Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

New Kent County Public Schools

General school information

Division: New Kent County Public Schools
Address: 12003 New Kent Highway New Kent, VA 23124-0110
Superintendent: Dr. David Myers
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.

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

ESSA

Every Student Succeeds Act


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 18 83 66 17 18 82 64 18 18 82 64 18
Female 20 87 67 13 20 86 66 14 21 86 64 14
Male 16 80 65 20 16 79 62 21 16 79 63 21
American Indian 5 89 84 11 6 94 88 6 29 76 48 24
Asian 30 100 70 0 19 95 76 5 10 90 80 10
Black 6 68 62 32 10 70 60 30 8 70 63 30
Hispanic 19 84 65 16 18 75 57 25 20 80 61 20
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 19 86 66 14 20 84 65 16 20 84 64 16
Two or more races 15 79 65 21 16 79 63 21 14 76 62 24
Students with Disabilities 10 50 41 50 10 46 36 54 11 40 28 60
Students without Disabilities 19 88 69 12 20 88 69 12 19 89 69 11
Economically Disadvantaged 11 69 58 31 12 73 61 27 10 71 61 29
Not Economically Disadvantaged 19 87 68 13 19 84 65 16 20 85 64 15
English Learners 10 80 70 20 6 63 56 38 9 36 27 64
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 18 84 66 16 22 82 61 18 23 77 53 23
Female 25 90 65 10 22 82 60 18 28 76 48 24
Male 12 78 67 22 22 83 61 18 20 77 57 23
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 64 55 36 20 80 60 20 12 62 50 38
Hispanic 14 86 71 14 25 56 31 44 33 83 50 17
White 20 86 66 14 22 84 63 16 24 79 55 21
Two or more races < 100 < 0 20 87 67 13 21 71 50 29
Students with Disabilities 13 50 38 50 20 51 31 49 5 30 25 70
Students without Disabilities 19 88 69 12 22 89 66 11 25 81 56 19
Economically Disadvantaged 10 69 59 31 14 68 55 32 15 65 50 35
Not Economically Disadvantaged 20 88 68 12 23 84 61 16 26 80 54 20
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 16 81 65 19 26 88 62 12 24 78 54 22
Female 16 86 70 14 29 92 63 8 25 82 56 18
Male 16 76 61 24 24 85 61 15 23 76 53 24
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black 3 63 60 37 9 73 64 27 13 67 53 33
Hispanic 10 90 80 10 24 86 62 14 28 61 33 39
White 18 84 66 16 29 91 63 9 24 80 56 20
Two or more races 18 64 45 36 25 75 50 25 29 86 57 14
Students with Disabilities 6 57 51 43 10 65 55 35 16 39 24 61
Students without Disabilities 18 85 68 15 28 91 63 9 26 86 60 14
Economically Disadvantaged 10 64 54 36 11 85 74 15 11 64 52 36
Not Economically Disadvantaged 17 84 67 16 29 89 59 11 27 82 55 18
English Learners < < < < < 100 < 0 < < < <
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 25 84 60 16 26 83 57 17 25 86 61 14
Female 33 87 54 13 33 90 57 10 27 93 66 7
Male 15 82 67 18 20 77 56 23 23 80 57 20
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 57 52 43 16 72 56 28 - 67 67 33
Hispanic 45 73 27 27 27 82 55 18 25 90 65 10
White 27 89 61 11 28 84 56 16 27 88 60 13
Two or more races 15 77 62 23 10 90 80 10 15 85 69 15
Students with Disabilities 13 58 45 43 2 52 50 48 8 44 36 56
Students without Disabilities 27 90 63 10 31 89 58 11 27 92 65 8
Economically Disadvantaged 14 76 63 24 21 68 47 32 9 72 63 28
Not Economically Disadvantaged 28 87 59 13 27 86 58 14 30 91 61 9
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 30 86 56 14 18 79 61 21 17 82 65 18
Female 28 90 61 10 23 84 62 16 15 88 73 12
Male 31 83 52 17 12 72 60 28 18 75 57 25
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 72 56 28 5 48 43 52 - 79 79 21
Hispanic < < < < 13 67 53 33 17 67 50 33
White 31 87 56 13 21 83 62 17 20 83 63 17
Two or more races - 92 92 8 8 69 62 31 13 81 69 19
Students with Disabilities 16 36 20 64 5 29 24 71 6 42 36 58
Students without Disabilities 31 93 61 7 20 88 68 12 19 88 69 12
Economically Disadvantaged 15 67 52 33 15 72 57 28 6 74 68 26
Not Economically Disadvantaged 32 89 57 11 18 80 62 20 19 83 64 17
English Learners < 100 < 0 < < < < < < < <
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 18 87 69 13 20 88 68 12 17 81 64 19
Female 18 88 70 12 23 93 70 7 24 81 58 19
Male 18 86 68 14 17 83 66 17 10 82 72 18
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 79 70 21 17 78 61 22 13 43 30 57
Hispanic < < < < < 100 < 0 6 81 75 19
White 20 89 69 11 20 89 69 11 20 87 67 13
Two or more races < < < < 13 73 60 27 7 71 64 29
Students with Disabilities 14 66 52 34 17 46 29 54 8 41 33 59
Students without Disabilities 18 90 72 10 20 93 73 7 19 89 70 11
Economically Disadvantaged 20 77 57 23 11 71 61 29 12 71 59 29
Not Economically Disadvantaged 17 89 72 11 21 90 69 10 19 84 65 16
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 73 60 27 13 71 58 29 12 80 68 20
Female 11 76 65 24 11 71 60 29 16 85 70 15
Male 15 70 55 30 15 71 56 29 9 76 67 24
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 44 44 56 10 55 45 45 11 79 68 21
Hispanic < < < < < < < < < < < <
White 15 76 61 24 14 73 59 27 13 82 68 18
Two or more races < < < < < < < < 5 63 58 37
Students with Disabilities 4 29 25 71 10 41 31 59 13 23 10 77
Students without Disabilities 14 79 65 21 13 75 62 25 12 89 77 11
Economically Disadvantaged 4 51 47 49 10 58 48 43 6 66 60 34
Not Economically Disadvantaged 15 78 63 22 13 74 60 26 13 83 70 17
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 6 89 84 11 3 85 82 15 9 89 80 11
Female 7 93 87 7 2 91 90 9 11 94 82 6
Male 5 86 81 14 5 79 74 21 7 86 79 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 3 84 81 16 9 91 83 9
Hispanic 9 100 91 0 - 76 76 24 13 94 81 6
White 5 88 83 12 3 85 82 15 8 89 80 11
Two or more races 27 91 64 9 < 100 < 0 9 82 73 18
Students with Disabilities 4 50 46 50 10 38 28 62 21 52 30 48
Students without Disabilities 6 95 89 5 2 93 91 7 7 95 88 5
Economically Disadvantaged - 81 81 19 4 81 77 19 3 90 86 10
Not Economically Disadvantaged 6 90 84 10 3 86 83 14 9 89 80 11
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 80 61 20 19 79 60 21 22 80 58 20
Female 24 87 63 13 20 84 64 16 32 88 56 12
Male 16 75 59 25 17 73 56 27 16 74 59 26
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black 5 69 64 31 9 72 63 28 14 73 59 27
Hispanic 29 86 57 14 4 65 62 35 38 88 50 13
White 21 81 61 19 21 81 60 19 23 82 59 18
Two or more races 27 82 55 18 11 72 61 28 11 57 46 43
Students with Disabilities 5 42 37 58 13 42 29 58 16 39 23 61
Students without Disabilities 22 86 65 14 20 85 65 15 23 87 64 13
Economically Disadvantaged 7 62 55 38 11 68 56 32 13 66 52 34
Not Economically Disadvantaged 22 84 62 16 20 81 61 19 24 82 59 18
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 18 77 59 23 20 70 50 30 20 76 56 24
Female 20 85 65 15 20 74 54 26 26 86 60 14
Male 16 70 54 30 19 65 46 35 14 67 53 33
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black - 48 48 52 10 55 45 45 10 70 60 30
Hispanic 20 70 50 30 < < < < < < < <
White 20 80 60 20 23 74 51 26 20 79 58 21
Two or more races < < < < < < < < 11 47 37 53
Students with Disabilities 7 38 31 62 9 25 16 75 13 23 10 77
Students without Disabilities 19 82 63 18 21 77 56 23 21 84 63 16
Economically Disadvantaged 9 60 51 40 14 52 38 48 9 60 51 40
Not Economically Disadvantaged 20 81 61 19 21 74 53 26 22 79 57 21
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 21 84 63 16 18 86 68 14 24 84 59 16
Female 27 89 62 11 20 94 74 6 38 91 53 9
Male 16 80 64 20 16 79 63 21 17 80 63 20
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 87 77 13 8 86 78 14 17 75 58 25
Hispanic 36 100 64 0 6 76 71 24 31 88 56 13
White 21 83 62 17 20 87 68 13 25 84 59 16
Two or more races 38 77 38 23 20 80 60 20 < < < <
Students with Disabilities 3 45 42 55 15 55 40 45 18 51 33 49
Students without Disabilities 24 90 66 10 18 92 73 8 26 89 64 11
Economically Disadvantaged 4 65 62 35 9 80 70 20 19 72 53 28
Not Economically Disadvantaged 23 86 63 14 20 88 68 12 25 85 60 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

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 20 85 65 15 17 83 66 17 16 81 65 19
Female 20 87 67 13 16 85 68 15 14 84 69 16
Male 20 84 64 16 18 81 63 19 17 78 62 22
American Indian 14 86 71 14 13 92 79 8 8 73 65 27
Asian 33 92 58 8 9 95 86 5 16 92 76 8
Black 7 75 67 25 6 72 66 28 6 69 63 31
Hispanic 17 90 73 10 21 82 61 18 18 81 63 19
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 87 64 13 19 84 66 16 17 83 66 17
Two or more races 11 82 71 18 16 77 61 23 17 73 56 27
Students with Disabilities 12 54 42 46 9 52 43 48 7 44 38 56
Students without Disabilities 21 90 69 10 18 88 69 12 17 86 69 14
Economically Disadvantaged 13 76 63 24 12 74 62 26 9 71 63 29
Not Economically Disadvantaged 22 87 66 13 18 85 67 15 17 83 66 17
English Learners 18 91 73 9 15 75 60 25 10 80 70 20
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 81 63 19 13 72 59 28 15 76 61 24
Female 21 83 62 17 8 70 61 30 13 76 63 24
Male 15 80 65 20 16 73 57 27 16 75 59 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 4 57 52 43 - 64 64 36 15 62 46 38
Hispanic 19 86 67 14 21 64 43 36 18 100 82 0
White 20 83 63 17 13 73 60 27 14 77 63 23
Two or more races < 100 < 0 13 60 47 40 13 67 53 33
Students with Disabilities 17 54 38 46 9 34 26 66 - 35 35 65
Students without Disabilities 18 84 66 16 14 79 65 21 16 79 63 21
Economically Disadvantaged 10 71 61 29 - 56 56 44 9 66 57 34
Not Economically Disadvantaged 20 84 64 16 14 74 59 26 16 78 62 22
English Learners < < < < < < < < < 100 < 0
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 39 94 55 6 29 89 60 11 34 88 54 12
Female 36 95 59 5 27 90 63 10 33 89 56 11
Male 41 93 52 7 31 88 58 12 35 86 52 14
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 90 77 10 14 73 59 27 20 93 73 7
Hispanic 20 100 80 0 14 100 86 0 37 79 42 21
White 44 95 51 5 33 90 58 10 35 87 52 13
Two or more races 18 82 64 18 25 83 58 17 36 93 57 7
Students with Disabilities 27 78 51 22 12 61 48 39 11 42 32 58
Students without Disabilities 41 97 56 3 31 93 62 7 39 96 58 4
Economically Disadvantaged 28 90 62 10 23 81 57 19 16 74 58 26
Not Economically Disadvantaged 41 95 54 5 30 91 61 9 38 91 53 9
English Learners < 100 < 0 < 100 < 0 < 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 30 84 54 16 28 86 58 14 34 86 52 14
Female 35 83 48 17 27 88 60 12 30 91 61 9
Male 24 86 61 14 28 85 56 15 37 81 45 19
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 68 59 32 6 72 66 28 11 72 61 28
Hispanic 27 91 64 9 27 91 64 9 33 90 57 10
White 34 85 51 15 30 88 57 12 36 88 52 12
Two or more races 15 85 69 15 40 90 50 10 23 62 38 38
Students with Disabilities 5 48 43 53 10 62 52 38 14 44 31 56
Students without Disabilities 35 91 57 9 32 91 59 9 37 92 56 8
Economically Disadvantaged 25 83 58 17 21 82 61 18 18 76 58 24
Not Economically Disadvantaged 31 84 53 16 29 87 58 13 39 89 50 11
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 14 90 77 10 9 85 76 15 4 83 79 17
Female 10 91 80 9 12 87 75 13 4 92 88 8
Male 17 90 74 10 6 82 76 18 4 74 69 26
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 78 78 22 - 67 67 33 - 76 76 24
Hispanic < 100 < 0 - 83 83 17 10 80 70 20
White 16 92 76 8 12 86 74 14 4 83 79 17
Two or more races 10 90 80 10 8 100 92 0 - 86 86 14
Students with Disabilities 11 52 41 48 3 47 45 53 3 50 47 50
Students without Disabilities 14 97 83 3 11 93 82 7 4 89 84 11
Economically Disadvantaged 13 74 61 26 7 81 74 19 4 66 62 34
Not Economically Disadvantaged 14 94 80 6 10 86 76 14 4 87 83 13
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 25 79 54 21 20 86 66 14 12 75 64 25
Female 23 82 58 18 22 91 69 9 14 76 62 24
Male 26 76 50 24 18 81 64 19 9 74 66 26
American Indian < < < < < 100 < 0 < < < <
Asian < < < < < < < <
Black 6 61 55 39 16 74 58 26 - 43 43 57
Hispanic 20 90 70 10 < 100 < 0 7 57 50 43
White 28 81 53 19 20 88 69 12 11 81 71 19
Two or more races < < < < 13 67 53 33 44 69 25 31
Students with Disabilities 14 48 34 52 17 50 33 50 3 26 23 74
Students without Disabilities 26 83 57 17 20 90 70 10 13 84 71 16
Economically Disadvantaged 13 67 53 33 16 61 45 39 11 60 49 40
Not Economically Disadvantaged 27 81 55 19 20 90 70 10 12 79 67 21
English Learners < 100 < 0 < 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 1 71 70 29 3 48 45 52 5 49 45 51
Female - 75 75 25 2 47 45 53 6 66 59 34
Male 2 66 64 34 4 48 44 52 4 39 35 61
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black - 53 53 47 5 47 42 53 17 42 25 58
Hispanic < 100 < 0 < < < < < < < <
White 1 71 70 29 3 49 47 51 2 52 50 48
Two or more races < < < < < < < < 8 33 25 67
Students with Disabilities 4 44 40 56 12 31 19 69 15 30 15 70
Students without Disabilities - 78 78 22 - 53 53 47 - 59 59 41
Economically Disadvantaged - 55 55 45 4 44 40 56 - 42 42 58
Not Economically Disadvantaged 1 77 75 23 3 49 46 51 6 52 45 48
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 8 89 80 11 12 91 79 9 5 90 84 10
Female 9 92 83 8 11 95 84 5 6 90 84 10
Male 8 86 78 14 12 87 75 13 5 89 84 11
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0
Black - 84 84 16 - 91 91 9 - 96 96 4
Hispanic < < < < 13 81 69 19 - 91 91 9
White 10 91 81 9 14 91 77 9 7 89 83 11
Two or more races - 67 67 33 < < < < - 91 91 9
Students with Disabilities 3 53 50 47 - 72 72 28 - 80 80 20
Students without Disabilities 9 94 85 6 13 94 80 6 6 91 85 9
Economically Disadvantaged 5 82 77 18 4 85 80 15 3 90 87 10
Not Economically Disadvantaged 9 90 81 10 13 92 79 8 6 90 84 10
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 82 71 18 10 79 69 21 8 76 69 24
Female 9 87 78 13 9 78 69 22 5 78 73 22
Male 15 78 63 22 11 80 69 20 11 75 64 25
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 77 71 23 - 74 74 26 - 66 66 34
Hispanic 17 83 67 17 < < < < - 67 67 33
White 12 83 71 17 10 79 69 21 10 79 69 21
Two or more races 10 90 80 10 < < < < - 73 73 27
Students with Disabilities 7 41 33 59 5 30 25 70 - 40 40 60
Students without Disabilities 12 87 75 13 10 83 73 17 9 81 72 19
Economically Disadvantaged 5 78 73 22 8 68 60 32 2 74 72 26
Not Economically Disadvantaged 13 83 70 17 10 80 70 20 9 77 68 23
English Learners < 100 < 0 < < < < < 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 24 94 70 6 20 90 70 10 18 87 70 13
Female 23 95 72 5 18 92 74 8 16 85 69 15
Male 26 94 68 6 22 88 66 12 20 90 70 10
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 89 71 11 13 69 56 31 5 63 58 37
Hispanic < 100 < 0 25 69 44 31 20 90 70 10
White 26 96 70 4 21 95 74 5 20 89 70 11
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < < < <
Students without Disabilities 25 94 70 6 20 90 70 10 18 87 69 13
Economically Disadvantaged 15 85 70 15 9 83 74 17 5 89 84 11
Not Economically Disadvantaged 26 96 70 4 22 91 70 9 19 87 68 13
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 15 85 71 15 16 82 66 18 15 85 70 15
Female 14 85 72 15 13 81 68 19 11 85 74 15
Male 16 85 69 15 19 83 65 17 19 84 65 16
American Indian 6 89 83 11 20 93 73 7 12 94 82 6
Asian 13 100 88 0 24 94 71 6 - 87 87 13
Black 4 72 67 28 4 65 61 35 6 69 63 31
Hispanic 12 80 67 20 17 88 71 13 10 81 71 19
White 17 87 71 13 18 84 66 16 17 87 70 13
Two or more races 16 86 69 14 15 83 68 18 13 80 68 20
Students with Disabilities 7 48 41 52 8 49 40 51 8 46 38 54
Students without Disabilities 16 90 75 10 17 87 70 13 16 89 73 11
Economically Disadvantaged 5 75 70 25 10 73 63 27 6 72 66 28
Not Economically Disadvantaged 17 88 71 12 17 84 67 16 17 87 70 13
English Learners < < < < < 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 24 78 54 22 19 75 56 25 19 77 58 23
Female 25 79 54 21 14 74 60 26 16 80 63 20
Male 23 77 55 23 24 77 53 23 21 74 53 26
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 5 55 50 45 3 59 56 41 - 39 39 61
Hispanic 45 64 18 36 9 100 91 0 10 81 71 19
White 26 81 55 19 22 76 54 24 21 80 59 20
Two or more races 15 92 77 8 18 73 55 27 23 69 46 31
Students with Disabilities 10 45 35 55 5 43 38 57 8 33 25 67
Students without Disabilities 27 85 58 15 22 82 60 18 20 83 63 17
Economically Disadvantaged 10 75 65 25 8 76 68 24 9 61 52 39
Not Economically Disadvantaged 28 80 52 20 21 75 54 25 22 82 60 18
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 12 80 68 20 17 78 61 22 13 81 68 19
Female 10 79 69 21 15 73 59 27 12 83 71 17
Male 13 80 67 20 20 84 64 16 14 79 64 21
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black - 60 60 40 7 61 54 39 15 65 50 35
Hispanic - 80 80 20 < < < < - 73 73 27
White 14 82 68 18 19 81 62 19 14 82 68 18
Two or more races < < < < < < < < 10 80 70 20
Students with Disabilities 7 45 38 55 10 45 34 55 10 33 23 67
Students without Disabilities 12 85 72 15 18 83 65 17 13 87 73 13
Economically Disadvantaged 4 62 57 38 10 70 60 30 7 64 57 36
Not Economically Disadvantaged 13 84 71 16 19 80 61 20 14 84 70 16
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 87 76 13 18 87 69 13 10 88 78 12
Female 8 90 82 10 18 95 77 5 5 89 84 11
Male 13 84 71 16 18 82 64 18 14 86 72 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 83 83 17 - 84 84 16 6 77 71 23
Hispanic 7 71 64 29 20 90 70 10 17 83 67 17
White 12 89 77 11 20 86 66 14 11 89 79 11
Two or more races 27 82 55 18 < 100 < 0 10 80 70 20
Students with Disabilities - 48 48 52 3 40 37 60 9 58 48 42
Students without Disabilities 12 92 80 8 20 94 74 6 10 92 82 8
Economically Disadvantaged 4 82 78 18 13 75 63 25 4 80 76 20
Not Economically Disadvantaged 12 88 76 12 19 89 70 11 11 89 78 11
English Learners < 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 16 94 78 6 19 93 74 7 24 94 70 6
Female 12 93 80 7 20 92 72 8 13 90 77 10
Male 21 96 75 4 18 94 75 6 36 97 62 3
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 73 60 27 14 86 71 14 6 89 83 11
Hispanic < 100 < 0 < < < < 9 82 73 18
White 19 96 77 4 18 95 77 5 28 95 68 5
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 16 94 78 6 20 93 73 7 23 94 70 6
Economically Disadvantaged 8 85 77 15 14 86 71 14 - 90 90 10
Not Economically Disadvantaged 17 95 78 5 20 94 74 6 27 94 67 6
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 11 91 80 9 6 83 76 17 12 89 77 11
Female 9 90 80 10 3 79 76 21 7 86 79 14
Male 12 91 80 9 10 86 76 14 18 92 75 8
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 4 79 75 21 - 54 54 46 3 69 66 31
Hispanic < 100 < 0 - 80 80 20 < < < <
White 12 92 80 8 8 87 79 13 15 93 78 7
Two or more races < < < < 10 90 80 10 < < < <
Students with Disabilities - 46 46 54 - 54 54 46 - 64 64 36
Students without Disabilities 12 96 84 4 8 87 80 13 13 92 78 8
Economically Disadvantaged - 76 76 24 2 64 62 36 3 83 80 17
Not Economically Disadvantaged 13 93 81 7 7 86 79 14 14 90 76 10
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 26 89 63 11 24 86 62 14 21 85 64 15
Female 21 88 67 12 19 83 64 17 16 85 69 15
Male 30 90 59 10 28 88 60 12 25 84 60 16
American Indian 29 93 64 7 20 87 67 13 13 100 87 0
Asian 43 100 57 0 19 100 81 0 27 100 73 0
Black 12 82 70 18 10 77 67 23 10 83 73 17
Hispanic 27 89 63 11 25 82 57 18 19 85 66 15
Native Hawaiian < 100 < 0 < 100 < 0
White 28 90 62 10 26 87 62 13 22 85 63 15
Two or more races 27 82 55 18 29 82 53 18 20 80 59 20
Students with Disabilities 12 62 50 38 16 60 44 40 10 49 39 51
Students without Disabilities 28 92 65 8 25 89 64 11 22 89 67 11
Economically Disadvantaged 14 83 69 17 17 77 60 23 14 76 62 24
Not Economically Disadvantaged 28 90 62 10 25 88 63 12 22 86 64 14
English Learners < < < < 27 82 55 18 < < < <
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 14 86 71 14 9 83 74 17 12 84 72 16
Female 10 82 72 18 5 81 76 19 10 87 77 13
Male 18 90 71 10 14 86 72 14 14 82 68 18
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 81 78 19 3 80 77 20 5 86 81 14
Hispanic 20 90 70 10 6 72 67 28 < 100 < 0
White 15 87 72 13 10 85 75 15 12 83 71 17
Two or more races 18 82 64 18 20 80 60 20 20 70 50 30
Students with Disabilities - 44 44 56 3 53 50 47 4 38 33 63
Students without Disabilities 16 91 75 9 10 88 77 12 13 90 76 10
Economically Disadvantaged 4 73 69 27 2 80 78 20 14 82 68 18
Not Economically Disadvantaged 16 87 72 13 11 84 73 16 12 84 72 16
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 88 71 12 7 82 75 18 15 81 66 19
Female 16 90 74 10 3 78 76 22 12 80 67 20
Male 18 86 69 14 11 85 74 15 19 83 65 17
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 83 72 17 6 61 55 39 7 75 68 25
Hispanic 20 80 60 20 - 80 80 20 < < < <
White 17 89 71 11 7 87 80 13 17 82 65 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 14 54 40 46 7 54 46 46 - 64 64 36
Students without Disabilities 17 94 76 6 7 86 79 14 17 83 66 17
Economically Disadvantaged 8 82 74 18 - 67 67 33 3 69 66 31
Not Economically Disadvantaged 19 89 70 11 8 85 77 15 17 83 66 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 14 85 71 15 26 88 62 12 8 80 72 20
Female 8 77 68 23 19 85 67 15 - 65 65 35
Male 19 93 74 7 31 90 59 10 13 91 78 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 73 67 27 9 82 73 18 < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 16 87 71 13 27 88 61 12 8 79 71 21
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0 < 100 < 0
Students without Disabilities 14 86 71 14 25 88 62 12 8 79 71 21
Economically Disadvantaged - 94 94 6 50 60 10 40 17 83 67 17
Not Economically Disadvantaged 16 83 67 17 24 91 67 9 6 79 73 21
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 98 79 2 16 91 75 9 8 94 86 6
Female 14 98 85 2 11 94 83 6 3 91 88 9
Male 26 98 71 2 20 88 68 12 15 98 83 2
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 < 100 < 0 - 88 88 12
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 20 99 79 1 15 89 74 11 10 94 84 6
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Students without Disabilities 20 98 78 2 16 94 79 6 8 95 86 5
Economically Disadvantaged 4 96 91 4 - 77 77 23 - 90 90 10
Not Economically Disadvantaged 23 99 76 1 19 94 75 6 9 95 85 5
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 88 61 12 23 85 62 15 21 83 62 17
Female 20 90 70 10 18 80 61 20 16 87 72 13
Male 33 86 53 14 28 91 63 9 25 79 54 21
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 76 72 24 7 85 78 15 6 78 72 22
Hispanic 30 90 60 10 < < < < < < < <
White 30 90 59 10 26 84 59 16 24 84 59 16
Two or more races 10 70 60 30 < < < < 6 78 72 22
Students with Disabilities 4 56 52 44 4 58 54 42 4 24 20 76
Students without Disabilities 30 92 62 8 25 88 63 12 23 90 68 10
Economically Disadvantaged 11 70 60 30 13 74 62 26 14 66 51 34
Not Economically Disadvantaged 31 92 61 8 25 87 62 13 22 86 64 14
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 51 92 41 8 53 90 37 10 43 87 44 13
Female 45 90 45 10 50 91 41 9 39 91 52 9
Male 58 93 36 7 55 89 34 11 47 84 38 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 37 87 50 13 29 76 48 24 33 93 60 7
Hispanic 60 100 40 0 52 86 33 14 33 72 39 28
White 53 93 40 7 57 92 35 8 44 87 43 13
Two or more races 45 82 36 18 38 85 46 15 54 100 46 0
Students with Disabilities 14 77 63 23 24 62 38 38 9 34 25 66
Students without Disabilities 57 94 37 6 56 94 37 6 48 96 47 4
Economically Disadvantaged 39 92 53 8 46 89 43 11 27 77 50 23
Not Economically Disadvantaged 53 92 38 8 54 90 36 10 47 90 43 10
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

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: 96.45 State: 89.72 Division: 92.86 State: 88.34 Division: 94.55 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division200
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

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
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

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
Foster Care455
Military Connected93122153
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 122 106 4 2 9 5
State 50983 36022 2734 1046 5399 1777
Female Division 68 46 0 1 2 2
State 27838 15824 920 366 1921 654
Male Division 54 60 4 1 7 3
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division 17 13 1 1 0 1
State 7955 11092 1113 243 1359 742
Hispanic Division 7 10 1 0 2 0
State 5086 5584 317 105 2171 325
White Division 88 78 2 1 6 3
State 30222 16424 1138 618 1586 589
Two or more races Division 6 5 0 0 1 1
State 2468 1543 86 58 162 72
Students with Disabilities Division 1 24 4 0 2 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 13 20 2 1 2 1
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < < <
State 1418 3759 272 31 1845 117
Homeless Division < < < < < <
State 232 695 90 42 302 61
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 Students24823293.523494.493.6
Female11911495.811596.621.7
Male12911891.511992.275.4
American Indian0<100<10000
Asian0<100<10000
Black333193.9329700
Hispanic2018901890210
White17816894.416994.963.4
Two or more races131184.61184.617.7
Students with Disabilities312993.52993.526.5
Economically Disadvantaged393589.73692.325.1
English Learners0<<<<<<
Homeless0<<<<<<
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 Taken78 / 8.31%79 / 8.02%74 / 7.5%
Advanced Placement Course Enrollment78 / 8.31%83 / 8.43%76 / 7.7%
Dual Enrollment80 / 8.52%91 / 9.24%110 / 11.14%
Governor's School Enrollment24 / 2.56%26 / 2.64%23 / 2.33%
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 193 127 34
State 82483 57560 30
Female Division 99 74 25
State 41546 31230 25
Male Division 94 53 44
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 21 15 29
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 149 97 35
State 46319 33154 28
Two or more races Division 13 < 100
State 3521 2499 29
Students with Disabilities Division 13 < 100
State 5986 3008 50
Economically Disadvantaged Division 38 19 50
State 23516 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
Workplace ReadinessDivision138218218
 State307754231349889
Total Credentials EarnedDivision406470218
 State137248157490158954
Students Earning One or More CredentialsDivision356409218
 State109089126113127648
CTE CompletersDivision8090104
 State424044051641438
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 116 190 112 58.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 98 153 98 64.1%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 136 199 101 50.8%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.6 68.2 68.3

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,402.004,543.00423.00
2015-20164,514.004,492.00425.00
2016-20174,385.004,818.00411.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students271829227653102843313
Female128814913101551378165
Male143014314551551465148
American Indian332285326
Asian330300342
Black283292813028021
Hispanic119211412014918
Native Hawaiian<<<<<<
White213022021522362188243
Two or more races119191331815823
Students with Disabilities335643416534949
Economically Disadvantaged3999534576518111
English Learners222361373
Homeless8121512125
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 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 <
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian1.1721.051.1410.62
Asian0.9820.521.0480.62
Black10.04426.79.67926.09
Hispanic5.1964.195.244.35
Native Hawaiian0.0630.062
White77.59863.3577.2562.73
Two or more races4.9434.195.585.59
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian1.1721.141
Asian0.9821.048
Black10.04416.679.679
Hispanic5.1968.335.24
Native Hawaiian0.0630.062
White77.5987577.25100
Two or more races4.9435.58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian1.1721.141
Asian0.9821.048
Black10.0449.679
Hispanic5.1965.24
Native Hawaiian0.0630.062
White77.59877.25
Two or more races4.9435.58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 21.9121.3921.31
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 34.4934.3235.57
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 69.4372.5269.35
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

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

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

2016-2017 Grades 8-12 Student Teacher Ratio: 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

Teacher Quality
Teachers Not Properly 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%
LEGEND < = A group below state definition for personally identifiable results
- = 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

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education1%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
2015-201650%49%0%1%
2016-201748%51%0%1%
2017-201848%51%0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students82%83%73%75%
Asian90%95%87%75%
Black71%70%60%75%
Hispanic79%79%63%75%
White85%85%81%75%
Economically Disadvantaged71%71%62%75%
English Learners36%64%53%75%
Students with Disabilities40%45%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students83%84%74%70%
Asian90%92%89%70%
Black73%74%60%70%
Hispanic82%87%64%70%
White85%86%81%70%
Economically Disadvantaged71%74%63%70%
English Learners64%78%57%70%
Students with Disabilities44%51%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students81%
Asian<
Black69%
Hispanic75%
White83%
Economically Disadvantaged68%
English Learners<
Students with Disabilities42%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students83%84%
Asian88%89%
Black73%70%
Hispanic83%87%
White85%86%
Economically Disadvantaged74%74%
English Learners<<
Students with Disabilities48%52%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student GroupCurrent RateAnnual TargetLong Term Goal
All Students86%84%84%
Asian<90%84%
Black93%82%84%
Hispanic82%81%84%
White86%86%84%
Economically Disadvantaged75%78%84%
English Learners<65%84%
Students with Disabilities61%56%84%
Homeless<--
Foster Care---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students10%10%9%10%
Asian6%2%5%10%
Black7%9%9%10%
Hispanic11%12%9%10%
White10%10%9%10%
Economically Disadvantaged18%18%13%10%
English Learners8%6%8%10%
Students with Disabilities12%15%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress76%46%58%
English Learner Proficiency---
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress131776%
English Learner Proficiency022-
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian100%100%<
Black98%99%99%
Hispanic100%99%96%
White100%100%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged100%99%99%
English Learners100%100%<
Students with Disabilities98%100%98%
Students without Disabilities100%99%99%
Female100%99%99%
Male99%99%99%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
New Kent County Public Schools to top