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Nelson County Public Schools

General school information

Division: Nelson County Public Schools
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.

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

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

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: 92.17 State: 89.72 Division: 82.88 State: 88.34 Division: 91.87 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division010
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten453845
Kindergarten122106121
Grade 1140126115
Grade 2140134118
Grade 3143138133
Grade 4139143132
Grade 5134140149
Grade 6153133141
Grade 7153160134
Grade 8147155158
Grade 9180153171
Grade 10169181153
Grade 11149156153
Grade 12145135159
Post Graduate100
Total Students1,9601,8981,882
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 Students196018981882
Female938912913
Male1022986969
American Indian765
Asian111513
Black256238240
Hispanic137137129
White145114131409
Two or more races988986
Students with Disabilities246249278
Not Students with Disabilities171416491604
Economically Disadvantaged97710231013
Not Economically Disadvantaged983875869
English Learners485754
Not English Learners191218411828
Migrant684
Military Connected1567
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 88 62 8 5 6 2
State 50979 36013 2733 1046 5404 1786
Female Division 56 32 3 1 0 2
State 27837 15823 920 366 1922 656
Male Division 32 30 5 4 6 0
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 11 10 3 0 0 0
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 65 49 5 4 6 1
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 16 8 1 2 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 37 33 6 4 4 2
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
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 Students17115892.416495.963.5
Female949196.89398.900
Male7767877192.267.8
Asian0<100<10000
Black24241002410000
Hispanic0<<<<00
White13011991.512394.664.6
Two or more races0<100<10000
Students with Disabilities282589.32692.927.1
Economically Disadvantaged867688.48194.244.7
English Learners0<<<<00
Foster Care0<<<<00
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 Taken47 / 7.31%46 / 7.36%49 / 7.7%
Advanced Placement Course Enrollment49 / 7.62%49 / 7.84%49 / 7.7%
Dual Enrollment80 / 12.44%96 / 15.36%93 / 14.62%
Governor’s School Enrollment - - -
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 143 71 50
State 82482 57560 30
Female Division 74 43 42
State 41546 31230 25
Male Division 69 28 59
State 40936 26330 36
Black Division 21 < 100
State 18272 11640 36
Hispanic Division 12 < 100
State 8547 5341 38
White Division 107 60 44
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 50 20 60
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision202219
 State179019641412
Industry CertificationDivision431658
 State100544109590103892
Workplace ReadinessDivision283727
 State307754231350242
Total Credentials EarnedDivision9175104
 State137248157490159017
Students Earning One or More CredentialsDivision776997
 State109089126113127744
CTE CompletersDivision809393
 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 37 48 38 79.2%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 59 81 49 60.5%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 47 60 41 68.3%
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
60.4 62.1 62

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20157,562.004,353.00884.00
2015-20167,638.004,443.00885.00
2016-20178,462.004,565.00882.00

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 Students17731074740177314942551683153556016721334660
Female860422022859611623813711830817602027
Male913652718914882632870823730855732633
American Indian0000000000000000
Asian0000100001600014200
Black2501065241214221318762261738
Hispanic131624130625120844117874
White129086362912941163346124411942501234953347
Two or more races895329433288510771031
Students with Disabilities2151975213261410232291717251221419
Economically Disadvantaged91576412889010930498961214353869934144
English Learners49303472035351153323
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 21
Offenses Against Staff <
Weapons Offenses 10
Property Offenses <
All Other Offenses 13
Other Offenses Against Persons 48
Disorderly or Disruptive Behavior Offenses 177
Alcohol, Tobacco, and Other Drug Offenses 40
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2070.670.3570.690.316
Asian0.5170.5610.79
Black13.60617.6713.06118.412.5414.75
Hispanic7.39866.995.97.2184.15
Native Hawaiian
White73.46170.6774.03169.7974.44776.96
Two or more races4.811555.214.6894.15
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 Indian0.2070.3570.316
Asian0.5170.5610.79
Black13.60613.06112.54
Hispanic7.3986.997.218
Native Hawaiian
White73.46174.03110074.447100
Two or more races4.81154.689
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 Indian0.2070.3570.316
Asian0.5170.5610.79
Black13.60613.06112.54
Hispanic7.3986.997.218
Native Hawaiian
White73.46110074.03174.447
Two or more races4.81154.689
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 53.0650.8750.16
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 40.940.1843.66
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 79.3575.9576.2
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: 12.52 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 11.54 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%6%
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
2015-201641%54%2%3%
2016-201742%54%2%2%
2017-201842%54%2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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