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Nelson County Public Schools

General school information

Division: Nelson County Public Schools
Division Number: 62
Address: 84 Courthouse Square Lovingston, VA 22949-0276
Superintendent: Dr. Martha Eagle
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Rockfish River ElementaryAccredited
Tye River ElementaryAccredited with Conditions
Middle Schools
Nelson MiddleAccredited
High Schools
Nelson County HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 58 74 26 13 59 72 28 14 62 75 25
Female 17 59 76 24 13 60 74 26 15 62 77 23
Male 14 57 72 28 12 57 70 30 13 61 74 26
American Indian < < < < < < 100 0 < < < <
Asian < < < < < < 100 0 < < < <
Black 8 44 52 48 5 48 53 47 6 54 60 40
Hispanic 7 58 65 35 16 54 70 30 14 55 70 30
White 18 60 78 22 14 62 76 24 15 65 80 20
Two or more races 8 59 67 33 13 48 60 40 15 53 68 32
Students with Disabilities 9 21 30 70 7 22 29 71 5 26 31 69
Students without Disabilities 16 64 81 19 14 65 79 21 15 68 83 17
Economically Disadvantaged 8 55 62 38 7 53 60 40 9 56 65 35
Not Economically Disadvantaged 24 62 87 13 19 66 85 15 20 67 87 13
English Learners 4 25 29 71 5 29 33 67 - 25 25 75
Migrant < < 100 0 < < 100 0 < < < <
Homeless < < < < - 47 47 53 8 46 54 46
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 45 60 40 15 51 66 34 18 40 59 41
Female 14 50 64 36 15 52 67 33 21 42 62 38
Male 16 41 57 43 15 51 66 34 16 39 56 44
American Indian < < < < < < < <
Asian < < 100 0 < < < <
Black - 38 38 63 11 28 39 61 - 31 31 69
Hispanic - 54 54 46 8 58 67 33 10 30 40 60
White 20 46 66 34 15 55 70 30 24 44 68 32
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 5 26 32 68 6 6 11 89 12 12 24 76
Students without Disabilities 17 48 65 35 17 58 75 25 20 45 65 35
Economically Disadvantaged 7 37 44 56 11 47 58 42 14 39 53 47
Not Economically Disadvantaged 26 54 81 19 22 56 78 22 24 42 66 34
English Learners < < < < < < < < < < < <
Migrant < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 44 65 35 14 52 66 34 18 58 76 24
Female 17 41 58 42 15 56 71 29 17 59 76 24
Male 25 47 72 28 13 49 62 38 19 57 76 24
Black 6 41 47 53 - 53 53 47 13 38 50 50
Hispanic < < < < 27 33 60 40 18 55 73 27
White 24 45 69 31 14 56 70 30 16 64 80 20
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 14 14 86 11 22 33 67 6 17 22 78
Students without Disabilities 23 48 71 29 14 57 71 29 20 65 86 14
Economically Disadvantaged 15 39 54 46 7 43 50 50 11 56 67 33
Not Economically Disadvantaged 30 52 82 18 22 64 86 14 25 61 86 14
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 64 83 17 22 42 64 36 18 55 73 27
Female 27 62 89 11 13 46 60 40 17 55 72 28
Male 13 65 77 23 29 39 68 33 19 55 74 26
American Indian < < < <
Black 12 47 59 41 5 47 53 47 6 67 72 28
Hispanic < < < < < < < < 29 43 71 29
White 21 67 88 12 25 42 67 33 19 58 77 23
Two or more races < < < < < < < < < < < <
Students with Disabilities 28 22 50 50 8 12 20 80 6 31 38 63
Students without Disabilities 18 70 88 12 25 48 73 27 20 59 78 22
Economically Disadvantaged 5 71 77 23 10 39 49 51 13 46 59 41
Not Economically Disadvantaged 38 53 92 8 37 46 83 17 25 66 91 9
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 55 70 30 15 61 75 25 18 57 75 25
Female 13 57 70 30 19 61 80 20 11 63 74 26
Male 16 54 70 30 11 60 71 29 24 53 76 24
Black 17 42 58 42 - 50 50 50 6 50 56 44
Hispanic < < < < < < < < 18 64 82 18
White 16 56 72 28 18 64 82 18 21 58 78 22
Two or more races 8 58 67 33 < < < < < < < <
Students with Disabilities - 19 19 81 - 23 23 77 - 17 17 83
Students without Disabilities 17 61 77 23 18 68 85 15 21 65 86 14
Economically Disadvantaged 10 47 57 43 7 56 63 37 11 53 63 37
Not Economically Disadvantaged 21 68 89 11 25 67 92 8 26 63 89 11
Homeless < < < < < < 100 0
Foster Care < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 64 79 21 10 58 68 32 15 64 78 22
Female 23 62 85 15 16 52 67 33 19 63 82 18
Male 8 66 75 25 4 65 69 31 10 64 74 26
Black - 53 53 47 - 50 50 50 15 50 65 35
Hispanic 15 62 77 23 < < < < < < < <
White 17 67 84 16 10 60 70 30 15 68 83 17
Two or more races < < < < 23 38 62 38 10 50 60 40
Students with Disabilities 5 23 27 73 - 20 20 80 13 26 39 61
Students without Disabilities 17 71 88 12 12 65 77 23 15 71 86 14
Economically Disadvantaged 6 63 68 32 5 53 58 42 7 61 68 32
Not Economically Disadvantaged 24 65 89 11 16 65 82 18 24 67 90 10
Military Connected < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 59 74 26 11 63 75 25 6 67 73 27
Female 16 62 78 22 14 63 77 23 9 65 74 26
Male 14 55 69 31 9 63 72 28 3 69 72 28
Black 19 31 50 50 6 41 47 53 - 63 63 38
Hispanic - 38 38 62 21 57 79 21 < < < <
White 17 63 81 19 11 68 79 21 7 69 76 24
Two or more races < < < < < < < < 8 58 67 33
Students with Disabilities 12 20 32 68 9 23 32 68 - 22 22 78
Students without Disabilities 15 66 82 18 12 70 81 19 7 75 81 19
Economically Disadvantaged 8 58 65 35 7 54 61 39 4 58 62 38
Not Economically Disadvantaged 22 60 82 18 15 70 85 15 8 79 87 13
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 74 82 18 3 81 85 15 6 84 90 10
Female 9 73 82 18 1 88 89 11 11 84 95 5
Male 7 75 82 18 5 75 80 20 2 84 86 14
Black 6 53 59 41 8 63 71 29 - 76 76 24
Hispanic - 83 83 17 < < < < < < < <
White 10 74 84 16 3 85 87 13 8 85 93 7
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 9 23 32 68 14 48 62 38 - 58 58 42
Students without Disabilities 8 82 90 10 1 87 88 12 7 88 95 5
Economically Disadvantaged 3 69 72 28 4 76 79 21 2 83 85 15
Not Economically Disadvantaged 14 78 91 9 3 88 91 9 10 84 94 6
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 12 60 72 28 22 49 71 29
Female 23 61 84 16 15 67 82 18 28 48 76 24
Male 18 55 73 27 9 54 62 38 16 50 66 34
Black 9 50 59 41 9 56 65 35 - 61 61 39
Hispanic - 55 55 45 4 61 65 35 15 54 69 31
White 25 57 82 18 13 61 74 26 27 48 75 25
Two or more races 7 87 93 7 < < < < 11 32 42 58
Students with Disabilities 7 24 32 68 17 14 31 69 3 17 20 80
Students without Disabilities 23 63 86 14 11 66 77 23 24 53 77 23
Economically Disadvantaged 10 62 72 28 7 56 63 37 9 48 57 43
Not Economically Disadvantaged 30 54 85 15 16 63 79 21 33 50 83 17
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 55 74 26 11 53 64 36 13 44 57 43
Female 26 60 86 14 14 59 73 27 19 43 62 38
Male 12 49 61 39 8 48 56 44 8 45 53 47
Black 19 31 50 50 6 44 50 50 - 50 50 50
Hispanic - 33 33 67 7 43 50 50 < < < <
White 24 56 80 20 12 56 68 32 16 44 60 40
Two or more races < < < < < < < < 17 25 42 58
Students with Disabilities 8 21 29 71 9 9 18 82 - - - 100
Students without Disabilities 22 61 82 18 11 60 71 29 15 51 66 34
Economically Disadvantaged 10 56 66 34 6 44 50 50 4 41 46 54
Not Economically Disadvantaged 29 53 82 18 15 60 75 25 23 48 71 29
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 62 84 16 13 68 81 19 29 53 82 18
Female 20 61 81 19 16 75 91 9 36 52 89 11
Male 25 62 87 13 10 61 70 30 24 54 78 23
Black - 69 69 31 13 69 81 19 - 70 70 30
Hispanic - 80 80 20 < < < < < < < <
White 27 58 85 15 14 66 80 20 36 51 87 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 6 29 35 65 29 21 50 50 7 36 43 57
Students without Disabilities 24 66 90 10 11 73 84 16 31 55 87 13
Economically Disadvantaged 10 69 79 21 8 68 76 24 15 56 71 29
Not Economically Disadvantaged 32 55 87 13 17 68 86 14 39 51 90 10
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 67 81 19 13 64 78 22 13 73 86 14
Female 12 71 83 17 14 65 79 21 12 75 87 13
Male 14 65 78 22 13 64 77 23 15 71 85 15
American Indian < < < < < < 100 0 < < < <
Asian 20 70 90 10 < < < < < < < <
Black 5 60 66 34 6 61 67 33 4 73 77 23
Hispanic 8 75 83 17 14 63 77 23 16 73 89 11
White 15 68 83 17 15 65 80 20 15 72 88 12
Two or more races 7 74 81 19 8 67 75 25 10 76 86 14
Students with Disabilities 7 35 42 58 7 32 39 61 5 44 49 51
Students without Disabilities 14 72 86 14 15 70 84 16 15 77 92 8
Economically Disadvantaged 7 65 72 28 7 65 72 28 7 73 80 20
Not Economically Disadvantaged 20 70 90 10 20 64 84 16 20 73 93 7
English Learners 4 63 67 33 4 48 52 48 4 64 68 32
Migrant < < 100 0 < < 100 0 < < 100 0
Homeless < < < < 7 53 60 40 13 67 80 20
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 53 60 40 15 62 76 24 23 67 89 11
Female 5 61 66 34 14 61 74 26 21 68 89 11
Male 9 47 56 44 15 63 78 22 25 66 90 10
American Indian < < < < < < < <
Asian < < 100 0 < < < <
Black - 25 25 75 6 50 56 44 13 63 75 25
Hispanic 7 64 71 29 25 50 75 25 - 90 90 10
White 9 55 65 35 15 64 79 21 28 66 94 6
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 5 16 21 79 11 28 39 61 12 53 65 35
Students without Disabilities 8 59 67 33 15 67 82 18 25 69 94 6
Economically Disadvantaged 4 46 50 50 11 62 72 28 17 69 86 14
Not Economically Disadvantaged 12 61 74 26 20 62 82 18 30 64 94 6
English Learners < < < < < < < < < < < <
Migrant < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 49 73 27 17 60 77 23 15 72 87 13
Female 17 45 62 38 16 64 80 20 12 75 86 14
Male 30 51 82 18 18 57 75 25 19 69 88 13
Black 13 38 50 50 - 74 74 26 6 63 69 31
Hispanic < < < < 20 67 87 13 17 75 92 8
White 25 50 76 24 21 57 78 22 15 74 89 11
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 7 29 36 64 6 11 17 83 - 44 44 56
Students without Disabilities 26 51 77 23 19 68 87 13 18 76 94 6
Economically Disadvantaged 13 45 59 41 7 61 68 32 5 78 83 17
Not Economically Disadvantaged 38 53 92 8 31 59 90 10 27 64 92 8
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 54 79 21 30 48 78 22 20 65 86 14
Female 33 50 83 17 28 45 73 27 14 74 88 12
Male 17 57 74 26 31 50 81 19 26 58 84 16
American Indian < < 100 0
Black 13 44 56 44 16 47 63 37 - 78 78 22
Hispanic < < < < < < < < 43 50 93 7
White 29 52 82 18 32 49 81 19 22 64 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities 22 28 50 50 4 28 32 68 13 31 44 56
Students without Disabilities 25 58 83 17 35 52 87 13 22 70 92 8
Economically Disadvantaged 10 58 69 31 13 55 68 32 13 66 79 21
Not Economically Disadvantaged 44 47 92 8 51 38 89 11 30 64 95 5
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 79 88 12 11 74 84 16 8 67 75 25
Female 6 84 90 10 12 67 79 21 12 68 80 20
Male 12 75 86 14 9 80 89 11 5 66 70 30
Black - 100 100 0 6 59 65 35 6 63 69 31
Hispanic < < < < < < < < 9 73 82 18
White 11 75 86 14 13 75 88 13 9 67 76 24
Two or more races - 90 90 10 < < < < < < < <
Students with Disabilities - 50 50 50 14 50 64 36 - 26 26 74
Students without Disabilities 11 84 95 5 10 79 89 11 10 76 87 13
Economically Disadvantaged 6 77 83 17 4 78 82 18 4 64 68 32
Not Economically Disadvantaged 15 82 97 3 22 67 89 11 15 70 85 15
Homeless < < < < < < 100 0
Foster Care < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 66 79 21 10 50 60 40 19 69 88 12
Female 11 75 86 14 10 59 69 31 12 75 86 14
Male 14 58 72 28 9 42 51 49 24 64 89 11
Black 5 58 63 37 - 77 77 23 6 76 82 18
Hispanic 8 75 83 17 < < < < < < 100 0
White 14 68 82 18 13 47 60 40 24 64 89 11
Two or more races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 - 10 10 90 13 52 65 35
Students without Disabilities 15 74 89 11 12 59 71 29 20 72 93 7
Economically Disadvantaged 7 65 72 28 1 52 54 46 4 79 84 16
Not Economically Disadvantaged 19 68 87 13 22 48 70 30 37 56 93 7
Military Connected < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 82 85 15 2 60 62 38 3 83 87 13
Female 2 85 87 13 5 61 66 34 7 86 93 7
Male 5 78 84 16 - 60 60 40 - 81 81 19
Black 15 54 69 31 7 40 47 53 - 92 92 8
Hispanic - 71 71 29 < < < < < < 100 0
White 3 88 90 10 - 63 63 38 3 80 84 16
Two or more races < < 100 0 < < < < - 90 90 10
Students with Disabilities 9 43 52 48 10 24 33 67 - 50 50 50
Students without Disabilities 2 91 94 6 - 70 70 30 4 92 96 4
Economically Disadvantaged 5 75 80 20 2 54 56 44 4 76 80 20
Not Economically Disadvantaged 2 90 92 8 2 68 70 30 3 94 97 3
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 81 88 12 5 79 84 16 5 79 84 16
Female 8 83 91 9 3 85 88 12 7 78 85 15
Male 6 80 86 14 7 73 80 20 4 79 83 17
Asian < < 100 0 < < 100 0
Black - 68 68 32 - 83 83 17 - 83 83 17
Hispanic < < < < 17 56 72 28 < < < <
White 9 83 91 9 4 81 86 14 7 77 85 15
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 62 62 38 - 36 36 64 - 48 48 52
Students without Disabilities 8 84 92 8 6 86 92 8 6 85 91 9
Economically Disadvantaged 2 80 82 18 6 76 82 18 3 77 80 20
Not Economically Disadvantaged 12 82 94 6 4 82 86 14 8 81 89 11
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 77 84 16 10 80 90 10 9 83 92 8
Female 8 78 87 13 13 79 92 8 10 80 90 10
Male 6 76 82 18 8 80 89 11 9 86 95 5
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 79 79 21 - 73 73 27 - 67 67 33
Hispanic - 100 100 0 < < 100 0 13 67 80 20
White 10 74 84 16 13 78 91 9 9 89 98 2
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 21 21 79 - 62 62 38 < < < <
Students without Disabilities 8 82 90 10 12 83 94 6 10 85 95 5
Economically Disadvantaged 1 76 77 23 1 87 88 12 4 76 80 20
Not Economically Disadvantaged 14 79 93 8 18 74 91 9 12 87 99 1
English Learners < < 100 0 < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 70 92 8 19 59 78 22 17 71 88 13
Female 17 75 92 8 21 56 77 23 17 71 88 12
Male 31 61 92 8 15 65 79 21 17 70 87 13
Asian < < < < < < 100 0
Black - 83 83 17 6 56 61 39 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 25 68 93 7 22 61 83 17 19 68 88 12
Two or more races < < < < < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 23 70 93 7 19 59 78 22 17 70 87 13
Economically Disadvantaged 18 68 85 15 20 57 76 24 12 65 76 24
Not Economically Disadvantaged 25 71 95 5 18 61 79 21 18 73 91 9
English Learners < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 69 82 18 13 68 81 19 15 68 83 17
Female 14 70 84 16 11 70 81 19 13 69 82 18
Male 11 69 80 20 16 66 81 19 17 67 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 54 62 38 5 62 67 33 4 74 78 22
Hispanic 4 72 76 24 7 70 76 24 17 63 79 21
White 14 71 86 14 16 68 84 16 18 67 85 15
Two or more races 3 72 76 24 - 75 75 25 6 71 77 23
Students with Disabilities 7 53 60 40 4 40 43 57 5 40 45 55
Students without Disabilities 13 72 85 15 15 73 88 12 17 73 89 11
Economically Disadvantaged 5 69 74 26 7 66 73 27 7 65 72 28
Not Economically Disadvantaged 21 70 91 9 19 70 89 11 23 70 94 6
English Learners - 58 58 42 9 45 55 45 - 33 33 67
Homeless < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 58 80 20 24 48 72 28 34 51 85 15
Female 28 57 85 15 16 48 64 36 26 57 83 17
Male 15 59 75 25 30 49 79 21 41 46 87 13
American Indian < < 100 0
Black 13 38 50 50 16 42 58 42 6 72 78 22
Hispanic < < < < < < < < 57 29 86 14
White 24 62 86 14 27 49 76 24 37 49 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities - 67 67 33 8 24 32 68 13 31 44 56
Students without Disabilities 25 57 82 18 27 53 80 20 37 54 91 9
Economically Disadvantaged 8 64 72 28 10 49 59 41 17 59 76 24
Not Economically Disadvantaged 40 50 90 10 42 48 89 11 55 41 96 4
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 74 76 24 2 63 66 34 8 71 80 20
Female 2 76 78 22 2 59 61 39 10 69 79 21
Male 2 71 73 27 3 67 69 31 7 74 81 19
Black 13 47 60 40 - 56 56 44 7 73 80 20
Hispanic - 69 69 31 < < < < < < < <
White - 78 78 22 2 67 70 30 11 71 81 19
Two or more races < < < < < < < < - 73 73 27
Students with Disabilities 8 42 50 50 5 27 32 68 - 44 44 56
Students without Disabilities - 83 83 17 2 71 73 27 10 76 86 14
Economically Disadvantaged 3 73 76 24 - 57 57 43 - 68 68 32
Not Economically Disadvantaged - 76 76 24 5 71 76 24 18 75 93 7
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 68 79 21 17 69 85 15 10 77 88 12
Female 9 74 84 16 21 70 91 9 12 77 89 11
Male 13 62 75 25 14 68 82 18 8 78 87 13
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 60 60 40 5 52 57 43 - 88 88 13
Hispanic 10 70 80 20 < < < < - 74 74 26
White 14 69 83 17 22 68 90 10 14 76 90 10
Two or more races < < < < - 90 90 10 < < < <
Students with Disabilities 7 47 53 47 - 50 50 50 4 42 46 54
Students without Disabilities 12 70 82 18 20 73 93 7 12 83 95 5
Economically Disadvantaged 4 63 67 33 10 71 81 19 6 71 77 23
Not Economically Disadvantaged 20 74 94 6 23 67 90 10 14 82 96 4
English Learners < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 13 10 83 92 8 6 69 75 25
Female 15 75 91 9 8 83 91 9 < < < <
Male 11 71 83 17 15 81 96 4 < < < <
Asian < < 100 0
Black < < < < - 92 92 8 < < < <
Hispanic < < < < < < < <
White 18 72 90 10 12 81 93 7 < < < <
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 14 75 89 11 10 83 92 8 6 69 75 25
Economically Disadvantaged 3 85 88 12 9 80 89 11 < < < <
Not Economically Disadvantaged 20 67 87 13 10 84 95 5 10 80 90 10
English Learners < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 76 87 13 12 78 89 11 10 68 77 23
Female 15 68 83 17 9 82 90 10 6 69 75 25
Male 8 82 89 11 15 73 88 12 12 67 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 10 62 71 29 - 76 76 24 6 65 71 29
Hispanic < < < < 5 79 84 16 < < < <
White 12 78 90 10 15 77 92 8 12 67 79 21
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 63 63 37 3 45 48 52 6 39 44 56
Students without Disabilities 13 79 92 8 13 84 97 3 10 73 84 16
Economically Disadvantaged 4 71 75 25 7 78 85 15 3 64 68 32
Not Economically Disadvantaged 17 81 99 1 15 77 92 8 16 71 88 13
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 59 86 14 24 58 82 18 26 58 84 16
Female 22 61 83 17 23 57 80 20 25 60 85 15
Male 30 58 88 12 24 59 83 17 27 56 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 12 58 70 30 11 54 66 34 13 59 72 28
Hispanic 22 57 78 22 25 54 79 21 23 66 89 11
White 29 59 88 12 27 58 85 15 29 57 86 14
Two or more races 19 71 90 10 10 69 79 21 27 54 81 19
Students with Disabilities 12 46 59 41 4 48 52 48 4 43 47 53
Students without Disabilities 28 61 89 11 27 60 86 14 30 60 90 10
Economically Disadvantaged 18 60 77 23 15 59 74 26 12 63 76 24
Not Economically Disadvantaged 35 59 94 6 32 57 89 11 39 53 92 8
English Learners 7 67 73 27 6 38 44 56 8 58 67 33
Homeless < < 100 0 < < < < < < < <
Foster Care < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 80 20 14 66 81 19 13 71 85 15
Female 14 63 78 22 13 64 77 23 22 66 88 12
Male 17 67 83 17 16 69 84 16 5 77 81 19
American Indian < < 100 0
Asian < < < <
Black - 50 50 50 - 48 48 52 8 62 69 31
Hispanic 36 55 91 9 < < 100 0 < < < <
White 17 67 83 17 19 69 87 13 15 74 89 11
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 33 39 61 - 61 61 39 - 58 58 42
Students without Disabilities 17 69 86 14 16 67 84 16 15 74 89 11
Economically Disadvantaged 10 58 68 32 11 59 69 31 - 71 71 29
Not Economically Disadvantaged 21 71 91 9 18 75 93 7 21 72 92 8
English Learners < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 67 89 11 13 73 86 14 31 60 91 9
Female 24 64 89 11 15 70 85 15 28 61 89 11
Male 21 69 90 10 10 76 86 14 34 58 93 7
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 8 68 76 24 - 80 80 20 < < 100 0
Hispanic 14 64 79 21 < < < < 36 64 100 0
White 27 66 93 7 16 71 87 13 33 56 89 11
Two or more races < < 100 0 - 82 82 18 < < 100 0
Students with Disabilities 6 71 76 24 - 64 64 36 < < < <
Students without Disabilities 25 66 91 9 15 75 89 11 33 58 91 9
Economically Disadvantaged 15 68 84 16 4 78 83 17 17 69 85 15
Not Economically Disadvantaged 32 65 97 3 19 69 88 12 41 54 95 5
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < <
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 68 95 5 17 73 90 10 6 80 86 14
Female 16 76 92 8 8 78 86 14 3 87 90 10
Male 37 61 97 3 30 67 96 4 10 71 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < - 73 73 27 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 30 67 97 3 24 69 93 7 9 83 91 9
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 26 70 96 4 18 73 92 8 4 81 85 15
Economically Disadvantaged 29 64 93 7 12 81 92 8 4 83 87 13
Not Economically Disadvantaged 25 71 96 4 22 68 89 11 7 79 86 14
English Learners < < 100 0
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 82 88 12 - 62 62 38 5 49 53 47
Female < < 100 0 - 53 53 47 - 53 53 47
Male - 85 85 15 - 73 73 27 8 46 54 46
Black < < 100 0 < < < < - 40 40 60
Hispanic < < < < < < < < < < < <
White 7 86 93 7 - 67 67 33 7 52 59 41
Two or more races < < < <
Students with Disabilities < < < < < < < < 6 31 38 63
Students without Disabilities 7 86 93 7 - 82 82 18 4 59 63 37
Economically Disadvantaged < < < < - 54 54 46 4 35 38 62
Not Economically Disadvantaged < < 100 0 - 69 69 31 6 71 76 24
English Learners < < 100 0 < < < < < < < <
Foster Care < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 61 91 9 44 38 82 18 31 55 85 15
Female 30 63 94 6 48 33 81 19 33 53 86 14
Male 31 58 89 11 41 41 82 18 28 56 84 16
Black 21 57 79 21 25 38 63 38 13 81 94 6
Hispanic 8 69 77 23 46 31 77 23 < < < <
White 36 58 94 6 47 38 86 14 35 49 84 16
Two or more races < < 100 0 < < < < 33 50 83 17
Students with Disabilities 4 61 65 35 6 39 44 56 - 28 28 72
Students without Disabilities 35 61 96 4 49 37 87 13 36 59 95 5
Economically Disadvantaged 17 68 85 15 25 49 74 26 14 64 79 21
Not Economically Disadvantaged 43 54 97 3 60 29 88 12 53 41 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 39 75 25 30 48 78 22 41 44 85 15
Female 24 43 67 33 31 49 80 20 33 50 83 17
Male 48 35 83 17 30 47 77 23 49 38 87 13
Black 12 53 65 35 21 47 68 32 24 41 65 35
Hispanic < < < < 40 40 80 20 36 55 91 9
White 39 38 77 23 30 49 79 21 44 44 88 12
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 8 17 25 75 - 39 39 61 6 39 44 56
Students without Disabilities 39 41 80 20 35 49 84 16 48 45 92 8
Economically Disadvantaged 22 43 65 35 20 46 66 34 19 59 78 22
Not Economically Disadvantaged 57 33 90 10 43 50 93 7 66 27 93 7
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division1-3
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten454342
Kindergarten12110098
Grade 111512596
Grade 2118114122
Grade 3133120114
Grade 4132128116
Grade 5149127125
Grade 6141148128
Grade 7134139144
Grade 8158131136
Grade 9171172141
Grade 10153171158
Grade 11153141143
Grade 12159148132
Total Students1,8821,8071,695

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

Fall Membership by Subgroups

2019 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2017-20182018-20192019-2020
All Students188218071695
Female913857802
Male969950893
American Indian546
Asian1396
Black240237230
Hispanic129144146
White140913221218
Two or more races869088
Students with Disabilities278273255
Students without Disabilities160415341440
Economically Disadvantaged1013947949
Not Economically Disadvantaged869860746
English Learners545858
Not English Learners182817491637
Migrant442
Homeless402738
Military Connected7106
Foster Care161910
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 65 74 7 10 6 1
State 50715 36614 2715 1064 5504 1801
Female Division 43 27 2 1 3 1
State 27679 16161 917 351 2003 680
Male Division 22 47 5 9 3 0
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 6 13 4 0 1 0
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 56 51 2 9 5 1
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 11 7 3 3 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 22 41 5 7 4 1
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < < <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students163146901569664
Female777294739534
Male867486839734
Asian<<100<10000
Black242396239614
Hispanic<<100<10000
White124109881189554
Two or more races<<<<<00
Students with Disabilities2418752188313
Economically Disadvantaged806885759445
Homeless<<<<<<<
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken46 / 7.36%49 / 7.7%34 / 5.38%
Advanced Placement Course Enrollment49 / 7.84%49 / 7.7%44 / 6.96%
Dual Enrollment96 / 15.36%93 / 14.62%85 / 13.45%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1508047
State85,89957,72533
FemaleDivision885439
State43,22531,59927
MaleDivision622658
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision21<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision1146444
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision17<100
State7,2163,25655
Economically DisadvantagedDivision702663
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
State LicensuresDivision221927
 State2,2791,8812,231
Industry CertificationDivision1658106
 State109,275104,601107,234
Workplace ReadinessDivision372741
 State42,31350,24144,892
Total Credentials EarnedDivision75104174
 State157,490160,248158,452
Students Earning One or More CredentialsDivision6997158
 State126,113128,672126,041
CTE CompletersDivision939392
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision-19
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division7,638.004,443.00885.00
State6,084.004,849.00812.00
2016-2017Division8,462.004,565.00882.00
State6,248.005,052.00871.00
2017-2018Division8,938.004,574.00864.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,5712711,5852151,522189
Female7661187769673686
Male805153809119786103
American Indian<<<<<<
Asian160131<<
Black206332142119825
Hispanic112131101412713
White1,1602141,1681641,114139
Two or more races7577614769
Students with Disabilities214592294819847
Economically Disadvantaged817210810158758147
English Learners505465495
Homeless1010186274
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 69
Disorderly or Disruptive Behavior Offenses 153
Other Offenses Against Persons 88
All Other Offenses <
Property Offenses <
Weapons Offenses 11
Offenses Against Staff <
Offenses Against Student 26
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.30.20.8
Asian0.80.70.5
Black12.514.712.815.713.116.9
Hispanic7.24.16.98.585.6
Native Hawaiian----0.1
White74.47774.968.573.268.3
Two or more races4.74.14.67.258.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.30.2
Asian0.80.70.5
Black12.512.813.1
Hispanic7.26.98
Native Hawaiian0.1
White74.410074.97573.2
Two or more races4.74.6255
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.30.2
Asian0.80.70.5
Black12.512.813.1
Hispanic7.26.98
Native Hawaiian----0.1
White74.474.973.2
Two or more races4.74.65
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 50.253.852.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 43.644.141.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.274.473
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 12.23 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11.51 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division8.9%1.3%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201740%56%2%2%
2017-201841%56%2%1%
2018-201939%56%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%74%73%75%
Asian<87%87%75%
Black60%55%60%75%
Hispanic70%69%63%75%
White80%78%81%75%
Economically Disadvantaged65%63%62%75%
English Learners48%46%53%75%
Students with Disabilities32%30%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students87%82%74%70%
Asian<94%89%70%
Black81%72%60%70%
Hispanic89%85%64%70%
White87%83%81%70%
Economically Disadvantaged81%74%63%70%
English Learners79%76%57%70%
Students with Disabilities51%42%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students86%
Asian<
Black76%
Hispanic82%
White88%
Economically Disadvantaged76%
English Learners<
Students with Disabilities56%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students77%90%
Asian<<
Black65%81%
Hispanic71%92%
White82%92%
Economically Disadvantaged69%86%
English Learners52%82%
Students with Disabilities42%69%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students88%84%84%
Asian<90%84%
Black88%82%84%
Hispanic<81%84%
White88%86%84%
Economically Disadvantaged81%78%84%
English Learners<65%84%
Students with Disabilities61%56%84%
Homeless---
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students11%13%9%10%
Asian<8%5%10%
Black11%11%9%10%
Hispanic9%10%9%10%
White11%13%9%10%
Economically Disadvantaged16%18%13%10%
English Learners9%9%8%10%
Students with Disabilities19%19%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress62%46%58%
English Learner Proficiency15%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress182962%
English Learner Proficiency63915%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%100%100%
Asian<<<
Black100%100%100%
Hispanic100%100%100%
White99%