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

Martinsville City Public Schools

General school information

Division: Martinsville City Public Schools
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

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

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 8 60 52 40 8 66 57 34 9 70 61 30
Female 7 64 56 36 8 69 61 31 7 73 66 27
Male 9 57 49 43 9 63 54 37 10 67 58 33
American Indian < < < < < < < < < 100 < 0
Asian 33 83 50 17 33 100 67 0 24 88 65 12
Black 5 51 46 49 5 59 54 41 5 64 59 36
Hispanic 7 71 64 29 9 71 62 29 8 73 66 27
White 14 74 61 26 14 79 65 21 17 82 66 18
Two or more races 8 67 58 33 9 65 57 35 10 75 65 25
Students with Disabilities 14 30 17 70 12 34 21 66 19 44 25 56
Economically Disadvantaged 6 55 49 45 6 62 56 38 6 66 60 34
English Learners 8 68 59 32 7 67 60 33 7 72 65 28
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 10 69 58 31 6 67 61 33 7 64 58 36
Female 11 71 60 29 5 70 64 30 7 68 62 32
Male 10 66 56 34 6 64 58 36 7 61 54 39
Asian < < < < < < < <
Black 4 56 52 44 2 61 59 39 5 57 52 43
Hispanic 19 100 81 0 9 82 73 18 - 71 71 29
White 22 83 61 17 11 78 68 22 11 84 73 16
Two or more races < 100 < 0 < < < < 10 60 50 40
Students with Disabilities - 25 25 75 24 53 29 47 17 39 22 61
Economically Disadvantaged 5 63 57 38 4 67 63 33 7 61 54 39
English Learners 18 94 76 6 - 71 71 29 6 72 67 28
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 16 68 51 32 13 71 59 29 18 70 51 30
Female 16 66 50 34 10 77 67 23 17 73 56 27
Male 17 69 52 31 15 66 51 34 20 68 48 33
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 12 57 46 43 8 62 54 38 15 63 48 37
Hispanic - 71 71 29 11 83 72 17 19 75 56 25
White 29 84 56 16 24 83 60 17 30 83 53 17
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 33 67 33 33 8 23 15 77 33 57 24 43
Economically Disadvantaged 11 60 49 40 9 65 56 35 16 69 53 31
English Learners - 71 71 29 10 90 80 10 13 67 53 33
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 10 55 46 45 12 58 46 42 12 68 56 33
Female 6 57 51 43 12 61 49 39 12 71 59 29
Male 13 54 41 46 13 55 43 45 12 64 52 36
Asian < < < < < 100 < 0 < 100 < 0
Black 8 45 36 55 10 50 40 50 2 55 53 45
Hispanic 6 65 59 35 - 61 61 39 19 76 57 24
White 8 73 65 28 27 76 48 24 29 85 56 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 17 25 8 75 20 33 13 67 8 23 15 77
Economically Disadvantaged 9 50 41 50 6 51 45 49 8 64 55 36
English Learners 12 65 53 35 - 56 56 44 20 85 65 15
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 11 75 64 25 10 75 65 25 11 74 63 26
Female 14 76 62 24 7 81 74 19 8 81 73 19
Male 8 75 66 25 13 69 56 31 13 68 55 32
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 72 63 28 5 70 65 30 6 72 66 28
Hispanic 13 67 53 33 12 82 71 18 - 74 74 26
White 17 89 71 11 13 81 68 19 26 74 49 26
Two or more races < < < < < < < < < < < <
Students with Disabilities 7 33 27 67 8 31 23 69 24 47 24 53
Economically Disadvantaged 8 73 65 27 8 69 61 31 3 65 62 35
English Learners < < < < 19 86 67 14 - 71 71 29
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 3 17 14 83 2 14 13 86 2 43 41 57
Female - 24 24 76 - 4 4 96 - 44 44 56
Male 5 11 7 89 3 21 18 79 4 43 38 57
Black - 4 4 96 - 14 14 86 3 39 36 61
Hispanic 9 45 36 55 < < < < - 47 47 53
White 7 33 27 67 < < < < - 60 60 40
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 8 - 92 7 14 7 86 < < < <
Economically Disadvantaged 3 15 12 85 - 11 11 89 1 42 41 58
English Learners < < < < < < < < - 46 46 54
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 16 12 84 1 38 36 62 3 51 49 49
Female 3 16 14 84 3 43 40 57 - 47 47 53
Male 5 16 11 84 - 33 33 67 5 55 50 45
Black 4 13 9 88 2 30 28 70 2 47 45 53
Hispanic < < < < - 42 42 58 < < < <
White 8 23 15 77 - 46 46 54 < < < <
Two or more races < < < < < < < < < < < <
Students with Disabilities 20 20 - 80 - 10 10 90 15 46 31 54
Economically Disadvantaged 4 17 13 83 2 36 35 64 - 46 46 54
English Learners < < < < < < < < < < < <
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 - 72 72 28 2 87 86 13 1 80 79 20
Female - 75 75 25 2 89 87 11 1 82 80 18
Male - 70 70 30 1 86 85 14 - 78 78 22
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 73 73 27 1 89 88 11 1 78 76 22
Hispanic - 76 76 24 4 85 81 15 - 79 79 21
White - 70 70 30 2 90 88 10 - 84 84 16
Two or more races < < < < - 70 70 30 < < < <
Students with Disabilities < < < < - 80 80 20 - 32 32 68
Economically Disadvantaged - 71 71 29 1 85 84 15 1 77 76 23
English Learners < < < < - 77 77 23 - 82 82 18
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students - 44 44 56 3 50 47 50 < 100 < 0
Female - 57 57 43 - 47 47 53 < 100 < 0
Male - 33 33 67 5 52 47 48 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black - 34 34 66 - 38 38 63 < 100 < 0
Hispanic - 69 69 31 8 54 46 46
White - 56 56 44 3 72 69 28 < 100 < 0
Two or more races < 100 < 0 < < < <
Students with Disabilities - - - 100 < < < <
Economically Disadvantaged - 39 39 61 3 48 45 52 < 100 < 0
English Learners < 100 < 0 < < < <
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 97 86 3 24 97 73 3 11 94 83 6
Female 8 98 90 2 35 97 62 3 10 98 89 2
Male 13 96 83 4 16 98 82 2 13 91 78 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 96 93 4 18 95 78 5 6 94 88 6
Hispanic 10 100 90 0 30 100 70 0 16 100 84 0
White 18 97 79 3 33 100 67 0 12 91 79 9
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < < < <
Economically Disadvantaged 9 96 87 4 19 98 79 2 9 95 87 5
English Learners < 100 < 0 < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 60 56 40 7 67 60 33 6 72 66 28
Female 4 59 55 41 6 67 60 33 4 73 69 27
Male 4 62 57 38 9 68 60 32 9 71 62 29
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 3 51 49 49 4 58 54 42 3 64 61 36
Hispanic - 74 74 26 4 66 61 34 7 71 64 29
White 10 76 66 24 15 86 71 14 15 89 75 11
Two or more races - 57 57 43 12 85 73 15 4 91 87 9
Students with Disabilities 7 21 13 79 16 50 34 50 9 41 33 59
Economically Disadvantaged 3 52 49 48 5 60 55 40 4 68 64 33
English Learners - 62 62 38 5 46 41 54 9 64 55 36
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 10 54 44 46 11 57 46 43 11 68 56 33
Female 10 49 39 51 12 57 45 43 8 71 63 29
Male 10 60 50 40 10 57 47 43 14 64 49 36
Asian < < < < < < < < < 100 < 0
Black 7 42 35 58 5 48 42 52 3 51 48 49
Hispanic - 71 71 29 - 61 61 39 20 80 60 20
White 20 71 51 29 27 76 48 24 20 93 73 7
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 8 15 8 85 20 53 33 47 - 23 23 77
Economically Disadvantaged 9 49 40 51 6 47 41 53 9 61 52 39
English Learners - 65 65 35 - 50 50 50 25 90 65 10
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 5 55 50 45 5 66 61 34 7 72 65 28
Female 4 45 41 55 2 59 58 41 3 70 67 30
Male 5 64 58 36 8 72 64 28 12 75 63 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 40 37 60 1 55 53 45 5 68 63 32
Hispanic - 71 71 29 10 57 48 43 6 56 50 44
White 11 78 68 22 10 94 84 6 17 90 72 10
Two or more races < < < < < < < < < < < <
Students with Disabilities 20 33 13 67 - 36 36 64 13 53 40 47
Economically Disadvantaged 4 43 39 57 3 61 58 39 3 69 66 31
English Learners < < < < < < < < - 40 40 60
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 52 50 48 7 71 64 29 2 78 76 22
Female - 53 53 47 8 75 67 25 - 82 82 18
Male 3 51 48 49 7 68 61 32 3 74 71 26
Asian < 100 < 0 < 100 < 0
Black 1 42 41 58 4 65 61 35 1 74 73 26
Hispanic - 71 71 29 - 67 67 33 - 87 87 13
White 5 68 63 32 15 85 69 15 5 84 79 16
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities - 16 16 84 - 43 43 57 - 23 23 77
Economically Disadvantaged 1 46 45 54 4 61 57 39 1 76 74 24
English Learners < < < < < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 3 79 76 21 12 85 74 15 5 80 75 20
Female 6 83 77 17 7 79 71 21 6 79 74 21
Male - 74 74 26 15 90 75 10 4 81 77 19
Black - 76 76 24 10 60 50 40 - 60 60 40
Hispanic < < < < < 100 < 0 < 100 < 0
White 10 86 76 14 16 95 79 5 11 93 81 7
Two or more races < < < < < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged - 76 76 24 8 77 69 23 - 76 76 24
English Learners < < < < < 100 < 0
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 1 70 69 30 1 70 69 30 4 69 65 31
Female - 70 70 30 - 72 72 28 2 70 68 30
Male 1 70 69 30 3 69 66 31 6 68 62 32
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0
Black - 66 66 34 1 64 63 36 1 64 63 36
Hispanic - 76 76 24 - 71 71 29 3 61 58 39
White 3 79 76 21 4 86 82 14 10 85 74 15
Two or more races < < < < < < < < < < < <
Students with Disabilities - 12 12 88 - 42 42 58 - 50 50 50
Economically Disadvantaged - 65 65 35 1 67 66 33 2 64 63 36
English Learners < < < < < < < < - 41 41 59
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 11 70 59 30 15 74 59 26 18 75 58 25
Female 10 68 58 32 12 75 63 25 17 75 58 25
Male 12 72 60 28 18 74 55 26 18 76 58 24
American Indian < < < < < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 7 63 56 37 9 68 59 32 11 70 58 30
Hispanic 7 76 69 24 14 79 66 21 15 80 65 20
White 20 83 63 17 27 87 59 13 32 84 52 16
Two or more races 20 87 67 13 23 69 46 31 24 80 56 20
Students with Disabilities 7 35 28 65 17 39 22 61 7 42 34 58
Economically Disadvantaged 9 65 56 35 11 69 58 31 13 71 57 29
English Learners 8 64 56 36 13 68 55 32 21 78 57 22
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 3 65 62 35 5 68 63 32 4 73 69 27
Female 1 65 63 35 1 67 66 33 3 68 65 32
Male 4 65 61 35 9 68 59 32 6 79 73 21
American Indian < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 1 58 57 42 1 58 57 42 1 73 72 27
Hispanic - 50 50 50 - 79 79 21 - 82 82 18
White 9 91 82 9 16 87 71 13 14 74 60 26
Students with Disabilities - 18 18 82 - - - 100 - 41 41 59
Economically Disadvantaged 1 58 57 42 3 62 59 38 1 65 64 35
English Learners < < < < < < < < < < < <
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 68 68 32 5 65 60 35 2 57 55 43
Female - 61 61 39 4 73 68 27 1 59 58 41
Male 1 75 73 25 6 58 52 42 2 55 53 45
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 1 60 59 40 1 57 56 43 2 47 45 53
Hispanic - 77 77 23 5 79 74 21 - 61 61 39
White - 80 80 20 17 80 63 20 - 69 69 31
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 38 38 63 - 25 25 75 - 35 35 65
Economically Disadvantaged 1 61 60 39 1 56 56 44 1 52 51 48
English Learners < < < < < < < < - 65 65 35
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 64 57 36 10 80 70 20 26 93 67 7
Female 3 65 62 35 3 78 75 22 20 90 69 10
Male 12 64 52 36 16 81 66 19 34 97 63 3
Asian < < < < < 100 < 0 < 100 < 0
Black 1 53 52 47 3 76 73 24 17 91 74 9
Hispanic - 86 86 14 7 79 71 21 8 92 83 8
White 21 75 54 25 21 86 64 14 52 100 48 0
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 8 8 92 - 40 40 60 < < < <
Economically Disadvantaged 5 58 53 42 3 76 73 24 20 94 73 6
English Learners < < < < < < < < < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 83 60 17 21 85 65 15 31 83 52 17
Female 28 84 56 16 18 83 65 17 29 81 52 19
Male 19 82 63 18 23 87 64 13 33 85 52 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 16 78 61 22 13 82 69 18 21 77 56 23
Hispanic 15 92 77 8 24 81 57 19 31 92 62 8
White 36 90 54 10 34 97 63 3 62 93 31 7
Two or more races < < < < < < < < < < < <
Students with Disabilities 8 62 54 38 - 45 45 55 8 46 38 54
Economically Disadvantaged 17 79 62 21 17 81 63 19 27 80 53 20
English Learners < < < < < < < < < < < <
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 19 70 51 30 31 75 44 25 31 80 49 20
Female 16 67 51 33 32 76 44 24 35 83 48 17
Male 21 73 51 27 30 74 43 26 28 78 50 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 11 62 51 38 23 71 48 29 20 72 52 28
Hispanic 19 75 56 25 22 78 56 22 40 90 50 10
White 33 81 49 19 53 84 31 16 48 90 43 10
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 8 8 92 27 36 9 64 8 17 8 83
Economically Disadvantaged 16 66 50 34 26 69 44 31 24 77 53 23
English Learners 18 76 59 24 25 75 50 25 45 95 50 5
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: 78.67 State: 89.72 Division: 83.94 State: 88.34 Division: 79.45 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division002
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten129113115
Kindergarten150140142
Grade 1173147139
Grade 2170166144
Grade 3166155160
Grade 4173152147
Grade 5160158162
Grade 6138137158
Grade 7152136137
Grade 8150145132
Grade 9157155166
Grade 10169148129
Grade 11148151136
Grade 12151139149
Total Students2,1862,0422,016
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students218620422016
Female1036969961
Male115010731055
American Indian564
Asian222526
Black133512401198
Hispanic194209237
White553477454
Two or more races778597
Students with Disabilities227218223
Not Students with Disabilities195918241793
Economically Disadvantaged146112621188
Not Economically Disadvantaged725780828
English Learners126157195
Not English Learners206018851821
Homeless1977
Military Connected161714
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 71 66 7 2 9 10
State 50979 36013 2733 1046 5404 1786
Female Division 41 31 2 0 3 5
State 27837 15823 920 366 1922 656
Male Division 30 35 5 2 6 5
State 23142 20190 1813 680 3482 1130
Asian Division < < < < < <
State 5026 1194 70 18 91 37
Black Division 29 48 3 0 4 7
State 7955 11090 1111 244 1359 744
Hispanic Division 8 5 2 0 0 0
State 5086 5583 317 105 2172 323
White Division 30 11 0 2 4 1
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 9 7 1 0 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 37 50 5 1 7 9
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
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 Students16514487.314789.195.5
Female827490.27490.233.7
Male837084.3738867.2
Asian0<<<<<<
Black918087.9818944.4
Hispanic15151001510000
White484185.44389.648.3
Two or more races0<<<<00
Students with Disabilities181688.91810000
Economically Disadvantaged1099284.49486.276.4
English Learners0<<<<<<
Homeless0<100<10000
Foster Care0<<<<00
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 Taken2 / .32% - -
Advanced Placement Course Enrollment102 / 16.32%40 / 6.75%103 / 17.76%
Dual Enrollment218 / 34.88%200 / 33.73%116 / 20%
Governor’s School Enrollment27 / 4.32%24 / 4.05%20 / 3.45%
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 141 104 26
State 82482 57560 30
Female Division 72 53 26
State 41546 31230 25
Male Division 69 51 26
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 82 59 28
State 18272 11640 36
Hispanic Division 12 10 17
State 8547 5341 38
White Division 43 31 28
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 64 47 27
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision91130-
 State100544109590103892
Workplace ReadinessDivision1146530
 State307754231350242
Total Credentials EarnedDivision20519530
 State137248157490159017
Students Earning One or More CredentialsDivision17016030
 State109089126113127744
CTE CompletersDivision8088103
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 13 25 10 40%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
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
63.2 58.5 61.5

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
2014-20153,121.006,792.001,596.00
2015-20163,440.006,726.001,610.00
2016-20173,676.007,314.001,435.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students18921929414018222009816317351638211517861297479
Female9318537638531134176816813751857603827
Male9611075777969875787919824564929693652
American Indian0000000000000000
Asian23300204012102124011
Black1104107558710851235686102710858601050734241
Hispanic16917910174154201841178227959
White530572341481483150424381337402402020
Two or more races63851609657561981668
Students with Disabilities20033211717926172118528111420616710
Economically Disadvantaged1422154781081293159751271176127638212141015957
English Learners1191405122123111559351963310
Homeless293123387912311246310
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 99
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 16
Other Offenses Against Persons 163
Disorderly or Disruptive Behavior Offenses 184
Alcohol, Tobacco, and Other Drug Offenses 20
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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2610.350.2290.2940.27
Asian1.130.351.0061.225
Black59.52279.361.0781.6960.75577.45
Hispanic8.9135.268.8753.3910.244.35
Native Hawaiian
White26.69611.9325.29711.8623.37114.13
Two or more races3.4782.813.5223.054.1653.8
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2610.2290.294
Asian1.131.0061.225
Black59.52261.0760.755
Hispanic8.9138.8755010.24
Native Hawaiian
White26.69625.2975023.371
Two or more races3.4783.5224.165
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2610.2290.294
Asian1.131.0061.225
Black59.52261.0760.755
Hispanic8.9138.87510.24
Native Hawaiian
White26.69625.29723.371
Two or more races3.4783.5224.165
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 77.9583.3589.49
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 46.7156.9457.54
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 80.6282.4281.79
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: 11.28 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 9.78 : 1

student 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
Provisional12%15%
Provisional Special Education1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201649%45%1%5%
2016-201749%47%1%3%
2017-201855%40%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Martinsville City Public Schools to top