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Mathews County Public Schools

General school information

Division: Mathews County Public Schools
Division Number: 57
Address: Rt 611, 63 Church Street Mathews, VA 23109
Superintendent: Mrs. Nancy B. Welch
Region: 3
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
Lee-Jackson ElementaryAccredited
High Schools
Mathews HighAccredited
Combined Schools
Thomas Hunter MiddleAccredited

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 15 67 82 18 15 66 81 19 16 61 77 23
Female 16 70 86 14 16 68 83 17 18 60 77 23
Male 15 63 77 23 14 65 79 21 14 62 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 56 67 33 9 62 70 30 5 60 64 36
Hispanic 12 71 82 18 16 68 84 16 14 64 77 23
White 17 68 84 16 16 66 82 18 17 62 78 22
Two or more races 4 63 67 33 - 76 76 24 14 48 62 38
Students with Disabilities 7 36 42 58 6 39 45 55 4 39 43 57
Students without Disabilities 17 72 88 12 16 71 87 13 18 65 83 17
Economically Disadvantaged 8 69 77 23 10 62 72 28 11 58 70 30
Not Economically Disadvantaged 21 65 86 14 19 70 90 10 20 63 83 17
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 35 59 94 6 9 73 82 18
Foster Care < < 100 0 < < < <
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 22 58 80 20 27 54 81 19 30 42 72 28
Female 23 66 89 11 20 60 80 20 33 40 73 27
Male 21 51 72 28 32 50 82 18 25 46 71 29
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 23 60 82 18 30 56 86 14 30 44 75 25
Two or more races < < < < < < < < < < < <
Students with Disabilities - 47 47 53 8 23 31 69 - 43 43 57
Students without Disabilities 27 61 88 12 31 61 92 8 37 42 79 21
Economically Disadvantaged 6 62 68 32 20 54 73 27 26 32 58 42
Not Economically Disadvantaged 35 55 90 10 36 55 91 9 34 53 87 13
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 64 83 17 23 56 79 21 23 61 84 16
Female 20 61 80 20 27 54 81 19 19 56 75 25
Male 18 68 85 15 20 57 77 23 25 65 90 10
Asian < < 100 0 < < 100 0
Black < < < < 20 60 80 20 < < < <
Hispanic < < < < < < 100 0 < < < <
White 22 63 85 15 24 55 79 21 25 60 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities 23 38 62 38 12 41 53 47 7 43 50 50
Students without Disabilities 18 69 87 13 27 59 86 14 26 65 91 9
Economically Disadvantaged 9 69 78 22 13 55 68 33 13 62 74 26
Not Economically Disadvantaged 31 58 89 11 34 56 90 10 36 61 97 3
English Learners < < < < < < 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 23 63 86 14 15 56 72 28 20 54 73 27
Female 23 60 83 18 19 60 79 21 25 60 85 15
Male 24 68 92 8 12 52 64 36 14 48 62 38
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 26 61 87 13 18 59 76 24 22 53 75 25
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 7 43 50 50 6 38 44 56
Students without Disabilities 27 68 95 5 17 59 76 24 23 58 80 20
Economically Disadvantaged 12 76 88 12 11 57 67 33 15 50 65 35
Not Economically Disadvantaged 30 55 85 15 21 56 77 23 24 57 81 19
Homeless < < < < < < 100 0
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 20 61 81 19 19 71 90 10 16 50 66 34
Female 26 55 81 19 21 65 86 14 24 47 71 29
Male 13 68 82 18 15 81 96 4 7 53 60 40
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 21 61 82 18 20 69 90 10 18 52 70 30
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 50 50 50 6 38 44 56
Students without Disabilities 23 66 89 11 22 75 97 3 18 53 71 29
Economically Disadvantaged 19 66 84 16 12 73 85 15 12 53 65 35
Not Economically Disadvantaged 21 58 79 21 23 70 93 7 20 47 67 33
Homeless < < 100 0 < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 81 19 8 69 78 22 15 69 84 16
Female 15 69 85 15 11 67 78 22 11 70 80 20
Male 18 60 78 23 5 73 78 23 21 69 90 10
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 17 66 83 17 9 67 76 24 17 67 84 16
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 8 46 54 46 < < < < - 36 36 64
Students without Disabilities 18 68 86 14 9 71 80 20 17 75 92 8
Economically Disadvantaged 11 65 76 24 3 67 69 31 6 74 81 19
Not Economically Disadvantaged 21 64 86 14 13 72 85 15 20 66 86 14
Military Connected < < < < < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 72 28 7 67 75 25 6 56 61 39
Female 7 81 88 12 5 75 80 20 4 57 61 39
Male 10 38 48 52 9 60 70 30 7 55 62 38
Black < < < < 10 60 70 30 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 9 66 75 25 8 67 74 26 6 54 61 39
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 23 23 77 - 9 9 91
Students without Disabilities 9 71 80 20 9 76 84 16 6 62 69 31
Economically Disadvantaged 3 62 64 36 4 56 60 40 2 56 59 41
Not Economically Disadvantaged 15 67 82 18 11 82 92 8 9 55 64 36
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 86 89 11 7 86 94 6 7 87 93 7
Female 2 94 96 4 9 89 98 2 8 88 96 4
Male 4 78 82 18 6 85 90 10 5 86 91 9
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 10 60 70 30
Hispanic < < < < < < < < < < < <
White 2 90 93 7 9 85 94 6 4 92 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 10 40 50 50 < < < < 6 59 65 35
Students without Disabilities 2 91 93 7 7 90 97 3 7 92 99 1
Economically Disadvantaged - 83 83 17 8 82 89 11 5 81 86 14
Not Economically Disadvantaged 5 87 92 8 7 90 97 3 8 91 98 2
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
< = 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 15 66 81 19 19 65 84 16 16 57 73 27
Female 18 75 93 7 24 65 88 12 25 55 80 20
Male 13 55 68 33 15 66 81 19 8 59 67 33
Asian < < 100 0 < < 100 0
Black 8 38 46 54 24 59 82 18 - 64 64 36
Hispanic < < < < < < 100 0 < < < <
White 15 69 84 16 19 65 83 17 18 58 76 24
Two or more races 30 60 90 10 30 60 90 10 < < < <
Students with Disabilities 5 26 32 68 - 37 37 63 10 31 41 59
Students without Disabilities 16 71 87 13 21 68 90 10 17 62 79 21
Economically Disadvantaged 7 62 70 30 12 65 77 23 8 56 64 36
Not Economically Disadvantaged 22 69 92 8 26 65 91 9 23 58 81 19
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 60 73 27 11 58 69 31 8 51 59 41
Female 14 75 89 11 15 63 78 23 13 52 65 35
Male 10 38 48 52 7 55 61 39 2 50 52 48
Black < < < < 20 50 70 30 < < < <
Hispanic < < < < < < 100 0 < < < <
White 11 63 74 26 7 60 67 33 9 52 61 39
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 15 15 85 - 10 10 90
Students without Disabilities 14 67 80 20 13 66 79 21 9 56 65 35
Economically Disadvantaged 10 54 64 36 9 52 61 39 5 47 51 49
Not Economically Disadvantaged 15 68 82 18 13 65 78 23 11 56 67 33
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 70 88 13 26 71 97 3 23 62 85 15
Female 21 75 96 4 31 67 98 2 36 58 94 6
Male 14 65 78 22 22 75 96 4 12 66 78 22
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 - 70 70 30
Hispanic < < < < < < 100 0 < < < <
White 18 73 91 9 27 69 96 4 26 63 89 11
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 8 42 50 50 < < < < 16 42 58 42
Students without Disabilities 18 74 92 8 28 70 98 2 25 66 91 9
Economically Disadvantaged 5 70 74 26 14 79 93 7 11 66 77 23
Not Economically Disadvantaged 26 70 97 3 34 66 100 0 31 59 91 9
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 9 66 75 25 8 60 67 33 7 65 73 27
Female 9 69 78 22 8 64 72 28 8 67 75 25
Male 8 63 72 28 8 55 63 37 6 64 70 30
Asian < < < < < < 100 0 < < 100 0
Black - 66 66 34 - 50 50 50 2 57 59 41
Hispanic 8 67 75 25 8 58 67 33 - 80 80 20
White 10 67 76 24 9 61 70 30 8 65 74 26
Two or more races 6 58 65 35 3 47 50 50 3 67 69 31
Students with Disabilities 4 30 35 65 3 26 29 71 2 31 33 67
Students without Disabilities 9 71 81 19 9 65 74 26 8 72 80 20
Economically Disadvantaged 5 60 65 35 6 52 58 42 6 61 67 33
Not Economically Disadvantaged 11 71 82 18 10 66 76 24 8 70 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected 8 58 65 35 5 73 77 23
Foster Care < < < < < < < <
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 18 58 75 25 16 54 70 30 17 61 78 22
Female 18 62 79 21 13 50 63 37 17 58 75 25
Male 18 54 72 28 18 57 75 25 18 64 82 18
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 19 58 77 23 19 56 75 25 17 62 79 21
Two or more races < < < < < < < < < < < <
Students with Disabilities - 27 27 73 - 23 23 77 - 43 43 57
Students without Disabilities 22 66 88 12 20 61 80 20 21 65 85 15
Economically Disadvantaged 3 55 58 42 12 46 59 41 18 45 63 37
Not Economically Disadvantaged 30 60 90 10 21 64 85 15 16 76 92 8
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 49 75 25 14 57 71 29 7 77 85 15
Female 29 46 76 24 9 59 69 31 10 70 80 20
Male 23 53 75 25 18 55 74 26 5 83 88 12
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 29 49 78 22 18 58 75 25 7 80 88 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 23 38 62 38 12 29 41 59 14 36 50 50
Students without Disabilities 26 51 78 22 15 66 81 19 5 88 93 7
Economically Disadvantaged 22 56 78 22 11 50 61 39 11 66 77 23
Not Economically Disadvantaged 31 42 72 28 19 66 84 16 - 96 96 4
English Learners < < < < < < 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 10 71 81 19 15 48 63 37 7 69 77 23
Female 13 64 77 23 15 59 74 26 5 70 76 24
Male 4 83 87 13 15 38 53 47 9 68 77 23
Black < < 100 0 - 40 40 60 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 12 69 81 19 17 50 67 33 9 69 78 22
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 36 36 64 - 31 31 69
Students without Disabilities 11 81 92 8 18 51 68 32 9 78 88 12
Economically Disadvantaged 8 67 75 25 6 51 57 43 - 68 68 32
Not Economically Disadvantaged 11 74 84 16 24 46 70 30 15 70 85 15
Homeless < < < < < < < <
Military Connected < < 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 3 74 77 23 10 72 83 17 14 54 67 33
Female 3 75 78 23 14 66 80 20 17 58 75 25
Male 3 74 76 24 4 84 88 12 11 49 60 40
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 1 78 79 21 10 73 83 17 16 52 68 32
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 10 10 90 - 19 19 81
Students without Disabilities 3 80 83 17 12 83 95 5 16 61 77 23
Economically Disadvantaged 3 66 69 31 12 65 77 23 9 55 64 36
Not Economically Disadvantaged 2 80 82 18 9 77 86 14 18 53 71 29
Homeless < < 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 1 68 70 30 5 58 63 37 7 75 81 19
Female 3 64 67 33 7 61 68 32 9 72 81 19
Male - 73 73 28 3 54 57 43 4 79 82 18
Asian < < 100 0
Black - 50 50 50 < < < < < < 100 0
Hispanic < < < < < < < < < < < <
White 2 72 73 27 3 59 62 38 8 75 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities - 36 36 64 < < < < - 18 18 82
Students without Disabilities 2 75 77 23 6 62 68 32 8 84 92 8
Economically Disadvantaged - 65 65 35 9 47 56 44 6 71 77 23
Not Economically Disadvantaged 3 72 74 26 2 66 68 32 7 77 84 16
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 - 64 64 36 - 27 27 73 - 38 38 62
Female - 75 75 25 - 23 23 77 - 41 41 59
Male - 48 48 52 - 31 31 69 - 34 34 66
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White - 62 62 38 - 31 31 69 - 41 41 59
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 8 8 92 - 10 10 90
Students without Disabilities - 74 74 26 - 33 33 67 - 43 43 57
Economically Disadvantaged - 52 52 48 - 29 29 71 - 33 33 67
Not Economically Disadvantaged - 85 85 15 - 24 24 76 - 41 41 59
Military Connected < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 65 66 34 1 65 66 34 1 73 74 26
Female 2 71 73 27 2 76 78 22 - 85 85 15
Male - 60 60 40 - 52 52 48 2 64 66 34
Asian < < 100 0 < < 100 0 < < 100 0
Black - 64 64 36 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 1 65 66 34 1 69 70 30 1 73 74 26
Two or more races - 70 70 30 < < < < < < < <
Students with Disabilities - 41 41 59 - 45 45 55 - 70 70 30
Students without Disabilities 1 69 70 30 1 68 69 31 1 73 75 25
Economically Disadvantaged - 48 48 52 - 61 61 39 2 72 74 26
Not Economically Disadvantaged 1 77 78 22 2 70 73 27 - 74 74 26
English Learners < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 1 67 68 32 2 80 83 17
Female 5 81 86 14 2 76 78 22 - 91 91 9
Male 9 65 74 26 - 61 61 39 6 67 72 28
Asian < < < < < < 100 0 < < 100 0
Black < < < < - 70 70 30 < < < <
Hispanic < < < < < < < < < < 100 0
White 8 73 81 19 1 68 69 31 3 83 86 14
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 29 29 71 < < < <
Students without Disabilities 8 75 83 17 1 74 75 25 3 82 85 15
Economically Disadvantaged - 73 73 27 - 56 56 44 - 68 68 32
Not Economically Disadvantaged 10 73 84 16 2 77 79 21 5 95 100 0
English Learners < < 100 0
Homeless < < < <
Military Connected < < < < < < 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 18 75 93 7 12 83 95 5 4 78 83 17
Female 13 79 92 8 8 87 95 5 8 67 75 25
Male 25 70 95 5 18 77 95 5 - 91 91 9
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 19 73 92 8 11 84 95 5 5 75 80 20
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 18 75 93 7 12 83 95 5 5 82 86 14
Economically Disadvantaged 14 79 93 7 7 87 93 7 < < 100 0
Not Economically Disadvantaged 20 73 93 7 13 82 96 4 6 72 78 22
Military Connected < < < < < < < <
< = 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 9 77 87 13 10 72 82 18 9 71 80 20
Female 8 80 88 12 9 75 84 16 9 71 80 20
Male 11 73 85 15 11 68 79 21 9 71 80 20
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 7 69 76 24 - 60 60 40 - 62 62 38
Hispanic - 93 93 7 - 83 83 17 < < 100 0
White 11 77 88 12 12 72 84 16 10 71 81 19
Two or more races 5 71 76 24 - 79 79 21 - 72 72 28
Students with Disabilities - 55 55 45 - 52 52 48 2 43 45 55
Students without Disabilities 11 80 90 10 11 75 86 14 10 75 85 15
Economically Disadvantaged 5 74 79 21 2 73 75 25 3 73 75 25
Not Economically Disadvantaged 13 79 92 8 18 70 88 12 14 70 84 16
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected 20 70 90 10 10 70 80 20
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 17 63 80 20 11 55 66 34 10 68 78 22
Female 13 60 73 28 12 58 70 30 10 73 83 18
Male 25 67 92 8 10 52 62 38 10 64 74 26
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 19 62 81 19 13 58 71 29 10 71 81 19
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 43 43 57 - 50 50 50
Students without Disabilities 20 70 89 11 13 58 70 30 12 73 85 15
Economically Disadvantaged 8 63 71 29 4 59 63 37 - 73 73 28
Not Economically Disadvantaged 23 63 85 15 18 51 69 31 19 64 83 17
Homeless < < < < < < < <
Military Connected < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 82 84 16 7 67 75 25 8 64 72 28
Female 2 91 93 7 3 78 80 20 7 60 67 33
Male - 69 69 31 12 58 70 30 10 69 79 21
Black < < < < - 40 40 60 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White - 84 84 16 9 70 79 21 9 64 73 27
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 31 31 69 - 27 27 73
Students without Disabilities 2 88 89 11 9 74 83 17 9 70 79 21
Economically Disadvantaged 3 74 77 23 - 62 62 38 5 68 73 28
Not Economically Disadvantaged - 91 91 9 16 74 89 11 11 62 72 28
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 84 95 5 6 82 88 12 6 82 87 13
Female 7 90 98 2 8 80 88 12 9 86 94 6
Male 13 80 93 7 5 83 88 12 3 78 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < - 90 90 10 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 13 83 96 4 8 80 88 12 5 85 91 9
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < - 69 69 31 < < < <
Students without Disabilities 11 85 97 3 7 84 92 8 6 85 91 9
Economically Disadvantaged 8 81 89 11 - 82 82 18 3 72 75 25
Not Economically Disadvantaged 12 86 98 2 11 82 94 6 9 91 100 0
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 79 92 8 28 66 94 6 < < < <
Female 12 80 92 8 22 72 94 6 < < < <
Male 15 77 92 8 36 57 93 7 < < < <
Black < < 100 0 < < 100 0
Hispanic < < < <
White 15 79 94 6 29 65 94 6 < < < <
Two or more races < < 100 0 < < 100 0
Students without Disabilities 13 79 92 8 28 66 94 6 < < < <
Economically Disadvantaged 9 82 91 9 < < 100 0 < < 100 0
Not Economically Disadvantaged 15 78 93 7 36 56 92 8 < < < <
Military Connected < < < <
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 8 75 83 17 10 81 90 10 13 73 85 15
Female 8 80 88 12 9 85 93 7 12 71 82 18
Male 8 72 80 20 11 76 87 13 13 74 87 13
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 9 77 86 14 12 79 91 9 16 70 87 13
Two or more races < < < < < < < < < < < <
Students with Disabilities - 79 79 21 < < < < < < < <
Students without Disabilities 9 75 84 16 10 82 92 8 12 77 89 11
Economically Disadvantaged 2 72 74 26 2 86 89 11 3 78 81 19
Not Economically Disadvantaged 13 78 90 10 18 75 93 8 21 67 88 12
English Learners < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 85 15 17 68 85 15 17 65 82 18
Female 14 73 87 13 14 71 85 15 13 65 78 22
Male 18 65 83 17 19 66 84 16 21 65 86 14
Asian < < < < < < 100 0 < < 100 0
Black 3 62 65 35 5 74 79 21 4 65 70 30
Hispanic 23 54 77 23 21 57 79 21 18 64 82 18
White 18 70 88 12 18 68 86 14 18 65 83 17
Two or more races - 75 75 25 5 63 68 32 11 67 78 22
Students with Disabilities 14 52 67 33 12 54 66 34 6 47 53 47
Students without Disabilities 16 71 87 13 17 70 87 13 19 67 86 14
Economically Disadvantaged 13 68 80 20 13 62 76 24 14 63 76 24
Not Economically Disadvantaged 19 70 89 11 19 73 92 8 20 67 88 13
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 50 50 100 0 33 67 100 0
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 72 82 18 6 79 85 15 - 76 76 24
Female 4 76 80 20 2 79 81 19 - 73 73 27
Male 16 69 84 16 10 79 88 12 - 79 79 21
Asian < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 11 73 84 16 7 78 85 15 - 81 81 19
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 9 55 64 36 < < < < < < < <
Students without Disabilities 10 75 84 16 7 78 85 15 - 85 85 15
Economically Disadvantaged 9 63 71 29 5 73 78 22 - 69 69 31
Not Economically Disadvantaged 10 78 88 12 7 82 89 11 - 83 83 17
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 81 87 13 10 75 85 15 - 41 41 59
Female 3 84 87 13 8 78 86 14 < < < <
Male 8 79 87 13 12 71 82 18 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 5 84 89 11 11 77 89 11 - 36 36 64
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 6 83 88 12 10 74 84 16 - 50 50 50
Economically Disadvantaged 9 72 81 19 10 60 70 30 - 30 30 70
Not Economically Disadvantaged 3 86 90 10 10 85 95 5 < < < <
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 27 49 76 24 19 69 88 12 14 71 86 14
Female 20 60 80 20 9 91 100 0 7 80 87 13
Male 32 41 73 27 27 53 80 20 23 62 85 15
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < <
White 32 45 77 23 20 75 95 5 18 64 82 18
Two or more races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 29 49 77 23 23 73 95 5 14 71 86 14
Economically Disadvantaged 9 55 64 36 10 60 70 30 8 75 83 17
Not Economically Disadvantaged 35 46 81 19 25 75 100 0 19 69 88 13
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 79 82 18 10 73 83 17 6 78 83 17
Female 2 89 91 9 5 79 85 15 6 74 80 20
Male 3 66 69 31 16 66 82 18 5 81 86 14
Asian < < < <
Black < < < < - 70 70 30 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 4 82 86 14 13 72 85 15 5 81 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 83 86 14 12 77 88 12 6 78 84 16
Economically Disadvantaged - 79 79 21 3 71 74 26 6 76 82 18
Not Economically Disadvantaged 6 79 85 15 18 74 92 8 5 79 84 16
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 78 94 6 4 73 77 23 11 74 85 15
Female 8 92 100 0 5 70 76 24 10 74 85 15
Male 26 61 87 13 3 76 79 21 12 73 85 15
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 21 75 96 4 5 73 78 22 13 70 82 18
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 17 76 94 6 4 74 78 22 11 77 89 11
Economically Disadvantaged - 90 90 10 3 72 75 25 11 67 78 22
Not Economically Disadvantaged 30 68 97 3 5 74 79 21 11 79 89 11
Military Connected < < 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 38 47 86 14 49 43 91 9 45 42 87 13
Female 53 30 83 18 51 41 92 8 35 45 81 19
Male 24 66 89 11 47 44 91 9 51 40 91 9
Asian < < 100 0 < < 100 0
Black < < < < 20 70 90 10 < < < <
Hispanic < < < < < < 100 0 < < < <
White 42 50 92 8 51 42 92 8 50 40 90 10
Two or more races < < < < < < < < < < < <
Students with Disabilities 10 60 70 30 19 56 75 25 8 42 50 50
Students without Disabilities 43 46 88 12 56 39 95 5 52 42 94 6
Economically Disadvantaged 33 50 83 17 38 44 82 18 29 51 80 20
Not Economically Disadvantaged 44 44 89 11 59 41 100 0 67 30 97 3
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division---
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 2016-20172017-20182018-2019
Pre-kindergarten1187
Kindergarten646965
Grade 1716769
Grade 2747175
Grade 3787473
Grade 4848082
Grade 5698680
Grade 6846687
Grade 7768472
Grade 8738287
Grade 91148589
Grade 109611477
Grade 119595112
Grade 1210210189
Total Students1,0911,0821,064

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students109110821064
Female541536528
Male550546536
American Indian123
Asian7910
Black838681
Hispanic423739
White910897870
Two or more races485161
Students with Disabilities154164160
Students without Disabilities937918904
Economically Disadvantaged474509513
Not Economically Disadvantaged617573551
English Learners141420
Not English Learners107710681044
Homeless1157
Military Connected293841
Foster Care127
< = 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 35 48 2 2 6 1
State 50715 36614 2715 1064 5504 1801
Female Division 20 20 1 0 3 0
State 27679 16161 917 351 2003 680
Male Division 15 28 1 2 3 1
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division < < < < 0 <
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < < <
State 5184 6274 354 116 2441 386
White Division 31 40 0 2 4 1
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < < <
State 2511 1633 110 56 137 79
Students with Disabilities Division < < < < 0 <
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 9 18 1 1 5 1
State 10701 18162 1634 523 2867 1096
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 Students948590879366
Female444193419337
Male504488469236
Asian<<100<10000
Black<<100<10000
Hispanic<<<<<<<
White787191739445
Two or more races<<<<<<<
Students with Disabilities<<100<10000
Economically Disadvantaged3528802983514
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 - - 12 / 3.27%
Advanced Placement Course Enrollment24 / 5.9%14 / 3.54%20 / 5.45%
Dual Enrollment90 / 22.11%94 / 23.8%81 / 22.07%
Governor's School Enrollment15 / 3.69%15 / 3.8%15 / 4.09%
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 StudentsDivision924848
State85,89957,72533
FemaleDivision473134
State43,22531,59927
MaleDivision451762
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision804346
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision361558
State27,32914,19048
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
State LicensuresDivision5--
 State2,2791,8812,231
Industry CertificationDivision150-78
 State109,275104,601107,234
Workplace ReadinessDivision473652
 State42,31350,24144,892
Total Credentials EarnedDivision20236130
 State157,490160,248158,452
Students Earning One or More CredentialsDivision17136113
 State126,113128,672126,041
CTE CompletersDivision463531
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division6,471.004,593.00721.00
State6,084.004,849.00812.00
2016-2017Division6,455.005,076.00880.00
State6,248.005,052.00871.00
2017-2018Division7,077.005,064.00722.00
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 Students927143912168911146
Female460744588246166
Male467694548645080
American Indian<<<<<<
Asian<<<<100
Black77470136811
Hispanic345307344
White767124765133755113
Two or more races401038144217
Students with Disabilities121281183912730
Economically Disadvantaged39891406108408102
English Learners131170190
Homeless<<<<<<
< = 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 43
Disorderly or Disruptive Behavior Offenses 53
Other Offenses Against Persons 23
All Other Offenses <
Weapons Offenses <
Offenses Against Student <
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 Indian0.10.20.80.3
Asian0.60.80.9
Black7.68.97.96.87.66.1
Hispanic3.92.23.433.73.1
Native Hawaiian------
White83.477.882.973.581.877.6
Two or more races4.411.14.715.95.713.3
< = 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 Indian0.10.20.3
Asian0.60.80.9
Black7.67.97.6
Hispanic3.93.43.7
Native Hawaiian
White83.482.981.8
Two or more races4.44.75.7
< = 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 Indian0.10.20.3
Asian0.60.80.9
Black7.67.97.6
Hispanic3.93.43.7
Native Hawaiian------
White83.482.981.8
Two or more races4.44.75.7
< = 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 41.242.943.4
< = 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 50.753.852.5
< = 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 82.18276.5
< = 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: 14.8 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 9.24 : 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
Division2.8%1.9%
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
2016-201745%47%1%7%
2017-201840%50%1%9%
2018-201943%48%0%9%
< = 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 Students76%79%73%75%
Asian<<87%75%
Black66%66%60%75%
Hispanic80%83%63%75%
White78%81%81%75%
Economically Disadvantaged70%72%62%75%
English Learners70%68%53%75%
Students with Disabilities41%40%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 Students75%73%74%70%
Asian<<89%70%
Black59%56%60%70%
Hispanic79%76%64%70%
White76%75%81%70%
Economically Disadvantaged69%65%63%70%
English Learners80%76%57%70%
Students with Disabilities33%29%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 Students82%
Asian<
Black67%
Hispanic<
White83%
Economically Disadvantaged77%
English Learners<
Students with Disabilities45%

< = 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 Students76%76%
Asian<<
Black63%71%
Hispanic78%82%
White77%77%
Economically Disadvantaged71%72%
English Learners70%90%
Students with Disabilities46%38%

< = 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 Students88%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White93%86%84%
Economically Disadvantaged80%78%84%
English Learners-65%84%
Students with Disabilities50%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 Students14%14%9%10%
Asian--5%10%
Black14%12%9%10%
Hispanic11%14%9%10%
White13%14%9%10%
Economically Disadvantaged20%20%13%10%
English Learners-2%8%10%
Students with Disabilities19%21%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 Progress<46%58%
English Learner Proficiency18%--

< = 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 Progress<<<
English Learner Proficiency21118%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian<<<
Black100%100%100%
Hispanic100%100%<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged99%100%99%
English Learners100%100%<
Students with Disabilities100%99%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male99%100%99%
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

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 20%