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Newport News City Public Schools

General school information

Division: Newport News City Public Schools
Address: 12465 Warwick Blvd Newport News, VA 23606-3041
Superintendent: Dr. George Parker III
Region: 2
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 10 69 60 31 11 70 58 30 10 68 58 32
Female 11 73 61 27 13 73 61 27 11 72 61 28
Male 8 66 58 34 10 66 56 34 10 65 55 35
American Indian 9 74 66 26 8 79 72 21 14 71 57 29
Asian 21 88 66 12 20 86 67 14 21 87 66 13
Black 6 61 55 39 7 61 54 39 7 60 54 40
Hispanic 9 71 63 29 10 70 60 30 10 68 59 32
Native Hawaiian 7 71 64 29 9 80 70 20 11 77 66 23
White 17 84 67 16 19 84 65 16 17 82 65 18
Two or more races 14 77 63 23 17 78 61 22 15 78 63 22
Students with Disabilities 7 35 27 65 8 34 26 66 11 37 27 63
Economically Disadvantaged 6 61 55 39 7 61 54 39 7 60 53 40
English Learners 4 51 47 49 5 52 46 48 5 51 46 49
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 9 66 57 34 12 65 53 35 13 63 50 37
Female 9 69 60 31 13 70 57 30 15 66 52 34
Male 8 63 55 37 11 61 50 39 11 60 49 40
American Indian < < < < < < < < < < < <
Asian 22 85 63 15 28 97 69 3 37 83 46 17
Black 5 56 50 44 8 55 47 45 8 54 46 46
Hispanic 7 67 59 33 12 69 57 31 12 63 51 37
Native Hawaiian < < < < < < < < < < < <
White 14 81 67 19 19 81 62 19 20 80 60 20
Two or more races 12 77 65 23 17 77 60 23 17 70 53 30
Students with Disabilities 9 38 29 62 11 37 25 63 13 36 22 64
Economically Disadvantaged 5 56 51 44 9 58 49 42 8 55 47 45
English Learners 4 53 50 47 9 58 49 42 7 50 43 50
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 12 69 57 31 15 69 54 31 11 64 52 36
Female 14 75 61 25 15 73 57 27 12 67 55 33
Male 10 64 54 36 14 66 52 34 11 61 49 39
American Indian < < < < < < < < < < < <
Asian 21 88 66 13 23 82 59 18 17 93 76 7
Black 7 58 51 42 9 60 51 40 8 54 46 46
Hispanic 9 71 62 29 13 68 54 32 11 69 58 31
Native Hawaiian < < < < < 100 < 0 < < < <
White 21 85 64 15 24 84 60 16 19 78 59 22
Two or more races 18 82 64 18 23 81 59 19 18 78 59 22
Students with Disabilities 11 40 29 60 9 38 29 62 12 34 22 66
Economically Disadvantaged 8 61 53 39 10 62 51 38 8 57 49 43
English Learners 5 58 53 42 8 56 48 44 8 57 50 43
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 16 73 56 27 16 74 57 26 16 71 55 29
Female 18 74 55 26 18 77 60 23 16 75 58 25
Male 15 72 57 28 16 70 55 30 15 67 52 33
American Indian < < < < < 100 < 0 < 100 < 0
Asian 40 96 56 4 27 89 63 11 38 87 49 13
Black 11 64 53 36 10 65 55 35 11 63 52 37
Hispanic 11 71 60 29 14 77 63 23 12 73 61 27
Native Hawaiian < < < < < < < < < < < <
White 29 88 59 12 29 86 57 14 26 82 56 18
Two or more races 19 77 58 23 23 81 58 19 17 79 62 21
Students with Disabilities 12 42 30 58 9 37 28 63 14 44 30 56
Economically Disadvantaged 11 65 54 35 11 65 54 35 10 64 53 36
English Learners 2 43 41 57 8 62 55 38 7 58 51 42
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 11 64 53 36 11 66 54 34 11 68 57 32
Female 13 68 55 32 13 68 56 32 12 73 61 27
Male 8 60 52 40 10 63 53 37 11 64 53 36
American Indian < < < < < < < < < < < <
Asian 27 85 58 15 26 89 63 11 27 88 61 13
Black 6 55 48 45 8 57 49 43 6 60 53 40
Hispanic 7 66 59 34 6 61 55 39 11 68 57 32
Native Hawaiian < < < < < < < < < < < <
White 18 78 60 22 18 83 65 17 18 82 64 18
Two or more races 16 74 59 26 14 73 59 27 18 82 64 18
Students with Disabilities 3 22 19 78 7 30 23 70 11 35 24 65
Economically Disadvantaged 5 55 49 45 7 56 49 44 7 61 54 39
English Learners 7 45 38 55 2 45 43 55 4 53 48 47
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 9 69 60 31 10 71 61 29 9 68 59 32
Female 11 72 60 28 13 77 65 23 10 71 61 29
Male 7 67 60 33 8 64 56 36 9 65 57 35
American Indian < < < < < 100 < 0 < 100 < 0
Asian 27 91 64 9 11 87 75 13 23 94 70 6
Black 5 61 55 39 6 63 57 37 6 61 55 39
Hispanic 12 74 63 26 8 72 65 28 8 64 56 36
Native Hawaiian 9 73 64 27 < < < < < < < <
White 14 83 70 17 18 82 63 18 15 82 67 18
Two or more races 13 75 62 25 13 74 62 26 13 78 65 22
Students with Disabilities 4 28 23 72 8 30 22 70 9 38 30 62
Economically Disadvantaged 6 62 56 38 6 63 57 37 6 61 55 39
English Learners 2 43 41 57 4 49 45 51 2 45 43 55
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 7 61 54 39 9 61 52 39 7 64 57 36
Female 8 66 57 34 11 63 52 37 8 68 60 32
Male 6 56 50 44 8 59 51 41 6 59 53 41
American Indian < < < < < < < < < < < <
Asian 11 77 66 23 28 80 52 20 5 80 75 20
Black 4 51 47 49 6 52 46 48 4 54 50 46
Hispanic 8 67 59 33 8 64 56 36 6 66 61 34
Native Hawaiian < < < < < < < < < < < <
White 12 76 64 24 17 77 60 23 13 79 66 21
Two or more races 8 67 59 33 7 70 63 30 8 77 69 23
Students with Disabilities 5 25 19 75 6 22 16 78 7 29 22 71
Economically Disadvantaged 4 50 46 50 4 51 47 49 4 53 49 47
English Learners 3 38 35 63 - 25 25 75 1 34 32 66
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 5 85 80 15 4 82 78 18 5 82 77 18
Female 5 86 81 14 5 83 78 17 5 85 80 15
Male 5 83 78 17 3 81 78 19 4 78 73 22
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 7 93 85 7 - 85 85 15 2 88 87 12
Black 3 79 77 21 2 77 75 23 3 77 75 23
Hispanic 7 88 81 12 2 80 78 20 5 78 73 22
Native Hawaiian < 100 < 0 < < < < < < < <
White 9 93 84 7 8 92 84 8 9 91 82 9
Two or more races 7 89 82 11 14 90 77 10 5 89 85 11
Students with Disabilities 7 51 44 49 2 43 41 57 10 50 39 50
Economically Disadvantaged 3 81 78 19 2 74 72 26 3 74 71 26
English Learners 2 66 64 34 - 48 48 52 - 46 46 54
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 15 71 56 29 15 68 52 32 16 69 53 31
Female 18 76 58 24 19 72 53 28 20 76 56 24
Male 13 65 53 35 12 64 52 36 12 61 49 39
American Indian 20 80 60 20 25 92 67 8 10 70 60 30
Asian 31 82 52 18 38 80 42 20 26 81 55 19
Black 9 64 55 36 9 61 52 39 10 62 53 38
Hispanic 15 73 58 27 14 67 52 33 14 66 52 34
Native Hawaiian < < < < 6 71 65 29 21 86 64 14
White 25 83 57 17 27 81 54 19 28 81 53 19
Two or more races 22 74 52 26 21 76 56 24 17 75 58 25
Students with Disabilities 7 36 29 64 3 31 28 69 8 30 23 70
Economically Disadvantaged 9 63 54 37 10 58 48 42 9 60 51 40
English Learners 7 45 37 55 - 37 37 63 2 35 33 65
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 14 60 46 40 16 56 40 44 14 58 44 42
Female 18 68 50 32 22 61 39 39 19 66 48 34
Male 10 52 42 48 10 52 42 48 10 50 40 50
American Indian < < < < < < < < < < < <
Asian 27 79 52 21 47 76 29 24 26 74 48 26
Black 8 51 43 49 9 48 38 52 9 49 40 51
Hispanic 13 65 52 35 17 57 39 43 12 60 48 40
Native Hawaiian < 100 < 0 < < < < < < < <
White 25 74 49 26 27 72 44 28 26 73 48 27
Two or more races 22 64 42 36 18 72 54 28 18 65 47 35
Students with Disabilities 5 26 20 74 3 19 16 81 7 22 15 78
Economically Disadvantaged 8 52 44 48 10 46 36 54 9 50 41 50
English Learners 10 37 27 63 - 27 27 73 3 29 26 71
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 16 80 64 20 15 78 64 22 17 78 61 22
Female 17 83 66 17 16 81 65 19 20 85 65 15
Male 15 77 63 23 13 76 62 24 14 72 58 28
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 34 85 51 15 29 84 54 16 26 88 61 12
Black 10 75 65 25 8 74 65 26 10 74 64 26
Hispanic 16 81 65 19 12 76 64 24 15 71 56 29
Native Hawaiian < < < < < < < < < 100 < 0
White 26 90 65 10 27 88 61 12 31 88 58 12
Two or more races 22 86 65 14 24 81 57 19 16 87 71 13
Students with Disabilities 9 49 39 51 3 45 42 55 9 41 32 59
Economically Disadvantaged 10 74 65 26 9 71 62 29 9 71 61 29
English Learners 6 49 43 51 - 44 44 56 2 41 39 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

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 10 72 62 28 10 71 61 29 10 66 56 34
Female 10 74 64 26 10 73 63 27 9 68 59 32
Male 10 70 59 30 10 69 59 31 10 64 54 36
American Indian 5 69 64 31 7 79 72 21 2 60 57 40
Asian 29 93 63 7 29 91 62 9 29 90 61 10
Black 6 64 59 36 6 64 58 36 6 59 53 41
Hispanic 10 75 65 25 10 73 63 27 9 68 59 32
Native Hawaiian 10 78 69 22 8 84 75 16 14 76 63 24
White 18 83 66 17 17 82 65 18 17 78 61 22
Two or more races 14 78 65 22 13 78 64 22 12 78 66 22
Students with Disabilities 6 41 34 59 6 39 33 61 10 38 28 62
Economically Disadvantaged 6 65 59 35 6 64 58 36 6 60 54 40
English Learners 9 62 53 38 9 66 57 34 9 60 51 40
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 11 66 56 34 9 63 54 37 11 59 48 41
Female 9 66 57 34 7 61 54 39 10 59 50 41
Male 12 67 54 33 10 64 53 36 12 59 47 41
American Indian < < < < < < < < < < < <
Asian 26 87 61 13 19 88 69 13 39 85 46 15
Black 6 57 50 43 5 51 47 49 7 48 41 52
Hispanic 10 70 60 30 9 68 59 32 10 59 50 41
Native Hawaiian < < < < < < < < < < < <
White 20 80 60 20 17 80 63 20 19 77 58 23
Two or more races 14 78 64 22 9 71 62 29 12 76 64 24
Students with Disabilities 7 35 29 65 10 30 20 70 12 28 16 72
Economically Disadvantaged 6 58 52 42 5 55 49 45 7 51 44 49
English Learners 13 61 48 39 8 66 57 34 12 52 40 48
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 20 74 54 26 17 72 54 28 15 67 52 33
Female 19 76 57 24 17 72 55 28 14 66 53 34
Male 21 73 52 27 18 71 53 29 17 68 51 32
American Indian < < < < < < < < < < < <
Asian 51 95 44 5 42 89 47 11 47 97 50 3
Black 11 65 54 35 10 63 53 37 10 57 47 43
Hispanic 19 77 58 23 15 76 61 24 14 74 60 26
Native Hawaiian < < < < < 100 < 0 < < < <
White 32 86 54 14 31 83 52 17 27 81 54 19
Two or more races 28 81 53 19 23 82 59 18 15 80 65 20
Students with Disabilities 13 44 31 56 9 40 30 60 15 36 22 64
Economically Disadvantaged 14 67 53 33 11 64 53 36 11 61 50 39
English Learners 17 70 54 30 18 71 54 29 15 70 55 30
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 70 53 30 19 74 55 26 18 67 49 33
Female 17 69 53 31 19 75 57 25 18 67 50 33
Male 18 71 53 29 19 73 54 27 19 66 47 34
American Indian < < < < < 100 < 0 < < < <
Asian 47 93 47 7 52 95 43 5 42 89 47 11
Black 12 62 50 38 10 65 55 35 11 57 46 43
Hispanic 17 69 52 31 19 77 58 23 16 69 53 31
Native Hawaiian < < < < < < < < < 100 < 0
White 29 85 55 15 32 85 53 15 32 80 48 20
Two or more races 14 76 63 24 24 83 59 17 18 79 61 21
Students with Disabilities 9 39 30 61 9 35 26 65 14 40 26 60
Economically Disadvantaged 11 63 52 37 12 67 55 33 11 59 48 41
English Learners 12 49 37 51 19 73 54 27 14 60 46 40
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 12 76 64 24 12 77 66 23 10 71 61 29
Female 12 80 68 20 12 79 67 21 11 74 64 26
Male 12 72 60 28 11 76 64 24 10 69 59 31
American Indian < < < < < < < < < < < <
Asian 34 90 56 10 40 100 60 0 39 94 55 6
Black 6 69 63 31 8 72 64 28 6 65 59 35
Hispanic 10 80 70 20 9 76 67 24 9 73 63 27
Native Hawaiian < < < < < 100 < 0 < < < <
White 21 86 64 14 18 86 68 14 19 81 62 19
Two or more races 16 84 68 16 14 80 66 20 11 82 71 18
Students with Disabilities 4 33 29 67 7 41 34 59 11 38 27 62
Economically Disadvantaged 6 70 64 30 7 73 65 27 7 66 59 34
English Learners 3 53 50 47 4 63 60 37 8 61 53 39
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 29 47 18 53 36 51 16 49 42 58 16 42
Female 31 56 25 44 23 46 23 54 50 80 30 20
Male 27 41 14 59 41 53 13 47 40 51 11 49
Asian < < < < < 100 < 0
Black 35 54 19 46 37 48 11 52 47 63 16 38
Hispanic < < < < < < < < < < < <
White < < < < 23 54 31 46 < < < <
Two or more races < < < < < < < < < < < <
Students with Disabilities 31 50 19 50 36 52 16 48 43 59 16 41
Economically Disadvantaged 63 88 25 13 47 58 11 42 59 82 23 18
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 49 48 51 1 46 45 54 2 40 38 60
Female 1 51 51 49 1 51 50 49 1 42 41 58
Male 1 46 45 54 1 42 41 58 2 38 36 62
American Indian < < < < < < < < < < < <
Asian 4 89 86 11 - 72 72 28 12 76 65 24
Black 1 41 40 59 1 40 39 60 1 33 32 67
Hispanic 1 56 56 44 1 52 51 48 1 41 40 59
Native Hawaiian < < < < < < < < < < < <
White 1 62 61 38 1 59 57 41 4 56 52 44
Two or more races 1 60 59 40 - 54 54 46 2 57 55 43
Students with Disabilities 2 27 25 73 3 23 20 77 6 19 13 81
Economically Disadvantaged 1 42 42 58 1 40 39 60 1 37 35 63
English Learners 1 44 43 56 1 38 38 62 1 35 34 65
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 4 81 77 19 3 74 71 26 3 70 67 30
Female 4 84 79 16 3 79 75 21 3 75 72 25
Male 3 79 75 21 2 69 67 31 2 66 63 34
American Indian < < < < < < < < < < < <
Asian 19 97 78 3 15 90 75 10 8 84 76 16
Black 2 78 76 22 1 70 69 30 1 66 65 34
Hispanic 3 80 77 20 2 76 74 24 3 72 68 28
Native Hawaiian - 80 80 20 8 83 75 17 - 80 80 20
White 7 88 82 12 5 80 75 20 5 74 69 26
Two or more races 3 81 78 19 1 77 76 23 5 81 76 19
Students with Disabilities - 64 64 36 - 52 52 48 - 48 48 52
Economically Disadvantaged 2 78 76 22 1 69 68 31 1 66 65 34
English Learners - 81 81 19 3 75 73 25 1 70 69 30
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 75 70 25 6 72 66 28 4 70 66 30
Female 6 76 70 24 6 72 66 28 4 71 67 29
Male 5 74 69 26 4 71 66 29 4 68 64 32
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 16 91 75 9 22 90 67 10 18 92 74 8
Black 2 66 64 34 3 64 61 36 1 63 61 37
Hispanic 6 81 75 19 5 70 64 30 4 71 67 29
Native Hawaiian < < < < < < < < 20 60 40 40
White 11 88 77 12 9 83 74 17 9 80 72 20
Two or more races 11 82 71 18 5 82 77 18 3 79 76 21
Students with Disabilities 1 57 56 43 1 47 46 53 - 42 42 58
Economically Disadvantaged 3 69 67 31 3 64 61 36 2 63 61 37
English Learners 4 79 75 21 2 57 55 43 6 68 63 32
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 13 91 78 9 16 93 77 7 15 88 74 12
Female 14 92 78 8 17 93 76 7 15 90 75 10
Male 13 91 78 9 16 94 78 6 15 86 72 14
American Indian < < < < < 100 < 0 < < < <
Asian 37 98 60 2 30 95 64 5 38 97 59 3
Black 6 90 84 10 9 92 83 8 9 88 79 12
Hispanic 16 97 81 3 20 93 73 7 15 91 75 9
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 21 91 70 9 24 95 71 5 21 87 66 13
Two or more races 11 94 83 6 20 92 71 8 21 86 65 14
Students with Disabilities - 72 72 28 2 69 67 31 2 84 82 16
Economically Disadvantaged 8 89 81 11 11 92 81 8 10 86 76 14
English Learners 6 94 88 6 21 94 74 6 12 77 65 23
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 8 76 68 24 8 74 66 26 8 72 64 28
Female 7 75 68 25 7 74 67 26 7 72 66 28
Male 9 77 68 23 9 75 66 25 10 72 62 28
American Indian 9 83 74 17 15 78 63 22 - 82 82 18
Asian 19 90 71 10 18 91 73 9 18 87 69 13
Black 4 68 64 32 4 66 62 34 4 63 59 37
Hispanic 8 76 68 24 7 77 70 23 7 73 66 27
Native Hawaiian 17 78 61 22 3 90 86 10 13 81 68 19
White 15 89 74 11 15 87 72 13 16 86 71 14
Two or more races 12 82 70 18 12 84 72 16 12 82 70 18
Students with Disabilities 6 48 41 52 5 42 37 58 7 40 33 60
Economically Disadvantaged 5 68 63 32 5 66 62 34 5 64 59 36
English Learners 4 48 44 52 5 55 50 45 5 51 46 49
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 18 74 56 26 15 69 54 31 15 71 56 29
Female 17 72 55 28 13 68 55 32 13 71 58 29
Male 19 76 57 24 17 69 53 31 18 72 54 28
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 43 93 50 7 29 93 64 7 40 91 51 9
Black 11 66 55 34 9 58 49 42 9 61 52 39
Hispanic 16 71 55 29 11 72 61 28 13 73 61 27
Native Hawaiian < < < < < < < < < < < <
White 30 90 60 10 27 83 56 17 27 86 59 14
Two or more races 24 79 55 21 24 83 59 17 21 85 64 15
Students with Disabilities 13 45 32 55 11 34 23 66 12 39 28 61
Economically Disadvantaged 13 66 54 34 10 60 50 40 11 64 53 36
English Learners 6 44 38 56 8 61 52 39 9 64 54 36
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 5 65 60 35 4 64 59 36 6 66 60 34
Female 5 63 57 37 4 61 58 39 4 68 64 32
Male 5 67 62 33 5 66 61 34 8 64 56 36
American Indian < < < < < < < < < < < <
Asian 11 83 72 17 23 85 62 15 10 83 73 17
Black 2 55 53 45 2 54 52 46 2 56 53 44
Hispanic 3 65 62 35 5 67 61 33 4 66 62 34
Native Hawaiian < < < < < < < < < < < <
White 11 82 71 18 8 82 74 18 13 84 71 16
Two or more races 7 82 75 18 3 77 73 23 6 76 71 24
Students with Disabilities 3 33 30 67 4 32 28 68 7 31 24 69
Economically Disadvantaged 2 55 53 45 2 55 52 45 3 55 52 45
English Learners 2 19 17 81 - 35 35 65 1 32 30 68
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 83 76 17 6 80 74 20 6 74 68 26
Female 6 83 77 17 5 80 75 20 5 74 69 26
Male 8 83 74 17 7 79 72 21 7 73 66 27
American Indian < < < < < < < < < < < <
Asian 20 96 76 4 12 94 82 6 21 88 67 12
Black 2 77 75 23 2 73 71 27 3 67 64 33
Hispanic 9 84 75 16 7 84 77 16 4 76 73 24
Native Hawaiian < < < < < 100 < 0 < < < <
White 15 91 77 9 13 89 76 11 14 86 72 14
Two or more races 6 83 77 17 8 93 86 7 9 82 74 18
Students with Disabilities 2 58 56 42 1 53 52 47 1 41 40 59
Economically Disadvantaged 3 77 74 23 2 73 71 27 3 67 64 33
English Learners 5 80 75 20 4 62 58 38 - 48 48 52
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 88 82 12 10 84 74 16 8 83 75 17
Female 5 89 84 11 10 81 71 19 6 83 77 17
Male 6 86 80 14 11 88 77 12 11 84 73 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 18 91 73 9 18 98 80 2 9 91 82 9
Black 1 83 82 17 6 77 71 23 4 79 75 21
Hispanic 10 92 82 8 11 91 80 9 10 83 73 17
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 9 94 84 6 15 90 74 10 15 90 75 10
Two or more races 9 91 82 9 4 85 81 15 6 82 76 18
Students with Disabilities 6 81 75 19 - 67 67 33 - 67 67 33
Economically Disadvantaged 5 86 82 14 6 80 74 20 4 78 74 22
English Learners < 100 < 0 20 93 73 7 11 53 42 47
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 3 78 75 22 5 82 77 18 3 72 69 28
Female 2 77 74 23 5 81 77 19 3 71 69 29
Male 4 80 76 20 5 82 77 18 4 73 69 27
American Indian < < < < < < < < < < < <
Asian 4 85 80 15 6 86 80 14 14 84 70 16
Black 1 71 69 29 2 76 74 24 1 64 63 36
Hispanic 4 83 79 17 3 83 80 17 2 71 69 29
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 7 91 84 9 11 92 82 8 7 86 79 14
Two or more races 1 84 83 16 5 86 81 14 8 82 75 18
Students with Disabilities 2 53 52 47 2 48 47 52 - 45 45 55
Economically Disadvantaged 1 71 69 29 2 77 74 23 2 65 63 35
English Learners - 53 53 47 - 53 53 47 - 40 40 60
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 17 82 65 18 15 80 65 20 14 76 62 24
Female 15 81 66 19 14 79 64 21 13 75 63 25
Male 18 82 64 18 16 81 65 19 15 77 62 23
American Indian 16 88 72 12 13 80 67 20 19 81 62 19
Asian 30 91 62 9 32 92 61 8 24 90 66 10
Black 11 76 65 24 9 73 64 27 8 69 61 31
Hispanic 19 85 66 15 15 81 66 19 16 78 62 22
Native Hawaiian 26 78 52 22 22 88 66 13 23 84 61 16
White 25 91 66 9 24 90 65 10 24 88 64 12
Two or more races 25 87 63 13 23 88 64 12 19 86 67 14
Students with Disabilities 8 55 47 45 4 49 45 51 7 47 40 53
Economically Disadvantaged 12 75 63 25 9 72 62 28 9 69 59 31
English Learners 14 67 53 33 13 61 49 39 15 64 49 36
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 10 82 71 18 11 80 69 20 8 78 70 22
Female 8 79 70 21 9 79 70 21 6 76 70 24
Male 13 84 72 16 13 82 69 18 11 81 70 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 20 93 73 7 19 92 73 8 20 89 69 11
Black 7 77 70 23 6 74 68 26 3 73 69 27
Hispanic 11 80 70 20 11 77 66 23 10 78 68 22
Native Hawaiian < 100 < 0 < < < < < < < <
White 18 91 73 9 18 90 72 10 17 89 72 11
Two or more races 2 83 81 17 20 95 75 5 6 84 78 16
Students with Disabilities 1 56 55 44 3 47 44 53 2 46 44 54
Economically Disadvantaged 6 75 69 25 6 71 65 29 4 70 66 30
English Learners 9 54 46 46 2 47 45 53 6 68 62 32
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 12 86 74 14 10 89 79 11 9 82 72 18
Female 10 85 75 15 9 89 80 11 9 82 73 18
Male 14 87 73 13 11 89 78 11 10 81 72 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 27 87 60 13 18 94 76 6 15 91 75 9
Black 8 81 73 19 6 86 80 14 6 77 71 23
Hispanic 14 89 75 11 11 90 79 10 9 81 71 19
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 17 94 77 6 15 94 78 6 16 91 75 9
Two or more races 20 88 68 13 6 93 87 7 7 89 81 11
Students with Disabilities 3 55 52 45 1 65 64 35 3 55 52 45
Economically Disadvantaged 8 80 71 20 6 83 77 17 6 76 70 24
English Learners 5 70 66 30 15 61 45 39 5 59 55 41
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 13 89 77 11 - 50 50 50 < < < <
Female 8 88 80 12 < < < < < < < <
Male 17 91 74 9 - 31 31 69 < < < <
American Indian < < < < < 100 < 0
Asian 21 96 75 4 < 100 < 0
Black 8 86 79 14 - 36 36 64 < < < <
Hispanic 14 88 74 12 < < < <
Native Hawaiian < 100 < 0
White 17 93 76 7 < 100 < 0 < 100 < 0
Two or more races 19 92 72 8 < < < <
Students with Disabilities 7 74 67 26 - - - 100 < < < <
Economically Disadvantaged 10 86 76 14 < 100 < 0 < < < <
English Learners 6 81 75 19
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 80 73 20 7 75 68 25 5 72 67 28
Female 6 80 74 20 6 71 65 29 5 68 63 32
Male 8 80 72 20 8 79 71 21 6 76 70 24
American Indian < 100 < 0 < < < < < 100 < 0
Asian 20 85 65 15 21 83 62 17 24 89 65 11
Black 2 73 71 27 2 66 64 34 2 64 62 36
Hispanic 10 87 76 13 10 81 71 19 3 74 71 26
Native Hawaiian < < < < < 100 < 0 < < < <
White 14 89 75 11 14 89 75 11 12 87 75 13
Two or more races 13 92 79 8 13 87 73 13 8 89 81 11
Students with Disabilities 2 53 51 47 1 44 42 56 - 45 44 55
Economically Disadvantaged 3 72 69 28 3 67 64 33 2 63 62 37
English Learners - 55 55 45 2 51 49 49 - 41 41 59
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 20 78 59 22 17 77 60 23 17 77 60 23
Female 20 80 59 20 18 77 58 23 17 79 62 21
Male 19 77 58 23 17 77 61 23 16 74 58 26
American Indian < < < < < < < < < 100 < 0
Asian 30 89 59 11 42 95 53 5 24 85 62 15
Black 12 72 60 28 11 72 61 28 10 70 60 30
Hispanic 21 80 59 20 17 76 59 24 15 79 64 21
Native Hawaiian < 100 < 0 < < < < < < < <
White 32 89 56 11 29 86 57 14 30 88 58 12
Two or more races 23 84 61 16 25 86 61 14 23 84 61 16
Students with Disabilities 3 43 40 57 1 39 38 61 1 42 40 58
Economically Disadvantaged 12 71 59 29 10 69 60 31 11 71 59 29
English Learners 3 39 36 61 2 53 51 47 4 57 53 43
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 33 78 45 22 28 78 50 22 26 73 47 27
Female 33 79 46 21 27 78 51 22 24 73 49 27
Male 34 78 44 22 28 78 49 22 28 73 45 27
American Indian < < < < < < < < < < < <
Asian 55 98 43 2 63 98 34 2 46 100 54 0
Black 22 69 47 31 19 71 51 29 15 63 48 37
Hispanic 35 85 50 15 24 82 57 18 33 79 46 21
Native Hawaiian < < < < < 100 < 0 < < < <
White 51 90 39 10 43 88 45 12 42 86 44 14
Two or more races 41 87 47 13 34 85 51 15 31 84 54 16
Students with Disabilities 9 47 38 53 4 44 40 56 6 35 28 65
Economically Disadvantaged 25 72 48 28 18 71 52 29 19 66 46 34
English Learners 31 83 52 17 26 75 49 25 32 77 45 23
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: 90.21 State: 89.72 Division: 89.54 State: 88.34 Division: 90.3 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division658942
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten1,5851,5041,465
Kindergarten2,2202,1812,124
Grade 12,2282,2452,215
Grade 22,2752,1932,205
Grade 32,2592,2152,199
Grade 42,3062,2352,239
Grade 52,1172,2662,258
Grade 62,0262,0632,226
Grade 71,9411,9772,044
Grade 81,9551,9361,973
Grade 92,2042,1772,126
Grade 102,1082,0201,973
Grade 111,8401,8451,791
Grade 121,7961,8271,816
Total Students28,86028,68428,654
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.

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Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students288602868428654
Female141391407613936
Male147211460814718
American Indian809484
Asian733710663
Black153431530815419
Hispanic371937823933
Native Hawaiian8697101
White710568326500
Two or more races179418611954
Students with Disabilities338034353483
Students without Disabilities254802524925171
Economically Disadvantaged171711491712799
Not Economically Disadvantaged116891376715855
English Learners165219131957
Not English Learners272082677126697
Homeless145173203
Foster Care483228
Military Connected309231393062
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 780 920 64 41 39 52
State 50983 36022 2734 1046 5399 1777
Female Division 439 462 19 17 7 17
State 27838 15824 920 366 1921 654
Male Division 341 458 45 24 32 35
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division 44 16 0 0 0 1
State 5026 1195 70 18 91 37
Black Division 352 574 45 17 23 43
State 7955 11092 1113 243 1359 742
Hispanic Division 77 96 4 3 9 1
State 5086 5584 317 105 2171 325
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 268 202 13 18 5 6
State 30222 16424 1138 618 1586 589
Two or more races Division 32 27 2 3 2 1
State 2468 1543 86 58 162 72
Students with Disabilities Division 11 121 64 5 13 11
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 279 520 34 3 11 21
State 10704 17348 1682 460 2637 1090
English Learners Division 9 47 0 0 3 1
State 1418 3759 272 31 1845 117
Homeless Division 2 20 0 3 3 1
State 232 695 90 42 302 61
Military Connected Division 66 66 4 0 0 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 Students1896176493180595.2392.1
Female96192095.793797.57.7
Male93584490.386892.8323.4
American Indian0<100<10000
Asian616098.46098.400
Black105497192.198893.7232.2
Hispanic19017793.218094.794.7
Native Hawaiian0<100<10000
White51248394.350197.951
Two or more races6761916495.523
Students with Disabilities22519687.120189.3135.8
Economically Disadvantaged8688339683696.3111.3
English Learners605693.35693.335
Homeless292275.92586.2310.3
Military Connected13613610013610000
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 Taken1,349 / 16.72%1,984 / 24.96%1,867 / 23.73%
Advanced Placement Course Enrollment2,120 / 26.27%2,076 / 26.12%1,978 / 25.14%
Dual Enrollment232 / 2.88%27 / .34%44 / .56%
Governor’s School Enrollment16 / .2%18 / .23%15 / .19%
IB Course Enrollment107 / 1.33%116 / 1.46%104 / 1.32%
Senior Enrolled in IB Program16 / .2%15 / .19%14 / .18%
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 1572 917 42
State 82483 57560 30
Female Division 832 534 36
State 41546 31230 25
Male Division 740 383 48
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 43 27 37
State 5492 4724 14
Black Division 849 482 43
State 18272 11640 36
Hispanic Division 150 83 45
State 8548 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 477 290 39
State 46319 33154 28
Two or more races Division 42 31 26
State 3521 2499 29
Students with Disabilities Division 121 47 61
State 5986 3008 50
Economically Disadvantaged Division 750 385 49
State 23516 13119 44
English Learners Division 42 25 40
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision102125173
 State413936233479
State LicensuresDivision301613
 State244022791843
Industry CertificationDivision156724792468
 State99894109275103743
Workplace ReadinessDivision339652828
 State307754231350241
Total Credentials EarnedDivision203832723482
 State137248157490159306
Students Earning One or More CredentialsDivision175525872930
 State109089126113128000
Armed Services Vocational Aptitude Battery ExaminationDivision392247
 State151414311530
CTE CompletersDivision617632662
 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 1984 3319 999 30.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2083 3374 973 28.8%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2015 3378 958 28.4%
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
63.1 63.8 63.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,763.006,023.001,280.00
2015-20163,859.006,000.001,332.00
2016-20173,860.006,323.001,417.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

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 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students230814088230743938228604067
Female114571930114011852113141967
Male116242158116732086115462100
American Indian641469126914
Asian641466344863729
Black121352378120762275119342439
Hispanic290549529964973103498
Native Hawaiian69974117713
White598292058128775574837
Two or more races128522614132181466237
Students with Disabilities259073927227112748739
Economically Disadvantaged132322901124612691125442858
English Learners121714915271901701193
Homeless265207313216326187
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 374
Offenses Against Staff 145
Weapons Offenses 105
Property Offenses 150
All Other Offenses 113
Other Offenses Against Persons 1,729
Disorderly or Disruptive Behavior Offenses 4,056
Alcohol, Tobacco, and Other Drug Offenses 236
Technology Offenses 82
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 Indian0.2770.130.3280.15
Asian2.5410.422.4760.46
Black53.19578.3953.37377.33
Hispanic12.8947.0713.1867.11
Native Hawaiian0.2980.040.3380.13
White24.63310.4223.82110.28
Two or more races6.223.546.4894.54
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 Indian0.2770.328
Asian2.5411.082.476
Black53.19579.4653.37385.96
Hispanic12.8945.4113.1864.49
Native Hawaiian0.2980.338
White24.63310.8123.8216.18
Two or more races6.223.246.4893.37
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 Indian0.2770.328
Asian2.5412.476
Black53.19553.373
Hispanic12.89413.186
Native Hawaiian0.2980.338
White24.63323.821
Two or more races6.226.489
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 63.6162.2964.14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 54.5161.5361.95
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 76.3879.0781.38
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: 13.95 : 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: 13.13 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%6%
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
2015-201639%57%1%3%
2016-201740%57%1%2%
2017-201839%55%1%5%
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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students69%69%73%75%
Asian86%87%87%75%
Black61%61%60%75%
Hispanic69%70%63%75%
White82%83%81%75%
Economically Disadvantaged61%61%62%75%
English Learners50%50%53%75%
Students with Disabilities37%37%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students68%70%74%70%
Asian90%91%89%70%
Black61%63%60%70%
Hispanic68%71%64%70%
White81%82%81%70%
Economically Disadvantaged61%63%63%70%
English Learners57%58%57%70%
Students with Disabilities38%39%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 Group​Current Rate​
All Students72%
Asian86%
Black63%
Hispanic72%
White86%
Economically Disadvantaged63%
English Learners52%
Students with Disabilities38%

< = 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 Group​Growth English ReadingGrowth Mathematics
All Students72%69%
Asian88%91%
Black65%61%
Hispanic73%70%
White83%81%
Economically Disadvantaged65%63%
English Learners60%61%
Students with Disabilities50%45%

< = 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 Group​Current Rate​Annual Target​Long Term Goal​
All Students89%84%84%
Asian97%90%84%
Black89%82%84%
Hispanic84%81%84%
White91%86%84%
Economically Disadvantaged89%78%84%
English Learners60%65%84%
Students with Disabilities57%56%84%
Homeless83%--
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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students15%15%9%10%
Asian4%6%5%10%
Black17%16%9%10%
Hispanic14%14%9%10%
White13%13%9%10%
Economically Disadvantaged19%18%13%10%
English Learners10%11%8%10%
Students with Disabilities21%21%14%10%

< = 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 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 Progress60%46%58%
English Learner Proficiency13%--
< = 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 LearnersNumerator​Denominator​Rate
English Learner Progress59199060%
English Learner Proficiency180143013%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%97%
Asian99%99%95%
Black99%99%97%
Hispanic99%99%97%
White99%99%98%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged99%98%97%
English Learners99%100%98%
Students with Disabilities97%98%94%
Students without Disabilities99%99%97%
Female99%99%97%
Male99%99%97%
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).
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