76 24
Not Economically Disadvantaged 21 64 85 15 27 46 73 27 13 78 91 9
English Learners 10 80 90 10 8 50 58 42 8 83 92 8
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < < < < < 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 12 46 58 42 12 56 68 33 11 66 77 23
Female 12 49 61 39 12 59 71 29 9 78 87 13
Male 13 43 55 45 12 52 64 36 13 55 68 32
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 40 50 50 2 53 55 45 7 67 74 26
Hispanic - 61 61 39 19 57 76 24 13 75 88 13
White 27 48 76 24 29 56 85 15 24 55 79 21
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 20 13 33 67 8 15 23 77 26 32 58 42
Students without Disabilities 11 49 61 39 12 59 71 29 8 72 80 20
Economically Disadvantaged 6 45 51 49 8 55 64 36 9 63 73 27
Not Economically Disadvantaged 25 47 72 28 20 56 76 24 13 73 87 13
English Learners - 56 56 44 < < < < - 73 73 27
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 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 10 65 75 25 11 63 74 26 14 67 81 19
Female 7 74 81 19 8 73 81 19 12 71 83 17
Male 13 56 69 31 13 55 68 32 17 62 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 65 70 30 6 66 72 28 4 68 71 29
Hispanic 12 71 82 18 - 74 74 26 19 69 88 13
White 13 68 81 19 26 49 74 26 29 63 93 7
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 8 23 31 69 24 24 47 53 - 62 62 38
Students without Disabilities 10 70 80 20 9 68 77 23 16 67 83 17
Economically Disadvantaged 8 61 69 31 3 62 65 35 10 68 78 22
Not Economically Disadvantaged 15 79 94 6 23 65 88 12 23 64 87 13
English Learners 19 67 86 14 < < < < < < < <
Homeless < < 100 0 < < 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 2 13 14 86 2 41 43 57 5 42 47 53
Female - 4 4 96 - 44 44 56 - 46 46 54
Male 3 18 21 79 4 38 43 57 8 40 48 53
American Indian < < 100 0
Black - 14 14 86 3 36 39 61 5 35 40 60
Hispanic < < < < - 47 47 53 < < < <
White < < < < - 60 60 40 - 64 64 36
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 7 14 86 < < < < 23 15 38 62
Students without Disabilities - 14 14 86 - 44 44 56 - 49 49 51
Economically Disadvantaged - 11 11 89 1 41 42 58 - 40 40 60
Not Economically Disadvantaged 6 18 24 76 4 43 48 52 17 50 67 33
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 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 1 36 38 62 3 49 51 49 4 74 78 22
Female 3 40 43 57 - 47 47 53 2 76 78 22
Male - 33 33 67 5 50 55 45 7 71 78 22
Asian < < 100 0
Black 2 28 30 70 2 45 47 53 4 69 73 28
Hispanic - 42 42 58 < < < < - 89 89 11
White - 46 46 54 < < < < 13 75 88 13
Two or more races < < < < < < < < < < < <
Students with Disabilities - 10 10 90 15 31 46 54 30 40 70 30
Students without Disabilities 1 40 42 58 - 52 52 48 2 77 78 22
Economically Disadvantaged 2 35 36 64 - 46 46 54 3 72 76 24
Not Economically Disadvantaged - 41 41 59 11 56 67 33 7 78 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 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 2 86 87 13 1 79 80 20 4 80 84 16
Female 2 87 89 11 1 80 82 18 5 87 91 9
Male 1 85 86 14 - 78 78 22 3 73 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 88 89 11 1 76 78 22 2 79 81 19
Hispanic 4 81 85 15 - 79 79 21 5 84 89 11
White 2 88 90 10 - 84 84 16 10 76 85 15
Two or more races - 70 70 30 < < < < - 90 90 10
Students with Disabilities - 80 80 20 - 32 32 68 - 79 79 21
Students without Disabilities 2 86 88 12 1 86 86 14 5 80 84 16
Economically Disadvantaged 1 84 85 15 1 76 77 23 2 80 82 18
Not Economically Disadvantaged 4 88 92 8 - 87 87 13 8 79 86 14
English Learners - 77 77 23 - 75 75 25 - 91 91 9
Homeless < < 100 0 < < 100 0
Military Connected < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 47 50 50 < < 100 0 12 77 88 12
Female - 47 47 53 < < 100 0 18 77 95 5
Male 5 47 52 48 < < 100 0 7 77 83 17
Asian < < 100 0 < < 100 0
Black - 38 38 63 < < 100 0 8 72 80 20
Hispanic 8 46 54 46 10 80 90 10
White 3 69 72 28 < < 100 0 15 85 100 0
Two or more races < < < < < < 100 0
Students with Disabilities < < < <
Students without Disabilities 3 51 54 46 < < 100 0 12 77 88 12
Economically Disadvantaged 3 45 48 52 < < 100 0 6 84 91 9
Not Economically Disadvantaged 3 50 53 47 < < 100 0 20 65 85 15
English Learners < < < <
Homeless < < 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 24 73 97 3 11 83 94 6 6 88 95 5
Female 35 62 97 3 10 89 98 2 3 94 97 3
Male 16 82 98 2 13 78 91 9 9 83 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 78 95 5 6 88 94 6 1 93 94 6
Hispanic 30 70 100 0 16 84 100 0 17 78 94 6
White 33 67 100 0 12 79 91 9 9 89 97 3
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 25 73 97 3 11 84 95 5 6 90 97 3
Economically Disadvantaged 19 79 98 2 9 87 95 5 7 87 94 6
Not Economically Disadvantaged 31 66 97 3 16 78 93 7 5 90 95 5
English Learners < < 100 0 < < < <
Homeless < < 100 0
< = 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 7 60 67 33 6 66 72 28 9 59 68 32
Female 6 60 67 33 4 69 73 27 8 60 68 32
Male 9 60 68 32 9 62 71 29 10 59 68 32
Asian < < < < < < 100 0 30 70 100 0
Black 4 54 58 42 3 61 64 36 6 56 62 38
Hispanic 4 61 66 34 7 64 71 29 8 59 67 33
White 15 71 86 14 15 75 89 11 18 65 82 18
Two or more races 12 73 85 15 4 87 91 9 7 74 81 19
Students with Disabilities 16 34 50 50 9 33 41 59 12 38 50 50
Students without Disabilities 7 63 69 31 6 69 75 25 9 62 70 30
Economically Disadvantaged 5 55 60 40 4 64 68 33 8 58 66 34
Not Economically Disadvantaged 12 69 81 19 12 69 81 19 11 62 74 26
English Learners 5 41 46 54 3 35 39 61 - 46 46 54
Homeless < < < < < < 100 0 - 36 36 64
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
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 11 46 57 43 11 56 68 33 20 53 73 27
Female 12 45 57 43 8 63 71 29 22 52 74 26
Male 10 47 57 43 14 49 64 36 18 54 72 28
Asian < < < < < < 100 0 < < 100 0
Black 5 42 48 52 3 48 51 49 16 55 71 29
Hispanic - 61 61 39 20 60 80 20 13 56 69 31
White 27 48 76 24 20 73 93 7 34 41 76 24
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 20 33 53 47 - 23 23 77 26 37 63 37
Students without Disabilities 10 47 57 43 12 59 71 29 19 55 74 26
Economically Disadvantaged 6 41 47 53 9 52 61 39 19 49 68 32
Not Economically Disadvantaged 21 55 75 25 16 66 82 18 22 60 82 18
English Learners - 50 50 50 < < < < - 64 64 36
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 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 5 61 66 34 7 65 72 28 7 65 72 28
Female 2 58 59 41 3 67 70 30 4 63 67 33
Male 8 64 72 28 12 63 75 25 10 68 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 53 55 45 5 63 68 32 2 60 63 37
Hispanic 10 48 57 43 6 50 56 44 - 76 76 24
White 10 84 94 6 17 72 90 10 18 71 89 11
Two or more races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 13 40 53 47 < < < <
Students without Disabilities 5 63 69 31 7 68 75 25 6 66 72 28
Economically Disadvantaged 3 58 61 39 3 66 69 31 7 64 71 29
Not Economically Disadvantaged 9 68 77 23 18 63 82 18 4 71 75 25
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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 7 64 71 29 2 76 78 22 7 62 69 31
Female 8 67 75 25 - 82 82 18 4 65 70 30
Male 7 61 68 32 3 71 74 26 9 60 69 31
Asian < < 100 0 < < 100 0
Black 4 61 65 35 1 73 74 26 2 56 59 41
Hispanic - 67 67 33 - 87 87 13 17 53 70 30
White 15 69 85 15 5 79 84 16 10 80 90 10
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 43 43 57 - 23 23 77 - 67 67 33
Students without Disabilities 8 66 74 26 2 82 84 16 8 62 70 30
Economically Disadvantaged 4 57 61 39 1 74 76 24 5 62 67 33
Not Economically Disadvantaged 14 78 92 8 3 81 84 16 10 63 73 27
English Learners < < < < < < < < - 45 45 55
Homeless < < 100 0
Military Connected < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 74 85 15 5 75 80 20 < < 100 0
Female 7 71 79 21 6 74 79 21 < < 100 0
Male 15 75 90 10 4 77 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 50 60 40 - 60 60 40 < < 100 0
Hispanic < < 100 0 < < 100 0
White 16 79 95 5 11 81 93 7 < < 100 0
Two or more races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 9 76 85 15 5 75 80 20 < < 100 0
Economically Disadvantaged 8 69 77 23 - 76 76 24
Not Economically Disadvantaged 14 76 90 10 10 74 84 16 < < 100 0
English Learners < < 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 1 69 70 30 4 65 69 31 3 57 60 40
Female - 72 72 28 2 68 70 30 4 59 62 38
Male 3 66 69 31 6 62 68 32 3 55 59 41
Asian < < 100 0 < < 100 0
Black 1 63 64 36 1 63 64 36 2 54 56 44
Hispanic - 71 71 29 3 58 61 39 - 56 56 44
White 4 82 86 14 10 74 85 15 11 63 74 26
Two or more races < < < < < < < < - 60 60 40
Students with Disabilities - 42 42 58 - 50 50 50 - 20 20 80
Students without Disabilities 2 72 73 27 4 66 71 29 4 62 65 35
Economically Disadvantaged 1 66 67 33 2 63 64 36 1 56 57 43
Not Economically Disadvantaged 2 74 77 23 7 70 77 23 8 58 66 34
English Learners < < < < - 23 23 77 - 40 40 60
Homeless < < < <
< = 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 15 59 74 26 18 58 75 25 17 53 69 31
Female 12 63 75 25 17 58 75 25 14 58 71 29
Male 18 55 74 26 18 58 76 24 19 48 67 33
Asian < < 100 0 < < < < 60 40 100 0
Black 9 59 68 32 11 58 70 30 11 53 64 36
Hispanic 14 66 79 21 15 65 80 20 14 57 71 29
White 27 59 87 13 32 52 84 16 34 48 82 18
Two or more races 23 46 69 31 24 56 80 20 10 59 69 31
Students with Disabilities 17 22 39 61 7 34 42 58 12 32 43 57
Students without Disabilities 15 63 78 22 19 60 79 21 17 55 72 28
Economically Disadvantaged 11 58 69 31 13 57 71 29 15 50 66 34
Not Economically Disadvantaged 23 62 85 15 26 59 85 15 19 57 76 24
English Learners 13 55 68 32 3 59 63 38 5 40 45 55
Homeless < < 100 0 < < < < - 29 29 71
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
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 5 63 68 32 4 69 73 27 3 57 60 40
Female 1 66 67 33 3 65 68 32 2 66 68 32
Male 9 59 68 32 6 73 79 21 4 50 54 46
Asian < < 100 0 < < < <
Black 1 57 58 42 1 72 73 27 3 49 51 49
Hispanic - 79 79 21 - 82 82 18 - 85 85 15
White 16 71 87 13 14 60 74 26 8 75 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities - - - 100 - 41 41 59 - 18 18 82
Students without Disabilities 5 67 72 28 5 72 77 23 4 62 66 34
Economically Disadvantaged 3 59 62 38 1 64 65 35 3 48 52 48
Not Economically Disadvantaged 8 69 77 23 12 79 90 10 3 72 75 25
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
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 5 60 65 35 2 55 57 43 8 46 54 46
Female 4 68 73 27 1 58 59 41 10 47 57 43
Male 6 52 58 42 2 53 55 45 7 45 52 48
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 56 57 43 2 45 47 53 4 44 48 52
Hispanic 5 74 79 21 - 61 61 39 5 38 43 57
White 17 63 80 20 - 69 69 31 25 54 79 21
Two or more races < < < < < < < < 9 45 55 45
Students with Disabilities - 25 25 75 - 35 35 65 7 27 33 67
Students without Disabilities 6 64 69 31 2 57 59 41 8 48 56 44
Economically Disadvantaged 1 56 56 44 1 51 52 48 5 48 53 47
Not Economically Disadvantaged 15 69 83 17 4 64 67 33 15 42 57 43
English Learners < < < < - 54 54 46 - 9 9 91
Homeless < < < < < < < <
Military Connected < < 100 0
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 10 70 80 20 26 67 93 7 15 51 66 34
Female 3 75 78 22 20 69 90 10 7 59 66 34
Male 16 66 81 19 34 63 97 3 23 44 67 33
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 73 76 24 17 74 91 9 8 51 59 41
Hispanic 7 71 79 21 8 83 92 8 16 48 64 36
White 21 64 86 14 52 48 100 0 35 48 84 16
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 40 40 60 < < < < 7 43 50 50
Students without Disabilities 11 74 85 15 26 68 94 6 16 52 68 32
Economically Disadvantaged 3 73 76 24 20 73 94 6 9 49 57 43
Not Economically Disadvantaged 24 63 88 12 34 58 92 8 24 54 78 22
English Learners < < < < < < < < - 40 40 60
Homeless < < < <
Military Connected < < < <
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 21 65 85 15 31 52 83 17 24 59 83 17
Female 18 65 83 17 29 52 81 19 22 59 81 19
Male 23 64 87 13 33 52 85 15 27 58 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 69 82 18 21 56 77 23 15 63 78 22
Hispanic 24 57 81 19 31 62 92 8 12 82 94 6
White 34 63 97 3 62 31 93 7 52 36 88 12
Two or more races < < < < < < < < < < < <
Students with Disabilities - 45 45 55 8 38 46 54 < < < <
Students without Disabilities 22 66 88 12 34 53 87 13 25 60 85 15
Economically Disadvantaged 17 63 81 19 27 53 80 20 25 56 82 18
Not Economically Disadvantaged 27 67 94 6 42 47 89 11 20 68 88 12
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 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 31 44 75 25 31 49 80 20 28 54 82 18
Female 32 44 76 24 35 48 83 17 22 61 84 16
Male 30 43 74 26 28 50 78 22 33 48 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black 23 48 71 29 20 52 72 28 22 60 82 18
Hispanic 22 56 78 22 40 50 90 10 38 44 81 19
White 53 31 84 16 48 43 90 10 33 44 78 22
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 27 9 36 64 8 8 17 83 6 44 50 50
Students without Disabilities 31 46 78 22 33 52 86 14 31 56 86 14
Economically Disadvantaged 26 44 69 31 24 53 77 23 29 49 78 22
Not Economically Disadvantaged 42 44 86 14 48 40 88 13 24 66 90 10
English Learners 25 50 75 25 < < < < 18 45 64 36
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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-2-
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-kindergarten115139139
Kindergarten142122119
Grade 1139140122
Grade 2144140139
Grade 3160135142
Grade 4147151141
Grade 5162138151
Grade 6158154136
Grade 7137140150
Grade 8132130139
Grade 9166152144
Grade 10129145138
Grade 11136118144
Grade 12149138126
Total Students2,0161,9421,930

< = 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 Students201619421930
Female961932935
Male10551010995
American Indian423
Asian262623
Black119811751120
Hispanic237242265
White454390396
Two or more races97107123
Students with Disabilities223215231
Students without Disabilities179317271699
Economically Disadvantaged118812431246
Not Economically Disadvantaged828699684
English Learners195176176
Not English Learners182117661754
Homeless7186
Military Connected141719
Foster Care1022
< = 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 63 68 4 0 11 4
State 50715 36614 2715 1064 5504 1801
Female Division 30 32 1 0 2 1
State 27679 16161 917 351 2003 680
Male Division 33 36 3 0 9 3
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 30 47 1 0 7 4
State 7794 10864 1035 246 1353 673
Hispanic Division 8 5 0 0 2 0
State 5184 6274 354 116 2441 386
White Division 24 12 3 0 2 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 1 13 4 0 1 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 23 47 1 0 10 2
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < < <
State 1263 4111 306 32 2060 159
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
< = 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 Students1501359013590117
Female666396639623
Male8472867286911
Asian<<100<10000
Black897888788878
Hispanic1513871387213
White413995399525
Two or more races<<100<10000
Students with Disabilities191895189515
Economically Disadvantaged83718671861012
English Learners<<<<<<<
Homeless<<100<10000
Military Connected<<100<10000
< = 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 Taken - - -
Advanced Placement Course Enrollment40 / 6.75%103 / 17.76%121 / 21.88%
Dual Enrollment200 / 33.73%115 / 19.83%106 / 19.17%
Governor's School Enrollment24 / 4.05%20 / 3.45%25 / 4.52%
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 StudentsDivision1379034
State85,89957,72533
FemaleDivision725228
State43,22531,59927
MaleDivision653842
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision774838
State18,86811,29840
HispanicDivision13<100
State10,1025,82642
WhiteDivision413027
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision875043
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
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
Industry CertificationDivision130-170
 State109,275104,601107,234
Workplace ReadinessDivision653049
 State42,31350,24144,892
Total Credentials EarnedDivision19530219
 State157,490160,248158,452
Students Earning One or More CredentialsDivision16030169
 State126,113128,672126,041
CTE CompletersDivision8810393
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
State LicensuresDivision---
 State2,2791,8812,231
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
2015-2016Division3,440.006,726.001,610.00
State6,084.004,849.00812.00
2016-2017Division3,676.007,314.001,435.00
State6,248.005,052.00871.00
2017-2018Division3,519.007,656.001,704.00
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 Students1,5693301,6672261,599204
Female734160792106758102
Male835170875120841102
American Indian<<<<<<
Asian204221241
Black939212980134951121
Hispanic171222131720723
White371763756133346
Two or more races641575128411
Students with Disabilities156471863318726
Economically Disadvantaged1,0572541,1351811,049167
English Learners146151851216316
Homeless<<1842724
< = 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 42
Disorderly or Disruptive Behavior Offenses 81
Other Offenses Against Persons 128
All Other Offenses <
Property Offenses 10
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 75
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 Indian0.30.30.20.1
Asian1.21.31.3
Black60.877.459.478.160.581.6
Hispanic10.24.311.83.912.53.3
Native Hawaiian------
White23.414.122.51220.110.7
Two or more races4.23.84.865.54.5
< = 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 Indian0.30.20.1
Asian1.21.31.3
Black60.859.460.5
Hispanic10.211.812.5
Native Hawaiian
White23.422.520.1
Two or more races4.24.85.5
< = 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 Indian0.30.20.1
Asian1.21.31.3
Black60.859.460.5
Hispanic10.211.812.5
Native Hawaiian------
White23.422.520.1
Two or more races4.24.85.5
< = 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 89.5100100
< = 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 57.555.153.4
< = 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 81.880.781.1
< = 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: 12.34 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 9.74 : 1

student 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
Division19.1%2.2%
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
2016-201748%48%1%3%
2017-201855%41%1%3%
2018-201957%40%1%2%
< = 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 Students69%68%73%75%
Asian95%98%87%75%
Black63%61%60%75%
Hispanic68%68%63%75%
White85%85%81%75%
Economically Disadvantaged65%64%62%75%
English Learners65%66%53%75%
Students with Disabilities40%41%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%71%74%70%
Asian100%96%89%70%
Black75%65%60%70%
Hispanic87%77%64%70%
White87%82%81%70%
Economically Disadvantaged76%67%63%70%
English Learners87%76%57%70%
Students with Disabilities52%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

Student GroupCurrent Rate
All Students76%
Asian<
Black72%
Hispanic78%
White84%
Economically Disadvantaged73%
English Learners69%
Students with Disabilities60%

< = 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 that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students74%82%
Asian100%100%
Black68%77%
Hispanic71%88%
White86%88%
Economically Disadvantaged71%79%
English Learners72%88%
Students with Disabilities50%55%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students84%84%84%
Asian<90%84%
Black87%82%84%
Hispanic87%81%84%
White84%86%84%
Economically Disadvantaged81%78%84%
English Learners70%65%84%
Students with Disabilities53%56%84%
Homeless<--
Foster Care<--

< = 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 states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%14%9%10%
Asian4%8%5%10%
Black11%14%9%10%
Hispanic10%9%9%10%
White12%15%9%10%
Economically Disadvantaged14%16%13%10%
English Learners9%8%8%10%
Students with Disabilities12%17%14%10%

< = 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 states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress69%46%58%
English Learner Proficiency26%--

< = 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 states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress639169%
English Learner Proficiency2710326%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%<
Black99%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged99%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities98%99%100%
Students without Disabilities100%100%100%
Female100%99%100%
Male99%100%100%
Migrant---

< = 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 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).

School Readiness

Kindergarten Students' Public Preschool Experience