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Norfolk City Public Schools

General school information

Division: Norfolk City Public Schools
Address: 800 E City Hall Ave. Room 1200 Norfolk, VA 23510
Superintendent: Dr. Melinda J Boone
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

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 13 68 55 32 16 69 53 31 16 70 53 30
Female 15 73 58 27 20 74 55 26 19 75 57 25
Male 10 62 52 38 13 65 51 35 14 64 50 36
American Indian 17 83 67 17 33 83 50 17 25 88 63 13
Asian 32 85 54 15 33 91 58 9 38 89 50 11
Black 7 60 52 40 9 59 50 41 9 62 53 38
Hispanic 10 72 62 28 20 78 58 22 14 73 58 27
Native Hawaiian 25 83 58 17 < < < < 17 67 50 33
White 24 83 59 17 33 88 55 12 32 83 51 17
Two or more races 18 77 59 23 21 83 62 17 22 81 59 19
Students with Disabilities 12 32 20 68 14 33 19 67 14 36 22 64
Economically Disadvantaged 7 61 54 39 10 60 50 40 10 62 52 38
English Learners 6 51 45 49 10 79 69 21 6 57 51 43
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 11 57 47 43 14 61 46 39 13 60 47 40
Female 13 64 51 36 19 68 49 32 16 68 52 32
Male 8 50 42 50 10 54 43 46 10 52 42 48
American Indian < < < < 25 75 50 25 27 82 55 18
Asian 28 84 56 16 36 88 52 12 33 86 53 14
Black 7 48 41 52 9 50 41 50 8 51 44 49
Hispanic 6 64 57 36 15 69 54 31 11 66 55 34
Native Hawaiian < < < < < 100 < 0 25 75 50 25
White 19 76 57 24 27 81 54 19 24 74 50 26
Two or more races 18 68 51 32 16 77 61 23 24 77 54 23
Students with Disabilities 10 25 16 75 10 22 12 78 9 25 16 75
Economically Disadvantaged 7 50 43 50 10 52 42 48 9 52 43 48
English Learners 7 38 31 62 6 71 65 29 3 54 51 46
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 15 79 64 21 19 79 60 21 19 80 61 20
Female 17 83 65 17 21 81 60 19 21 83 62 17
Male 12 75 63 25 16 76 60 24 18 77 60 23
American Indian < < < < 42 92 50 8 < 100 < 0
Asian 36 87 51 13 31 93 61 7 42 91 48 9
Black 8 73 65 27 8 69 61 31 10 75 64 25
Hispanic 15 81 66 19 23 86 62 14 18 80 62 20
Native Hawaiian < < < < < < < < < < < <
White 29 90 61 10 39 95 56 5 38 90 53 10
Two or more races 19 86 67 14 27 90 63 10 20 86 65 14
Students with Disabilities 17 44 27 56 21 53 32 47 21 53 32 47
Economically Disadvantaged 7 73 66 27 10 71 61 29 12 74 63 26
English Learners 6 61 56 39 13 87 73 13 9 61 52 39
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 11 72 60 28 9 70 61 30 9 64 56 36
Female 11 74 63 26 9 72 63 28 8 66 58 34
Male 11 69 58 31 9 67 58 33 9 62 53 38
American Indian 16 86 70 14 11 70 59 30 10 70 59 30
Asian 33 92 59 8 31 90 59 10 31 90 60 10
Black 6 64 58 36 5 62 57 38 4 56 52 44
Hispanic 14 78 64 22 10 77 67 23 8 69 60 31
Native Hawaiian 20 88 68 13 15 80 65 20 12 83 71 17
White 21 85 64 15 19 85 66 15 18 81 63 19
Two or more races 15 80 65 20 10 78 67 22 13 74 62 26
Students with Disabilities 8 41 33 59 8 39 31 61 10 37 27 63
Economically Disadvantaged 7 66 58 34 6 63 58 37 5 58 52 42
English Learners 14 74 60 26 13 72 59 28 10 67 58 33
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 67 56 33 11 65 54 35 10 62 52 38
Female 10 68 58 32 11 64 54 36 10 64 54 36
Male 12 67 55 33 12 66 54 34 10 61 51 39
American Indian < < < < < < < < < < < <
Asian 40 85 45 15 30 85 55 15 25 89 64 11
Black 6 58 52 42 7 56 49 44 5 51 46 49
Hispanic 15 78 64 22 10 72 62 28 11 72 61 28
Native Hawaiian < < < < < < < < < < < <
White 22 85 63 15 21 83 63 17 22 84 62 16
Two or more races 13 79 66 21 13 72 60 28 15 70 55 30
Students with Disabilities 7 40 33 60 9 37 28 63 11 34 23 66
Economically Disadvantaged 7 60 53 40 7 57 50 43 6 54 48 46
English Learners 15 74 59 26 13 68 55 32 14 73 59 27
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 18 74 57 26 15 72 57 28 14 67 54 33
Female 18 77 59 23 13 72 60 28 11 65 54 35
Male 17 72 55 28 17 71 54 29 16 69 53 31
American Indian 25 83 58 17 < < < < < < < <
Asian 55 91 36 9 38 91 53 9 33 92 58 8
Black 9 66 56 34 8 64 55 36 7 58 52 42
Hispanic 21 84 63 16 17 78 61 22 15 70 55 30
Native Hawaiian < 100 < 0 < 100 < 0 20 70 50 30
White 32 89 56 11 30 87 57 13 28 85 57 15
Two or more races 21 80 59 20 13 82 69 18 19 72 53 28
Students with Disabilities 10 43 32 57 10 42 32 58 9 38 29 62
Economically Disadvantaged 13 68 55 32 10 66 55 34 8 61 53 39
English Learners 24 80 56 20 19 74 55 26 14 69 55 31
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 20 73 53 27 17 71 54 29 14 64 50 36
Female 20 75 55 25 18 73 54 27 13 67 54 33
Male 20 71 51 29 17 70 53 30 15 62 47 38
American Indian 27 100 73 0 20 80 60 20 < < < <
Asian 56 91 35 9 57 86 29 14 46 88 42 12
Black 12 65 53 35 9 62 53 38 7 56 49 44
Hispanic 25 82 57 18 16 80 64 20 12 70 58 30
Native Hawaiian < < < < < < < < < 100 < 0
White 36 89 53 11 34 87 53 13 31 81 50 19
Two or more races 28 81 53 19 24 78 54 22 17 74 56 26
Students with Disabilities 7 37 30 63 10 40 30 60 11 34 23 66
Economically Disadvantaged 14 68 54 32 11 65 53 35 10 58 48 42
English Learners 19 77 58 23 21 74 53 26 11 68 56 32
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 11 77 66 23 5 67 62 33 4 62 57 38
Female 12 78 67 22 5 70 65 30 3 65 62 35
Male 11 76 65 24 6 65 59 35 6 58 53 42
American Indian 14 93 79 7 < < < < < < < <
Asian 39 100 61 0 11 83 72 17 8 79 71 21
Black 6 70 64 30 4 61 57 39 3 56 54 44
Hispanic 14 83 69 17 11 79 68 21 5 69 64 31
Native Hawaiian 8 100 92 0 < < < < < < < <
White 21 89 69 11 8 83 74 17 8 77 69 23
Two or more races 19 85 66 15 3 76 73 24 9 65 57 35
Students with Disabilities 9 45 36 55 7 35 28 65 10 37 27 63
Economically Disadvantaged 7 71 64 29 4 63 58 37 4 56 53 44
English Learners 15 77 62 23 3 74 71 26 3 61 58 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 4 49 46 51 3 46 42 54 3 43 40 57
Female 2 54 52 46 3 50 46 50 2 45 42 55
Male 5 46 41 54 3 42 39 58 4 41 38 59
American Indian < < < < < < < < < < < <
Asian 20 80 60 20 - 100 100 0 < < < <
Black 3 44 41 56 3 41 38 59 2 39 37 61
Hispanic 4 54 50 46 2 60 57 40 3 51 48 49
Native Hawaiian < < < < < < < < < < < <
White 5 64 60 36 4 53 49 47 5 50 45 50
Two or more races 4 61 57 39 4 55 51 45 9 59 50 41
Students with Disabilities 7 27 20 73 8 27 19 73 10 29 19 71
Economically Disadvantaged 3 46 43 54 3 43 40 57 3 40 38 60
English Learners 7 48 41 52 3 57 53 43 1 47 45 53
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 4 51 48 49 3 68 65 32 5 67 62 33
Female 3 56 53 44 3 72 70 28 5 71 67 29
Male 4 47 43 53 3 64 61 36 6 63 58 37
Asian 9 73 64 27 22 88 66 12 24 98 74 2
Black 3 49 45 51 1 63 61 37 3 59 57 41
Hispanic 3 56 53 44 3 73 70 27 6 64 58 36
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 4 54 50 46 7 79 71 21 8 82 74 18
Two or more races 5 63 57 38 1 76 75 24 12 87 75 13
Students with Disabilities 12 36 24 64 7 30 23 70 11 42 30 58
Economically Disadvantaged 4 50 46 50 2 64 62 36 3 61 58 39
English Learners - 44 44 56 8 66 58 34 6 64 58 36
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 3 77 74 23 3 73 70 27 3 65 62 35
Female 3 79 76 21 3 77 74 23 3 69 65 31
Male 3 75 72 25 2 68 66 32 3 61 59 39
American Indian 8 92 85 8 10 70 60 30 - 72 72 28
Asian 12 93 81 7 17 90 72 10 23 89 66 11
Black 1 72 71 28 1 65 64 35 1 58 57 42
Hispanic 4 81 77 19 4 82 78 18 2 69 67 31
Native Hawaiian < < < < 8 100 92 0 < 100 < 0
White 6 84 78 16 5 87 82 13 8 79 71 21
Two or more races 3 84 81 16 3 77 73 23 2 76 74 24
Students with Disabilities - 56 56 44 1 43 42 57 - 31 31 69
Economically Disadvantaged 1 73 72 27 1 66 65 34 1 59 57 41
English Learners 5 84 79 16 7 72 65 28 4 66 62 34
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 80 73 20 4 75 72 25 5 62 57 38
Female 6 81 75 19 3 78 75 22 5 63 57 37
Male 6 79 72 21 4 73 68 27 5 62 57 38
American Indian - 91 91 9 - 70 70 30 8 62 54 38
Asian 17 97 80 3 16 94 78 6 28 89 61 11
Black 2 73 71 27 1 68 67 32 1 53 52 47
Hispanic 4 86 82 14 2 77 75 23 4 65 61 35
Native Hawaiian < < < < < < < < 20 80 60 20
White 15 90 74 10 9 89 80 11 13 79 66 21
Two or more races 9 85 75 15 3 82 79 18 9 73 64 27
Students with Disabilities - 46 46 54 - 53 53 47 1 41 40 59
Economically Disadvantaged 3 76 73 24 2 70 68 30 2 55 53 45
English Learners 3 85 82 15 12 84 71 16 4 75 71 25
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 23 93 70 7 24 92 68 8 19 88 69 12
Female 24 94 71 6 25 94 69 6 19 89 70 11
Male 22 91 69 9 22 89 67 11 18 87 69 13
American Indian < 100 < 0 < < < < < 100 < 0
Asian 44 98 54 2 56 98 42 2 47 100 53 0
Black 10 89 79 11 11 87 77 13 11 83 72 17
Hispanic 29 90 62 10 21 96 75 4 17 91 74 9
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 37 97 61 3 37 97 60 3 24 91 67 9
Two or more races 22 95 73 5 27 91 64 9 21 96 75 4
Students with Disabilities 25 100 75 0 5 85 80 15 8 92 83 8
Economically Disadvantaged 13 90 77 10 14 88 74 12 12 85 73 15
English Learners 33 83 50 17 47 100 53 0 40 93 53 8
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 9 75 66 25 9 73 64 27 8 70 62 30
Female 8 76 68 24 8 74 66 26 8 71 63 29
Male 10 75 65 25 10 72 63 28 9 69 60 31
American Indian 10 83 73 17 20 82 61 18 14 78 65 22
Asian 20 91 72 9 23 89 67 11 25 92 67 8
Black 4 67 62 33 4 64 61 36 4 61 57 39
Hispanic 9 77 68 23 9 74 65 26 8 71 62 29
Native Hawaiian 17 83 67 17 10 77 67 23 13 83 70 17
White 19 92 73 8 20 90 71 10 18 88 70 12
Two or more races 12 86 74 14 9 83 74 17 11 83 72 17
Students with Disabilities 8 45 37 55 10 42 32 58 8 39 30 61
Economically Disadvantaged 6 68 63 32 5 66 61 34 5 63 58 37
English Learners 8 61 53 39 9 62 53 38 8 63 55 37
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 17 72 54 28 14 67 53 33 13 65 52 35
Female 15 72 56 28 13 68 55 32 12 65 53 35
Male 19 72 53 28 16 67 51 33 13 65 52 35
American Indian 9 91 82 9 20 80 60 20 < < < <
Asian 49 90 41 10 46 87 40 13 40 90 50 10
Black 9 62 53 38 6 58 52 42 6 54 49 46
Hispanic 19 79 61 21 13 73 60 27 15 71 56 29
Native Hawaiian < < < < < < < < < < < <
White 35 91 56 9 34 86 53 14 27 86 59 14
Two or more races 26 84 58 16 16 76 60 24 15 77 62 23
Students with Disabilities 9 37 28 63 10 36 26 64 8 35 28 65
Economically Disadvantaged 11 65 54 35 8 59 52 41 9 58 49 42
English Learners 13 71 58 29 16 65 49 35 13 64 51 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 4 64 60 36 5 68 64 32 4 62 58 38
Female 3 64 61 36 4 68 64 32 3 62 58 38
Male 5 63 59 37 5 68 63 32 5 63 58 37
American Indian < < < < 9 82 73 18 - 82 82 18
Asian 9 93 84 7 10 80 70 20 20 92 73 8
Black 2 54 52 46 3 59 57 41 2 51 49 49
Hispanic 3 65 63 35 7 68 61 32 3 65 62 35
Native Hawaiian < 100 < 0 < < < < 10 90 80 10
White 7 84 77 16 10 89 79 11 9 84 75 16
Two or more races 7 75 68 25 4 86 82 14 7 84 77 16
Students with Disabilities 8 41 33 59 12 37 25 63 8 32 24 68
Economically Disadvantaged 3 57 54 43 4 62 58 38 2 54 52 46
English Learners 4 46 42 54 7 54 48 46 6 59 53 41
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 80 74 20 5 74 69 26 6 73 67 27
Female 5 79 74 21 5 75 70 25 6 75 69 25
Male 6 80 74 20 4 72 68 28 6 71 65 29
American Indian 6 81 75 19 20 60 40 40 < 100 < 0
Asian 15 86 71 14 10 94 84 6 16 90 75 10
Black 2 72 69 28 1 66 65 34 2 65 63 35
Hispanic 2 82 80 18 7 77 70 23 5 75 70 25
Native Hawaiian < < < < < < < < < < < <
White 13 95 82 5 13 89 76 11 16 89 73 11
Two or more races 7 90 83 10 7 84 77 16 8 82 73 18
Students with Disabilities - 45 45 55 1 39 38 61 2 38 36 62
Economically Disadvantaged 3 73 70 27 2 67 65 33 3 66 64 34
English Learners 8 68 61 32 1 64 62 36 8 67 59 33
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 90 75 10 20 94 74 6 16 92 76 8
Female 10 90 79 10 19 93 74 7 16 92 76 8
Male 20 91 71 9 21 95 74 5 16 91 75 9
American Indian < < < < < 100 < 0 < < < <
Asian 26 93 67 7 37 98 61 2 31 96 65 4
Black 4 86 82 14 9 89 80 11 6 89 83 11
Hispanic 21 93 72 7 14 94 81 6 10 90 79 10
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 26 94 68 6 31 99 67 1 26 95 69 5
Two or more races 9 95 86 5 17 91 74 9 16 92 75 8
Students with Disabilities 13 75 63 25 33 100 67 0 10 90 80 10
Economically Disadvantaged 6 89 82 11 14 91 77 9 9 91 82 9
English Learners 8 77 69 23 < 100 < 0 20 84 64 16
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 4 80 75 20 5 77 71 23 5 72 67 28
Female 4 80 76 20 4 77 73 23 4 73 69 27
Male 5 79 74 21 7 77 69 23 6 71 65 29
American Indian < < < < 30 100 70 0 8 83 75 17
Asian 9 94 85 6 12 86 75 14 20 93 73 7
Black 1 73 72 27 2 69 67 31 2 65 63 35
Hispanic 3 76 73 24 5 71 66 29 4 67 63 33
Native Hawaiian < < < < < < < < < 100 < 0
White 11 93 82 7 13 93 81 7 13 89 75 11
Two or more races 8 90 83 10 4 84 81 16 7 84 77 16
Students with Disabilities 1 50 50 50 - 45 44 55 2 40 39 60
Economically Disadvantaged 2 73 71 27 3 71 68 29 2 65 63 35
English Learners 1 51 50 49 3 56 53 44 1 56 55 44
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 79 62 21 17 78 61 22 13 74 61 26
Female 15 79 64 21 16 79 63 21 12 74 62 26
Male 19 79 60 21 17 78 60 22 14 74 60 26
American Indian 24 88 63 12 38 93 55 7 17 83 66 17
Asian 31 92 61 8 34 93 59 7 29 90 61 10
Black 10 72 62 28 10 71 61 29 7 66 59 34
Hispanic 17 80 63 20 18 79 61 21 14 74 60 26
Native Hawaiian 37 80 43 20 18 73 55 27 14 93 79 7
White 30 93 63 7 30 93 62 7 25 90 64 10
Two or more races 22 86 63 14 21 89 67 11 15 84 69 16
Students with Disabilities 9 51 43 49 10 48 38 52 9 45 35 55
Economically Disadvantaged 11 72 61 28 11 72 61 28 9 67 58 33
English Learners 20 72 52 28 18 68 50 32 12 69 56 31
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 7 71 64 29 11 74 62 26 7 72 65 28
Female 6 69 63 31 11 72 61 28 5 70 65 30
Male 8 73 65 27 12 76 64 24 9 74 65 26
American Indian - 73 73 27 < 100 < 0 < < < <
Asian 13 80 68 20 22 93 71 7 18 90 72 10
Black 3 62 59 38 4 64 60 36 2 63 61 37
Hispanic 5 71 66 29 14 80 66 20 2 67 64 33
Native Hawaiian < < < < < < < < < < < <
White 16 92 76 8 25 90 65 10 16 88 72 12
Two or more races 16 84 69 16 18 88 70 12 5 78 73 22
Students with Disabilities 1 41 40 59 2 38 36 62 3 40 37 60
Economically Disadvantaged 3 61 59 39 6 67 61 33 3 64 60 36
English Learners 7 60 53 40 9 70 61 30 3 58 55 42
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 10 74 64 26 17 86 69 14 14 76 62 24
Female 7 75 67 25 17 88 71 12 13 79 65 21
Male 13 73 60 27 17 83 66 17 14 74 59 26
American Indian < < < < < 100 < 0 < < < <
Asian 29 88 59 12 32 96 64 4 49 93 44 7
Black 5 67 62 33 8 80 72 20 6 70 64 30
Hispanic 10 76 66 24 10 70 59 30 9 68 59 32
Native Hawaiian < < < < < < < < < < < <
White 23 88 66 12 32 97 65 3 30 91 61 9
Two or more races 17 86 68 14 23 95 72 5 17 85 68 15
Students with Disabilities 5 45 40 55 4 47 43 53 3 39 36 61
Economically Disadvantaged 5 66 61 34 9 81 72 19 7 69 62 31
English Learners 16 61 45 39 9 57 49 43 9 56 47 44
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 79 65 21 9 78 68 22 8 81 73 19
Female 11 76 65 24 6 74 68 26 7 81 74 19
Male 17 82 65 18 14 82 68 18 9 81 72 19
American Indian < < < < < 100 < 0 < 100 < 0
Asian 28 89 61 11 31 92 62 8 15 77 62 23
Black 8 73 64 27 5 71 67 29 2 75 73 25
Hispanic 6 70 64 30 11 73 62 27 - 83 83 17
Native Hawaiian < < < < < 100 < 0
White 27 94 67 6 15 89 74 11 21 96 75 4
Two or more races 14 86 73 14 13 81 69 19 11 78 67 22
Students with Disabilities 4 53 49 47 7 68 61 32 7 64 57 36
Economically Disadvantaged 8 74 67 26 7 75 69 25 1 74 73 26
English Learners 13 53 41 47 9 74 65 26 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 94 82 6 5 71 66 29 3 69 65 31
Female 9 94 86 6 4 71 67 29 3 68 64 32
Male 14 93 79 7 6 70 64 30 4 70 67 30
American Indian 30 90 60 10 < < < < 6 94 88 6
Asian 17 98 81 2 20 89 69 11 13 90 77 10
Black 3 89 85 11 2 62 60 38 1 58 57 42
Hispanic 7 96 88 4 4 72 68 28 3 67 65 33
Native Hawaiian < < < < < < < < < 100 < 0
White 20 99 79 1 13 91 78 9 9 91 82 9
Two or more races 9 95 85 5 4 79 75 21 5 86 81 14
Students with Disabilities 3 70 68 30 - 34 34 66 1 37 37 63
Economically Disadvantaged 7 90 83 10 2 62 60 38 1 60 59 40
English Learners - 92 92 8 2 46 44 54 3 56 53 44
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 14 79 65 21 13 80 67 20 10 75 65 25
Female 14 81 66 19 14 82 69 18 10 77 67 23
Male 15 78 63 22 13 79 66 21 11 74 63 26
American Indian < 100 < 0 23 100 77 0 - 82 82 18
Asian 25 92 67 8 29 94 65 6 24 98 73 2
Black 9 73 64 27 7 74 66 26 5 68 63 32
Hispanic 11 82 71 18 16 82 66 18 17 80 63 20
Native Hawaiian < 100 < 0 < < < < 10 100 90 0
White 27 94 67 6 26 93 67 7 22 89 66 11
Two or more races 17 79 62 21 16 92 77 8 11 91 79 9
Students with Disabilities 3 46 44 54 4 43 39 57 3 36 33 64
Economically Disadvantaged 10 73 63 27 8 77 69 23 6 70 63 30
English Learners 10 74 64 26 18 73 55 27 6 78 71 23
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 35 83 48 17 35 81 47 19 26 75 49 25
Female 33 83 50 17 35 83 48 17 25 75 50 25
Male 36 82 47 18 35 80 45 20 27 75 48 25
American Indian 36 100 64 0 60 80 20 20 < < < <
Asian 79 100 21 0 78 96 17 4 57 86 29 14
Black 23 77 54 23 24 75 51 25 16 68 52 32
Hispanic 42 86 44 14 36 88 51 12 31 82 51 18
Native Hawaiian 70 100 30 0 < < < < < 100 < 0
White 58 93 35 7 55 93 38 7 48 88 41 12
Two or more races 44 86 42 14 43 90 47 10 28 81 53 19
Students with Disabilities 10 50 40 50 12 51 38 49 8 44 36 56
Economically Disadvantaged 25 77 52 23 26 76 50 24 19 68 49 32
English Learners 43 89 46 11 41 83 42 17 33 84 51 16
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 86.75 State: 89.72 Division: 86.42 State: 88.34 Division: 82.71 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division709945
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten2,1722,0531,929
Kindergarten2,6972,6832,609
Grade 12,8552,5662,612
Grade 22,7082,6562,408
Grade 32,6522,5682,511
Grade 42,3592,4962,423
Grade 52,3292,2392,368
Grade 62,1962,2032,143
Grade 72,1352,0762,102
Grade 82,0641,9861,931
Grade 93,0993,0412,768
Grade 101,9932,0302,082
Grade 111,3671,3551,451
Grade 121,5221,4731,439
Post Graduate11111
Total Students32,14931,43630,787
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students321493143630787
Female156681538715068
Male164811604915719
American Indian140126116
Asian713727719
Black195821888118401
Hispanic255527442903
Native Hawaiian1128986
White708769276638
Two or more races196019421924
Students with Disabilities417741574064
Not Students with Disabilities279722727926723
Economically Disadvantaged241031967120058
Not Economically Disadvantaged80461176510729
English Learners101112261297
Not English Learners311383021029490
Migrant1
Homeless102267235
Military Connected453846214534
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 642 879 74 75 192 76
State 50979 36013 2733 1046 5404 1786
Female Division 359 427 19 25 76 35
State 27837 15823 920 366 1922 656
Male Division 283 452 55 50 116 41
State 23142 20190 1813 680 3482 1130
American Indian Division 5 7 0 0 1 0
State 144 124 8 2 27 9
Asian Division 46 10 3 1 2 0
State 5026 1194 70 18 91 37
Black Division 261 611 56 42 146 68
State 7955 11090 1111 244 1359 744
Hispanic Division 47 55 2 7 13 2
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 228 145 8 20 22 4
State 30218 16420 1139 617 1589 596
Two or more races Division 55 48 5 5 8 2
State 2468 1542 87 58 163 73
Students with Disabilities Division 7 88 74 3 32 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 218 523 49 24 54 48
State 10704 17342 1680 460 2640 1096
English Learners Division 9 19 3 2 7 0
State 1418 3757 272 31 1847 115
Homeless Division 5 17 1 3 9 3
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division 104 99 8 5 10 7
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 Students1938159582.3167286.31929.9
Female94180585.583188.3768.1
Male99779079.284184.411611.6
American Indian131292.31292.317.7
Asian625995.26096.823.2
Black118492878.497282.114612.3
Hispanic12610482.511188.11310.3
Native Hawaiian0<100<10000
White42738189.240193.9225.2
Two or more races12310887.811391.986.5
Students with Disabilities20716981.617283.13215.5
Economically Disadvantaged91679086.281488.9545.9
English Learners403177.53382.5717.5
Homeless382360.52668.4923.7
Foster Care0<<<<<<
Military Connected23321190.621692.7104.3
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 Taken1,657 / 20.76%1,564 / 19.8%1,368 / 17.67%
Advanced Placement Course Enrollment2,021 / 25.32%1,888 / 23.9%1,753 / 22.65%
Dual Enrollment68 / .85%84 / 1.06%96 / 1.24%
Governor’s School Enrollment56 / .7%62 / .78%53 / .68%
IB Course Enrollment110 / 1.38%118 / 1.49%125 / 1.61%
Senior Enrolled in IB Program48 / .6%61 / .77%57 / .74%
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 1504 878 42
State 82482 57560 30
Female Division 804 517 36
State 41546 31230 25
Male Division 700 361 48
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 49 38 22
State 5492 4724 14
Black Division 914 527 42
State 18272 11640 36
Hispanic Division 86 50 42
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 365 216 41
State 46319 33154 28
Two or more races Division 80 42 47
State 3521 2499 29
Students with Disabilities Division 71 32 55
State 5986 3008 50
Economically Disadvantaged Division 702 376 46
State 23515 13119 44
English Learners Division 27 15 44
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 AssessmentsDivision157156127
 State413936233471
State LicensuresDivision293412
 State179019641412
Industry CertificationDivision250531173121
 State100544109590103892
Workplace ReadinessDivision11111149
 State307754231350242
Total Credentials EarnedDivision270234183409
 State137248157490159017
Students Earning One or More CredentialsDivision204827602734
 State109089126113127744
CTE CompletersDivision972906967
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1567 3072 1229 40%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1537 2996 1262 42.1%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1442 2832 1278 45.1%
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
66.5 67 66.7

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
2014-20154,014.005,760.001,523.00
2015-20163,912.005,767.001,737.00
2016-20173,897.006,027.001,761.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students2845822049072102276042557111821742675625851120212826196239510242110
Female139091074405942135531195506999130811273502999128741164488959
Male1454911305021160140511362612117513675131261811291332212315361151
American Indian130112121201231010011399813210
Asian707327137112195698222296832038
Black1697014566471513162531727757157915632164976314731512915417201488
Hispanic2157141601502286197951412439269921842616243108197
Native Hawaiian106721958358635579306
White6537411145309638743618831060784711833275887433143285
Two or more races185114644104175215663124172316052121170414248116
Students with Disabilities3850432182418384746623644630373521802923486363187319
Economically Disadvantaged1911717507191544151701700738111016840196486016571449115626651103
English Learners11504627671191734251127311342841288764484
Homeless330865079362935614046092821813809678169
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 200
Offenses Against Staff 103
Weapons Offenses 65
Property Offenses 137
All Other Offenses 229
Other Offenses Against Persons 3,700
Disorderly or Disruptive Behavior Offenses 5,827
Alcohol, Tobacco, and Other Drug Offenses 144
Technology Offenses 43
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4890.260.4350.30.4010.21
Asian2.2980.312.2180.472.3130.32
Black60.98583.2260.9183.960.06283.72
Hispanic7.2993.787.9473.388.7293.65
Native Hawaiian0.350.130.3480.250.2830.11
White22.3727.5922.0447.9422.0357.95
Two or more races6.2064.716.0973.766.1784.04
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4890.350.4350.4010.44
Asian2.2980.352.2180.392.313
Black60.98582.7560.9185.8360.06281.86
Hispanic7.2993.177.9471.978.7294.42
Native Hawaiian0.350.3480.2830.44
White22.3727.3922.0448.2722.03510.18
Two or more races6.2065.996.0973.546.1782.65
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4890.4350.401
Asian2.2982.2182.313
Black60.9859060.9110060.062100
Hispanic7.299107.9478.729
Native Hawaiian0.350.3480.283
White22.37222.04422.035
Two or more races6.2066.0976.178
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 66.8370.670.26
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 52.2954.6252.26
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 80.5579.3779.95
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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.07 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.86 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%5%
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201641%54%2%3%
2016-201741%54%2%3%
2017-201842%53%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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