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Middlesex County Public Schools

General school information

Division: Middlesex County Public Schools
Address: Cooks Corner Office Complex 2911 General Puller Highway Saluda, VA 23149-0205
Superintendent: Dr. Peter M. Gretz
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.

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 19 81 63 19 18 79 62 21 14 75 62 25
Female 21 86 65 14 19 83 65 17 16 77 61 23
Male 16 77 61 23 17 76 59 24 11 73 62 27
American Indian < < < < < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 10 70 61 30 6 62 56 38 5 54 50 46
Hispanic 11 74 63 26 32 82 50 18 19 73 54 27
White 21 85 64 15 21 84 63 16 15 81 67 19
Two or more races 22 70 48 30 10 87 77 13 19 55 35 45
Students with Disabilities 13 53 40 47 16 51 34 49 16 45 29 55
Economically Disadvantaged 13 74 61 26 9 74 65 26 7 66 58 34
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 16 72 56 28 11 67 57 33 11 59 47 41
Female 18 72 54 28 17 73 56 27 8 59 51 41
Male 14 72 58 28 5 62 57 38 15 58 44 42
Black 14 50 36 50 - 50 50 50 - 52 52 48
Hispanic < < < < < < < < < < < <
White 15 79 63 21 15 72 57 28 14 62 48 38
Two or more races < < < < < < < < < < < <
Students with Disabilities - 43 43 57 < < < < 12 35 24 65
Economically Disadvantaged 14 64 50 36 4 64 60 36 4 54 50 46
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 18 76 58 24 19 79 60 21 14 78 65 22
Female 20 84 64 16 16 82 66 18 26 79 54 21
Male 16 67 51 33 22 76 54 24 3 78 75 23
Black 7 47 40 53 - 50 50 50 < < < <
Hispanic < 100 < 0 < < < < < < < <
White 21 82 61 18 23 87 64 13 13 85 72 15
Two or more races < < < < < < < < < < < <
Students with Disabilities 15 46 31 54 13 56 44 44 < < < <
Economically Disadvantaged 12 69 58 31 14 73 59 27 13 71 58 29
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 32 84 52 16 22 82 60 18 20 79 59 21
Female 33 90 57 10 23 86 64 14 15 85 71 15
Male 32 79 47 21 21 77 56 23 24 74 50 26
Black 17 83 65 17 7 57 50 43 - 50 50 50
Hispanic < < < < < < < < < < < <
White 38 86 48 14 23 88 64 13 25 89 65 11
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 27 53 27 47 21 79 57 21 36 71 36 29
Economically Disadvantaged 20 76 56 24 11 79 68 21 7 69 61 31
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 25 75 51 25 30 83 54 17 14 67 53 33
Female 30 83 53 17 28 83 56 17 14 69 55 31
Male 20 68 48 32 31 83 52 17 13 64 51 36
Black 5 53 47 47 17 83 65 17 - 46 46 54
White 30 84 53 16 33 82 49 18 18 72 54 28
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < 28 50 22 50 20 40 20 60
Economically Disadvantaged 18 70 52 30 12 80 67 20 8 58 50 42
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 12 88 76 12 16 76 59 24 18 86 68 14
Female 21 94 73 6 20 80 60 20 20 82 63 18
Male 4 82 78 18 13 72 59 28 16 90 74 10
American Indian < < < < < 100 < 0
Black - 73 73 27 5 59 55 41 20 85 65 15
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 92 79 8 19 81 63 19 14 86 73 14
Two or more races < < < < < < < < < < < <
Students with Disabilities - 64 64 36 17 33 17 67 18 59 41 41
Economically Disadvantaged 7 81 74 19 7 62 55 38 7 78 72 22
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 16 84 68 16 17 76 59 24 13 71 58 29
Female 15 87 72 13 20 84 63 16 19 71 52 29
Male 16 82 66 18 14 69 55 31 7 70 63 30
Black 13 88 75 13 - 44 44 56 5 40 35 60
Hispanic < < < < < 100 < 0 < 100 < 0
White 17 85 68 15 22 81 59 19 15 81 66 19
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 17 75 58 25 - 33 33 67 17 17 - 83
Economically Disadvantaged 18 82 65 18 11 74 64 26 7 58 51 42
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 8 89 81 11 8 90 82 10 5 85 80 15
Female 8 90 83 10 7 91 84 9 11 93 83 7
Male 9 88 79 12 10 88 79 12 - 77 77 23
Black 9 87 78 13 5 75 70 25 - 50 50 50
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 9 90 81 10 10 92 82 8 7 92 86 8
Students with Disabilities < < < < 27 45 18 55 8 38 31 62
Economically Disadvantaged 5 86 81 14 5 89 84 11 3 77 74 23
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 13 71 58 29 17 76 59 25 18 74 56 26
Female 18 84 65 16 26 83 57 17 25 83 58 17
Male 9 62 53 38 8 69 61 31 12 65 53 35
Black 8 76 68 24 6 50 44 50 6 34 28 66
Hispanic < < < < < < < < < 100 < 0
White 15 69 54 31 19 82 63 18 21 82 60 18
Two or more races < 100 < 0 14 71 57 29 < < < <
Students with Disabilities 13 47 33 53 13 26 13 74 8 24 16 76
Economically Disadvantaged 9 77 67 23 5 63 58 37 18 59 41 41
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 15 69 54 31 10 63 53 37 20 69 49 31
Female 23 79 56 21 19 70 51 30 29 76 48 24
Male 9 61 52 39 2 56 54 44 12 63 51 37
Black 6 69 63 31 - 24 24 76 10 35 25 65
Hispanic < < < < < < < < < 100 < 0
White 18 67 49 33 11 75 63 25 25 80 55 20
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 18 45 27 55 - 14 14 86 10 20 10 80
Economically Disadvantaged 12 73 61 27 4 47 43 53 20 56 37 44
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 5 82 77 18 23 88 65 12 16 77 61 23
Female - 100 100 0 31 94 63 6 21 89 68 11
Male 8 67 58 33 14 82 68 18 12 67 54 33
Black < < < < 12 76 65 24 - 33 33 67
White - 77 77 23 27 89 62 11 19 83 64 17
Students with Disabilities < < < < < < < < 7 27 20 73
Economically Disadvantaged - 90 90 10 6 88 81 13 17 63 46 37
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 17 81 64 19 11 75 64 25 13 74 61 26
Female 20 89 69 11 11 77 66 23 14 75 61 25
Male 15 74 59 26 11 72 61 28 12 73 61 27
American Indian < < < < < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 10 75 65 25 4 58 54 42 6 61 55 39
Hispanic 20 70 50 30 4 87 83 13 10 76 66 24
White 19 84 65 16 13 79 66 21 14 77 63 23
Two or more races 14 64 50 36 7 70 63 30 14 67 53 33
Students with Disabilities 15 44 29 56 15 54 39 46 14 47 33 53
Economically Disadvantaged 13 74 61 26 8 66 58 34 7 63 57 37
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 18 79 61 21 8 71 63 29 10 65 55 35
Female 15 85 70 15 10 74 64 26 10 63 53 37
Male 20 75 54 25 7 69 62 31 10 67 56 33
Black 7 60 53 40 - 50 50 50 - 62 62 38
Hispanic < < < < < < < < < < < <
White 21 85 64 15 10 77 67 23 14 70 56 30
Two or more races < < < < < < < < < < < <
Students with Disabilities 14 29 14 71 < < < < 12 35 24 65
Economically Disadvantaged 14 73 59 27 6 67 60 33 7 59 51 41
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 28 78 49 22 26 78 52 22 23 84 61 16
Female 29 87 58 13 20 80 59 20 28 79 51 21
Male 27 68 41 32 30 76 46 24 18 88 70 13
Black 13 67 53 33 6 44 38 56 < < < <
Hispanic < < < < < < < < < 100 < 0
White 33 84 51 16 30 86 55 14 25 85 60 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 14 57 43 43 19 50 31 50 < < < <
Economically Disadvantaged 19 70 51 30 20 71 51 29 12 77 65 23
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 28 81 53 19 11 66 55 34 15 58 43 42
Female 33 84 51 16 11 64 52 36 12 59 46 41
Male 23 79 56 21 11 68 58 32 18 58 40 42
Black 22 78 57 22 - 64 64 36 7 43 36 57
Hispanic < < < < < 100 < 0 < < < <
White 30 84 54 16 14 67 52 33 18 62 44 38
Two or more races < < < < < < < < < < < <
Students with Disabilities 33 40 7 60 15 62 46 38 43 57 14 43
Economically Disadvantaged 25 68 43 32 6 55 49 45 7 43 35 57
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 5 82 77 18 9 88 79 12 4 72 67 28
Female 3 93 90 7 16 81 66 19 - 73 73 27
Male 6 71 65 29 3 94 92 6 9 71 62 29
Black - 87 87 13 11 89 79 11 - 64 64 36
White 7 86 79 14 9 89 80 11 6 74 68 26
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < 24 76 53 24 14 64 50 36
Economically Disadvantaged 3 79 76 21 3 79 76 21 - 62 62 38
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 19 83 63 17 13 75 62 25 9 70 60 30
Female 27 89 62 11 6 82 76 18 7 61 54 39
Male 13 77 64 23 20 67 48 33 11 78 67 22
American Indian < < < < < 100 < 0
Black 15 80 65 20 5 48 43 52 13 75 63 25
Hispanic < 100 < 0 < 100 < 0 < < < <
White 20 84 64 16 16 81 66 19 9 69 59 31
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 8 42 33 58 18 36 18 64 18 35 18 65
Economically Disadvantaged 12 77 65 23 8 58 50 43 2 64 62 36
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 9 61 52 39 < < < < 2 46 44 54
Female < < < < < 100 < 0 - 54 54 46
Male 7 47 40 53 < < < < 4 38 35 62
Black < < < < - 27 27 73
Hispanic < < < < < 100 < 0
White 7 60 53 40 < < < < 3 55 52 45
Students with Disabilities < < < < < < < < 9 9 - 91
Economically Disadvantaged < < < < < 100 < 0 - 34 34 66
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 13 81 68 19 4 60 56 40 14 83 69 17
Female 19 92 73 8 6 69 63 31 17 98 81 2
Male 9 72 64 28 2 52 50 48 13 73 60 27
Black - 67 67 33 5 52 48 48 10 76 67 24
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 14 82 67 18 3 62 59 38 16 86 70 14
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 54 54 46 - 47 47 53
Economically Disadvantaged 5 73 68 28 4 54 50 46 4 71 67 29
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 79 74 21 5 78 73 22 10 84 74 16
Female 4 85 81 15 8 84 76 16 18 88 71 12
Male 6 74 68 26 2 71 69 29 5 81 77 19
Black - 67 67 33 - 36 36 64 7 67 60 33
White 6 83 77 17 7 85 78 15 11 88 77 12
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < < < < < 9 55 45 45
Economically Disadvantaged 5 71 67 29 - 69 69 31 6 74 68 26
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 27 98 71 2 9 88 79 12 21 95 74 5
Female 29 100 71 0 11 86 75 14 26 95 70 5
Male 24 95 71 5 8 90 82 10 16 95 78 5
Black < 100 < 0 7 80 73 20 < < < <
Hispanic < 100 < 0 < 100 < 0
White 29 98 69 2 11 89 79 11 19 96 76 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 13 100 88 0 8 83 75 17 25 96 71 4
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 13 81 67 19 9 77 68 23 12 74 62 26
Female 14 85 71 15 8 79 70 21 11 74 63 26
Male 13 77 64 23 11 76 65 24 14 74 61 26
American Indian < 100 < 0 < < < < < < < <
Black 8 66 58 34 3 48 45 52 3 49 46 51
Hispanic 8 75 67 25 < < < < 18 100 82 0
White 15 85 70 15 11 83 72 17 15 80 65 20
Two or more races 19 75 56 25 10 81 71 19 4 68 64 32
Students with Disabilities 13 57 43 43 12 61 49 39 16 47 32 53
Economically Disadvantaged 10 72 62 28 5 65 60 35 8 65 57 35
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 29 84 55 16 13 61 48 39 23 71 48 29
Female 31 86 55 14 11 59 48 41 17 73 56 27
Male 28 83 55 17 15 64 49 36 28 70 42 30
Black 17 74 57 26 7 43 36 57 7 29 21 71
Hispanic < < < < < < < < < 100 < 0
White 34 90 56 10 16 64 48 36 27 80 53 20
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 33 53 20 47 14 71 57 29 43 50 7 50
Economically Disadvantaged 22 69 47 31 6 51 45 49 11 59 48 41
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 4 68 64 32 8 77 69 23 10 72 62 28
Female 7 67 60 33 11 81 70 19 6 74 69 26
Male 3 69 66 31 6 74 68 26 14 70 56 30
Black 8 75 67 25 5 47 42 53 - 47 47 53
Hispanic < < < < < 100 < 0
White 3 63 59 38 8 87 79 13 15 80 65 20
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 9 73 64 27 7 60 53 40 17 17 - 83
Economically Disadvantaged 9 78 70 22 2 67 65 33 5 50 45 50
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 85 81 15 4 71 67 29 5 78 72 22
Female 6 94 89 6 2 71 68 29 4 83 78 17
Male 2 75 73 25 5 70 66 30 6 73 67 27
Black - 65 65 35 - 50 50 50 - 44 44 56
Hispanic < 100 < 0 < 100 < 0
White 4 88 84 12 4 76 72 24 7 83 76 17
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 40 40 60 < < < < - 65 65 35
Economically Disadvantaged 2 79 76 21 - 58 58 42 8 73 65 27
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 63 58 38 4 96 92 4 9 72 63 28
Female 5 62 57 38 3 100 97 0 10 62 51 38
Male 5 63 58 37 5 90 85 10 8 88 81 12
American Indian < 100 < 0
Black < < < < < < < < - 67 67 33
Hispanic < < < < < 100 < 0 < 100 < 0
White 3 69 66 31 5 98 93 3 12 73 61 27
Economically Disadvantaged - 53 53 47 - 88 88 12 6 72 67 28
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 15 86 70 14 13 87 74 13 13 76 63 24
Female 13 88 75 13 7 88 80 12 17 76 59 24
Male 18 84 65 16 18 87 69 13 10 76 67 24
Black - 65 65 35 < < < < 6 59 53 41
White 19 92 73 8 14 92 78 8 15 82 67 18
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < - 70 70 30 8 54 46 46
Economically Disadvantaged 10 73 63 28 14 76 62 24 8 71 63 29
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 30 88 58 12 25 87 62 13 28 89 61 11
Female 28 90 61 10 22 87 65 13 27 90 63 10
Male 31 87 56 13 28 87 59 13 29 89 59 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 83 73 17 11 71 60 29 5 79 74 21
Hispanic 55 91 36 9 42 83 42 17 50 100 50 0
White 34 90 56 10 28 91 63 9 31 91 60 9
Two or more races 25 75 50 25 18 77 59 23 41 91 50 9
Students with Disabilities 18 75 58 25 17 60 43 40 8 61 53 39
Economically Disadvantaged 20 83 63 17 17 82 65 18 21 84 63 16
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 16 84 68 16 16 95 79 5 18 93 75 7
Female 12 85 74 15 12 94 82 6 15 93 78 7
Male 20 83 63 18 21 96 75 4 21 94 73 6
Black 11 83 72 17 5 84 79 16 < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 17 85 68 15 21 97 76 3 18 96 78 4
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 10 85 74 15 6 92 86 8 17 91 74 9
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 37 92 56 8 38 93 55 7 37 93 56 7
Female 39 93 54 7 35 93 58 8 39 96 57 4
Male 34 91 57 9 40 94 53 6 35 90 55 10
Black 15 92 77 8 42 83 42 17 - 83 83 17
White 41 95 53 5 39 96 57 4 42 93 51 7
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities < < < < 10 90 80 10 - 75 75 25
Economically Disadvantaged 19 91 72 9 25 89 64 11 31 88 57 12
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 14 89 75 11 11 86 75 14 8 85 76 15
Female 14 91 77 9 11 78 67 22 - 81 81 19
Male 14 86 73 14 11 92 82 8 15 88 73 12
Black 8 85 77 15 < < < < 8 67 58 33
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 88 72 12 10 90 81 10 9 89 80 11
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 60 60 40
Economically Disadvantaged 8 80 72 20 4 88 83 13 3 79 76 21
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 100 71 0 36 100 64 0 < 100 < 0
Female 9 100 91 0 27 100 73 0 < 100 < 0
Male 50 100 50 0 < 100 < 0 < 100 < 0
Black < 100 < 0
White 31 100 69 0 36 100 64 0 < 100 < 0
Two or more races < 100 < 0
Economically Disadvantaged < 100 < 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 91 65 9 5 75 71 25 27 88 61 12
Female 29 92 63 8 - 82 82 18 29 90 62 10
Male 25 91 65 9 8 70 62 30 26 86 60 14
Black 7 93 86 7 - 59 59 41 10 90 80 10
Hispanic < < < < < 100 < 0 < 100 < 0
White 30 91 61 9 7 81 74 19 32 87 55 13
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < - 58 58 42 9 45 36 55
Economically Disadvantaged 19 90 71 10 3 73 70 27 12 79 67 21
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 49 79 30 21 41 77 37 23 46 85 39 15
Female 43 83 39 17 35 77 42 23 44 85 41 15
Male 56 76 20 24 46 78 32 22 48 85 38 15
Black 13 60 47 40 13 63 50 38 < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 57 85 28 15 46 84 38 16 48 85 37 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 42 67 25 33 20 40 20 60 < < < <
Economically Disadvantaged 36 72 36 28 34 75 41 25 31 81 50 19
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: 90.14 State: 89.72 Division: 84.44 State: 88.34 Division: 88.64 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten434858
Kindergarten768789
Grade 1997687
Grade 2889376
Grade 39685102
Grade 4879884
Grade 5999194
Grade 69810796
Grade 79391111
Grade 89610492
Grade 9100102116
Grade 101058789
Grade 117511088
Grade 127861102
Post Graduate001
Total Students1,2331,2401,285
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 Students123312401285
Female594592620
Male639648665
American Indian233
Asian946
Black227242220
Hispanic484444
White887887935
Two or more races606077
Students with Disabilities140143150
Not Students with Disabilities109310971135
Economically Disadvantaged573562556
Not Economically Disadvantaged660678729
English Learners71014
Not English Learners122612301271
Homeless4911
Military Connected1079
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 56 40 4 0 2 5
State 50979 36013 2733 1046 5404 1786
Female Division 33 16 0 0 1 0
State 27837 15823 920 366 1922 656
Male Division 23 24 4 0 1 5
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 6 12 1 0 0 0
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 41 27 3 0 2 5
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 6 4 0 0 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 14 22 2 0 1 2
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students10710093.510093.521.9
Female504998499812
Male575189.55189.511.8
Asian0<100<10000
Black19191001910000
Hispanic0<100<10000
White787191719122.6
Two or more races0<100<10000
Students with Disabilities11111001110000
Economically Disadvantaged413892.73892.712.4
Homeless0<100<10000
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken39 / 10.92%23 / 6.39% -
Advanced Placement Course Enrollment39 / 10.92%24 / 6.67% -
Dual Enrollment57 / 15.97%64 / 17.78%92 / 23.29%
Governor’s School Enrollment18 / 5.04%25 / 6.94%27 / 6.84%
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 76 41 46
State 82482 57560 30
Female Division 35 25 29
State 41546 31230 25
Male Division 41 16 61
State 40936 26330 36
Black Division 13 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 55 29 47
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 25 < 100
State 23515 13119 44
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-4-
 State413936233471
State LicensuresDivision-3-
 State179019641412
Industry CertificationDivision8690-
 State100544109590103892
Workplace ReadinessDivision658
 State307754231350242
Total Credentials EarnedDivision921028
 State137248157490159017
Students Earning One or More CredentialsDivision69968
 State109089126113127744
CTE CompletersDivision583839
 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 49 85 14 16.5%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 66 96 22 22.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 80 120 32 26.7%
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
56.9 58.9 59.9

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
2014-20157,068.001,799.00820.00
2015-20167,297.002,537.00833.00
2016-20177,025.003,389.00907.00

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 Students111082443510841094740106497445510731223850
Female534411315522501917520462318522651122
Male576413120562592823544512137551572728
American Indian0000000000000000
Asian9100820000000000
Black2041075210229520115129180161010
Hispanic40131473014110141300
Native Hawaiian0000
White791643328768753730764743139787882734
Two or more races635114971451516621116
Students with Disabilities1117521181172142116715520710
Economically Disadvantaged551593125515703526521482941554862934
English Learners00008200000012100
Homeless0000000081408207
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 16
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
Other Offenses Against Persons 47
Disorderly or Disruptive Behavior Offenses 87
Alcohol, Tobacco, and Other Drug Offenses 33
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1620.490.2420.2332.53
Asian0.7310.490.3230.467
Black18.42525.3719.51629.2917.12129.11
Hispanic3.8961.953.5480.713.4241.27
Native Hawaiian
White71.99762.9371.53259.2972.76362.03
Two or more races4.878.784.83910.715.9925.06
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1620.2420.233
Asian0.7310.3230.467
Black18.42519.51633.3317.12116.67
Hispanic3.8963.5483.424
Native Hawaiian
White71.99790.9171.53233.3372.76383.33
Two or more races4.879.094.83933.335.992
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1620.2420.233
Asian0.7310.3230.467
Black18.42519.5165017.121100
Hispanic3.8963.5483.424
Native Hawaiian
White71.9975071.5325072.763
Two or more races4.87504.8395.992
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 51.2954.7654.52
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 48.5440.5448.77
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 72.1764.367.33
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: 13.21 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 9.08 : 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
Provisional3%7%
Provisional Special Education2%4%
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
2015-201656%43%1%0%
2016-201753%43%1%3%
2017-201854%42%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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