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New Kent County Public Schools

General school information

Division: New Kent County Public Schools
Division Number: 63
Address: 12003 New Kent Highway New Kent, VA 23124-0110
Superintendent: Mr. Brian Nichols
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

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

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

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten785562
Kindergarten188228219
Grade 1220233242
Grade 2227227236
Grade 3226243240
Grade 4264238251
Grade 5261280253
Grade 6243271285
Grade 7216258280
Grade 8248224273
Grade 9257261254
Grade 10236244246
Grade 11249222233
Grade 12243260233
Total Students3,1563,2443,307

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students315632443307
Female150515831612
Male165116611695
American Indian373742
Asian313435
Black317314317
Hispanic164170175
Native Hawaiian222
White244925062554
Two or more races156181182
Students with Disabilities447445427
Students without Disabilities270927992880
Economically Disadvantaged432662796
Not Economically Disadvantaged272425822511
English Learners294038
Not English Learners312732043269
Homeless141014
Military Connected93122153
Foster Care455
< = 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 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 122 106 4 2 9 5
State 50983 36029 2739 1053 5386 1766
Female Division 68 46 0 1 2 2
State 27838 15825 923 368 1911 652
Male Division 54 60 4 1 7 3
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 17 13 1 1 0 1
State 7955 11098 1113 244 1362 735
Hispanic Division 7 10 1 0 2 0
State 5087 5586 317 107 2168 323
White Division 88 78 2 1 6 3
State 30221 16421 1144 621 1576 587
Two or more races Division 6 5 0 0 1 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 24 4 0 2 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 13 20 2 1 2 1
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < < <
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 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 Students248232942349494
Female119114961159722
Male129118921199275
American Indian<<100<10000
Asian<<100<10000
Black333194329700
Hispanic2018901890210
White178168941699563
Two or more races131185118518
Students with Disabilities312994299427
Economically Disadvantaged393590369225
English Learners<<<<<<<
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 2016-20172017-2018
Advanced Placement Test Taken79 / 8.02%74 / 7.5%
Advanced Placement Course Enrollment83 / 8.43%76 / 7.7%
Dual Enrollment91 / 9.24%110 / 11.14%
Governor's School Enrollment26 / 2.64%23 / 2.33%
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

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision21014133
State83,31058,98329
FemaleDivision987227
State42,04632,13924
MaleDivision1126938
State41,26426,84435
American IndianDivision<<100
State24615338
AsianDivision<<100
State5,5904,89312
BlackDivision261446
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
Native HawaiianDivision<<100
State1257639
WhiteDivision16111330
State45,92633,47627
Two or more racesDivision10<100
State3,8212,77427
Students with DisabilitiesDivision20<100
State6,7843,33551
Economically DisadvantagedDivision241058
State24,87113,98444
English LearnersDivision--100
State4,9222,97340
< = 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
2015-20162016-20172017-2018
NOCTI AssessmentsDivision29--
 State4,1393,6233,525
State LicensuresDivision6--
 State2,4402,2791,881
Industry CertificationDivision233252-
 State99,894109,275104,601
Workplace ReadinessDivision138218218
 State30,77542,31350,241
Total Credentials EarnedDivision406470218
 State137,248157,490160,248
Students Earning One or More CredentialsDivision356409218
 State109,089126,113128,672
CTE CompletersDivision8090104
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

< = 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
2012-2013Division4,166.004,127.00500.00
State5,761.004,621.00875.00
2013-2014Division4,560.004,264.00403.00
State5,807.004,651.00784.00
2014-2015Division4,398.004,547.00423.00
State5,933.004,819.00771.00
2015-2016Division4,494.004,512.00425.00
State6,084.004,849.00812.00
2016-2017Division4,367.004,836.00411.00
State6,248.005,052.00871.00

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 Students2,7653102,8433132,891333
Female1,3101551,3781651,388182
Male1,4551551,4651481,503151
American Indian285326416
Asian300342332
Black281302802128539
Hispanic141201491816222
Native Hawaiian<<<<<<
White2,1522362,1882432,233241
Two or more races133181582313221
Students with Disabilities341653494932360
Economically Disadvantaged34576518111648154
English Learners361373413
Homeless15121251310
< = 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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 25
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 77
Disorderly or Disruptive Behavior Offenses 96
Alcohol, Tobacco, and Other Drug Offenses 16
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
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian1.211.10.6
Asian10.510.6
Black1026.79.726.1
Hispanic5.24.25.24.3
Native Hawaiian0.10.1
White77.663.477.362.7
Two or more races4.94.25.65.6
< = 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
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian1.21.1
Asian11
Black1016.79.7
Hispanic5.28.35.2
Native Hawaiian0.10.1
White77.67577.3100
Two or more races4.95.6
< = 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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian1.21.1
Asian11
Black109.7
Hispanic5.25.2
Native Hawaiian0.10.1
White77.677.3
Two or more races4.95.6
< = 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 21.323.824.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 35.53433
< = 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 69.361.659.2
< = 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

2016-2017 Grades K-7 Student Teacher Ratio: 13.48 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 12.1 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - 0.8% 1.9% 6.1% 1.9% 3.1%
High Poverty - - - - - -
Low Poverty - 0.8% 1.9% 6.1% 1.9% 3.1%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education1%1%

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

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201747%51%0%2%
2017-201847%52%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available