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Montgomery County Public Schools

General school information

Division: Montgomery County Public Schools
Address: 750 Imperial St. Christiansburg, VA 24073
Superintendent: Dr. Mark Miear
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

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

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: 87.39 State: 89.72 Division: 91.41 State: 88.34 Division: 89.67 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division301829
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten244195271
Kindergarten782717782
Grade 1732758736
Grade 2745711774
Grade 3791740701
Grade 4691799759
Grade 5711687800
Grade 6690743696
Grade 7741683744
Grade 8646749682
Grade 9799705796
Grade 10786758689
Grade 11699774753
Grade 12718666752
Total Students9,7759,6859,935
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 Students977596859935
Female472446994814
Male505149865121
American Indian11915
Asian381380383
Black462439422
Hispanic455493527
Native Hawaiian322
White810579708153
Two or more races358392433
Students with Disabilities859880974
Not Students with Disabilities891688058961
Economically Disadvantaged336934213558
Not Economically Disadvantaged640662646377
English Learners256310325
Not English Learners951993759610
Homeless724094
Military Connected1138150
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 429 274 29 4 26 5
State 50979 36013 2733 1046 5404 1786
Female Division 224 119 12 1 10 3
State 27837 15823 920 366 1922 656
Male Division 205 155 17 3 16 2
State 23142 20190 1813 680 3482 1130
Asian Division 21 3 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 11 20 1 0 1 2
State 7955 11090 1111 244 1359 744
Hispanic Division 21 10 0 0 3 0
State 5086 5583 317 105 2172 323
White Division 363 227 26 4 21 3
State 30218 16420 1139 617 1589 596
Two or more races Division 13 14 2 0 1 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 23 29 0 6 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 66 130 21 3 17 5
State 10704 17342 1680 460 2640 1096
English Learners Division 6 6 0 0 3 0
State 1418 3757 272 31 1847 115
Homeless Division 0 6 3 1 2 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 Students76773295.473796.1263.4
Female36935596.235796.7102.7
Male39837794.738095.5164
Asian24241002410000
Black353291.43394.312.9
Hispanic343191.23191.238.8
White64461695.762096.3213.3
Two or more races302996.72996.713.3
Students with Disabilities585289.75289.7610.3
Economically Disadvantaged24221789.722191.3177
English Learners1512801280320
Homeless129751083.3216.7
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 Taken596 / 19.85%584 / 20.12%593 / 19.83%
Advanced Placement Course Enrollment748 / 24.92%793 / 27.32%823 / 27.53%
Dual Enrollment744 / 24.78%683 / 23.53%855 / 28.6%
Governor’s School Enrollment14 / .47%14 / .48%20 / .67%
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 682 485 29
State 82482 57560 30
Female Division 350 265 24
State 41546 31230 25
Male Division 332 220 34
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 28 24 14
State 5492 4724 14
Black Division 37 18 51
State 18272 11640 36
Hispanic Division 28 17 39
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 572 413 28
State 46319 33154 28
Two or more races Division 14 10 29
State 3521 2499 29
Students with Disabilities Division 37 13 65
State 5986 3008 50
Economically Disadvantaged Division 177 96 46
State 23515 13119 44
English Learners Division 26 20 23
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision56--
 State413936233471
State LicensuresDivision5439-
 State179019641412
Industry CertificationDivision811396-
 State100544109590103892
Workplace ReadinessDivision35211371038
 State307754231350242
Total Credentials EarnedDivision127315721038
 State137248157490159017
Students Earning One or More CredentialsDivision106813251038
 State109089126113127744
CTE CompletersDivision424345410
 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 469 811 638 78.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 457 853 686 80.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 473 829 631 76.1%
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
67.3 66.8 66.1

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
2014-20154,727.005,158.00685.00
2015-20164,781.005,176.00717.00
2016-20175,181.005,337.00792.00

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 Students9056461197285896657021933489805512093009070583190279
Female440422510314443312841101474361271105148439528195146
Male46522369414146352861091874619280104152467530295133
American Indian1700110100541012121
Asian3859233851336380165237412810
Black418351623423362019398371223382471412
Hispanic38621101042931111545729131649835914
Native Hawaiian0000000000000000
White7540378163238738446317628373644441672377401462148225
Two or more races308186103322691137421112240126917
Students with Disabilities7227532397551083865788844461848934159
Economically Disadvantaged3172310162219295337416726230343791602353094383144212
English Learners27516692731251134120510334271013
Homeless111302738110351837109411647140261640
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 34
Offenses Against Staff <
Weapons Offenses 15
Property Offenses 11
All Other Offenses 16
Other Offenses Against Persons 197
Disorderly or Disruptive Behavior Offenses 365
Alcohol, Tobacco, and Other Drug Offenses 91
Technology Offenses 20
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1750.220.1130.50.0931.03
Asian3.8540.453.89813.9281.03
Black4.6797.874.7267.54.5385.76
Hispanic4.1022.924.65535.0961.65
Native Hawaiian0.0210.0310.021
White83.8384.9482.91682.8382.38685.39
Two or more races3.3393.63.6625.174.0525.14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1750.1130.093
Asian3.8543.8983.928
Black4.6794.7264.538
Hispanic4.1024.6555.096
Native Hawaiian0.0210.0310.021
White83.8382.91610082.386100
Two or more races3.3393.6624.052
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1750.1130.093
Asian3.8543.8983.928
Black4.6794.7264.538
Hispanic4.1024.6555.096
Native Hawaiian0.0210.0310.021
White83.8310082.91610082.386
Two or more races3.3393.6624.052
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 37.3936.1436.03
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 33.7335.7840.72
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 69.8867.9969.78
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: 16.79 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 9.46 : 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
Provisional2%2%
Provisional Special Education0%1%
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
2015-201639%58%1%2%
2016-201740%57%1%2%
2017-201840%57%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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