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Northumberland County Public Schools

General school information

Division: Northumberland County Public Schools
Division Number: 66
Address: 2172 Northumberland Hwy Lottsburg, VA 22511
Superintendent: Dr. Holly Wargo
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 64 79 21 13 68 81 19 12 65 77 23
Female 19 63 82 18 16 68 83 17 13 68 81 19
Male 12 64 76 24 11 68 78 22 11 62 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 61 70 30 7 64 71 29 7 58 65 35
Hispanic 12 65 77 23 12 73 84 16 7 72 79 21
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 21 65 86 14 18 70 88 12 18 69 87 13
Two or more races 25 58 83 17 8 67 75 25 12 72 84 16
Students with Disabilities 10 39 49 51 10 42 52 48 10 31 41 59
Students without Disabilities 17 67 84 16 13 72 85 15 13 71 84 16
Economically Disadvantaged 9 62 71 29 8 66 73 27 8 60 68 32
Not Economically Disadvantaged 26 65 91 9 21 71 92 8 19 72 91 9
English Learners 13 63 75 25 - 71 71 29 8 54 62 38
Military Connected < < 100 0 - 91 91 9
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 56 79 21 16 67 84 16 17 64 81 19
Female 26 50 76 24 17 70 87 13 16 69 84 16
Male 20 62 82 18 15 65 80 20 18 61 78 22
Asian < < 100 0
Black 13 55 68 33 8 72 81 19 13 68 80 20
Hispanic < < < < < < < < < < < <
White 33 56 90 10 23 63 85 15 23 57 80 20
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 14 57 71 29 < < < < 14 36 50 50
Students without Disabilities 25 56 81 19 18 68 86 14 17 70 87 13
Economically Disadvantaged 11 63 74 26 7 72 80 20 15 60 75 25
Not Economically Disadvantaged 48 41 90 10 29 61 89 11 19 71 90 10
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 60 78 22 10 63 73 27 9 70 79 21
Female 24 63 88 12 11 70 80 20 6 74 80 20
Male 11 58 69 31 9 57 65 35 13 65 78 22
Black 13 59 72 28 2 56 59 41 5 59 64 36
Hispanic < < < < < < < < < < < <
White 28 55 83 18 15 72 87 13 15 77 92 8
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 8 38 46 54 8 54 62 38 < < < <
Students without Disabilities 19 64 84 16 10 65 75 25 10 72 82 18
Economically Disadvantaged 4 67 71 29 6 58 64 36 5 67 72 28
Not Economically Disadvantaged 38 50 88 12 18 75 93 7 17 75 92 8
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 71 89 11 21 69 90 10 21 58 79 21
Female 14 71 86 14 33 62 95 5 23 57 81 19
Male 21 70 91 9 12 74 86 14 19 58 77 23
Black 8 76 84 16 15 74 88 12 14 48 62 38
Hispanic < < 100 0 < < < < < < 100 0
White 24 66 90 10 29 63 93 7 29 63 93 7
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 92 92 8 17 67 83 17 13 47 60 40
Students without Disabilities 21 68 88 12 22 69 91 9 23 60 83 18
Economically Disadvantaged 9 74 83 17 14 73 88 13 14 56 70 30
Not Economically Disadvantaged 35 65 100 0 33 61 94 6 35 61 97 3
English Learners < < 100 0 < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 51 80 20 12 73 86 14 17 70 87 13
Female 44 40 84 16 13 78 91 9 28 59 87 13
Male 14 63 76 24 11 69 80 20 8 79 88 13
Asian < < 100 0
Black 12 60 72 28 8 78 86 14 6 72 78 22
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0
White 47 44 91 9 18 67 84 16 31 64 95 5
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 35 41 59 - 43 43 57 30 40 70 30
Students without Disabilities 33 55 88 12 14 79 93 7 16 74 90 10
Economically Disadvantaged 13 59 71 29 5 75 80 20 14 69 84 16
Not Economically Disadvantaged 65 35 100 0 26 71 97 3 21 71 92 8
Military Connected < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 66 78 22 16 65 82 18 9 62 70 30
Female 11 66 77 23 22 62 84 16 8 67 75 25
Male 13 67 79 21 11 69 80 20 9 57 65 35
Black 10 55 65 35 7 67 73 27 3 58 61 39
Hispanic < < < < < < < < < < < <
White 13 73 87 13 25 68 93 7 15 62 77 23
Two or more races < < < < < < 100 0
Students with Disabilities 30 20 50 50 6 44 50 50 - 20 20 80
Students without Disabilities 10 72 82 18 18 69 88 13 10 70 80 20
Economically Disadvantaged 10 60 71 29 6 66 72 28 2 56 58 42
Not Economically Disadvantaged 14 73 86 14 33 64 97 3 22 72 94 6
Military Connected < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 55 66 34 13 58 71 29 11 60 71 29
Female 13 66 79 21 13 56 69 31 13 65 78 22
Male 10 45 55 45 14 60 74 26 9 55 64 36
Black 13 38 51 49 9 34 44 56 4 51 55 45
Hispanic < < < < < < < < < < < <
White 12 67 79 21 16 68 84 16 15 72 87 13
Two or more races < < 100 0 < < < <
Students with Disabilities 14 14 29 71 31 - 31 69 6 18 24 76
Students without Disabilities 11 62 73 27 11 67 78 22 12 67 79 21
Economically Disadvantaged 13 43 57 43 10 47 57 43 6 51 57 43
Not Economically Disadvantaged 8 74 82 18 17 70 87 13 21 74 95 5
English Learners < < < < < < < <
Military Connected < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 82 83 17 4 76 81 19 3 70 73 27
Female 4 82 86 14 4 76 80 20 4 80 84 16
Male - 81 81 19 5 77 81 19 2 61 63 37
Asian < < 100 0
Black - 79 79 21 2 64 67 33 2 56 58 42
Hispanic < < 100 0 < < < < < < < <
White 3 83 86 14 6 83 89 11 4 82 86 14
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 17 17 83 7 36 43 57 8 27 35 65
Students without Disabilities 2 89 91 9 4 82 86 14 1 85 87 13
Economically Disadvantaged - 73 73 27 4 67 71 29 2 62 64 36
Not Economically Disadvantaged 3 89 92 8 4 84 88 12 4 78 82 18
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 62 73 27 11 55 66 34 10 53 63 37
Female 17 62 79 21 15 51 65 35 12 61 73 27
Male 5 63 67 33 7 58 66 34 8 45 53 47
Black 7 50 57 43 7 40 47 53 6 36 42 58
Hispanic 17 50 67 33 13 44 56 44 6 59 65 35
White 13 71 84 16 14 64 77 23 14 69 82 18
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 23 27 73 11 21 32 68 5 19 23 77
Students without Disabilities 12 67 78 22 11 60 71 29 12 61 73 27
Economically Disadvantaged 5 54 59 41 5 49 55 45 7 47 53 47
Not Economically Disadvantaged 15 69 84 16 16 60 76 24 15 62 77 23
English Learners < < < < < < < <
Military Connected < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 50 61 39 18 45 63 37 14 51 65 35
Female 19 60 79 21 23 40 63 38 17 53 70 30
Male 4 41 45 55 14 50 64 36 11 50 61 39
Black 14 30 43 57 13 31 44 56 4 42 46 54
Hispanic < < < < < < < < < < < <
White 10 65 75 25 21 51 72 28 22 62 84 16
Two or more races < < < < < < < <
Students with Disabilities 8 - 8 92 23 8 31 69 6 24 29 71
Students without Disabilities 12 58 70 30 18 51 68 32 16 57 72 28
Economically Disadvantaged 13 44 56 44 10 39 49 51 6 50 56 44
Not Economically Disadvantaged 10 56 67 33 27 51 78 22 28 54 82 18
English Learners < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 69 80 20 4 64 68 32 7 54 61 39
Female 16 63 79 21 6 62 68 32 8 67 75 25
Male 5 76 80 20 2 66 67 33 6 40 45 55
Black 2 64 65 35 3 47 50 50 8 31 39 61
Hispanic < < < < < < < < < < < <
White 15 73 88 12 6 78 83 17 7 74 81 19
Students with Disabilities - 46 46 54 - 33 33 67 4 15 19 81
Students without Disabilities 12 71 83 17 4 69 73 27 8 66 74 26
Economically Disadvantaged - 61 61 39 - 60 60 40 8 43 51 49
Not Economically Disadvantaged 18 75 92 8 7 67 75 25 6 68 74 26
English Learners < < < <
Military Connected < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 78 22 14 65 79 21 14 71 86 14
Female 16 68 84 16 13 68 81 19 13 75 88 12
Male 11 61 72 28 14 62 77 23 15 68 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 62 71 29 8 64 72 28 8 75 83 17
Hispanic 21 60 81 19 21 68 89 11 19 69 88 12
Native Hawaiian < < 100 0 < < < < < < < <
White 17 66 83 17 18 66 84 16 19 69 88 12
Two or more races 7 76 83 17 10 62 71 29 11 75 86 14
Students with Disabilities 7 45 52 48 11 49 60 40 9 54 63 37
Students without Disabilities 15 68 83 17 14 68 82 18 15 74 89 11
Economically Disadvantaged 9 64 73 27 9 64 74 26 9 72 82 18
Not Economically Disadvantaged 20 65 85 15 20 66 87 13 21 70 91 9
English Learners 29 56 85 15 36 50 86 14 7 71 79 21
Military Connected < < < < < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 60 88 12 31 52 83 17 33 63 95 5
Female 33 57 89 11 26 61 87 13 31 66 97 3
Male 22 64 87 13 36 43 79 21 33 61 94 6
Asian < < 100 0
Black 21 62 82 18 17 64 81 19 23 70 93 8
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 56 90 10 39 45 84 16 46 51 97 3
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 14 64 79 21 < < < < 21 79 100 0
Students without Disabilities 30 60 90 10 33 52 85 15 35 59 94 6
Economically Disadvantaged 24 62 86 14 22 56 78 22 29 65 94 6
Not Economically Disadvantaged 36 57 93 7 45 45 89 11 39 58 97 3
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 67 92 8 21 56 77 23 15 78 93 7
Female 25 70 95 5 17 61 78 22 6 86 92 8
Male 24 64 89 11 24 51 76 24 24 70 93 7
Black 16 71 87 13 2 66 68 32 8 82 90 10
Hispanic < < 100 0 < < 100 0 < < < <
White 35 60 95 5 37 47 84 16 19 77 96 4
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 8 67 75 25 8 58 67 33 < < < <
Students without Disabilities 27 67 95 5 23 56 78 22 16 82 98 2
Economically Disadvantaged 17 71 88 12 13 57 70 30 8 80 88 12
Not Economically Disadvantaged 36 61 97 3 39 54 93 7 25 75 100 0
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 75 90 10 24 76 100 0 17 74 91 9
Female 12 79 90 10 36 64 100 0 13 79 91 9
Male 18 71 89 11 14 86 100 0 21 69 90 10
Black 8 87 95 5 15 85 100 0 5 78 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 61 83 17 29 71 100 0 27 68 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 55 55 45 8 92 100 0 7 60 67 33
Students without Disabilities 17 78 95 5 26 74 100 0 19 76 95 5
Economically Disadvantaged 5 82 88 12 18 82 100 0 9 78 88 13
Not Economically Disadvantaged 33 60 93 7 33 67 100 0 32 65 97 3
English Learners < < 100 0 < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 87 99 1 7 81 88 13 24 76 100 0
Female 17 83 100 0 5 84 89 11 33 67 100 0
Male 7 90 98 2 9 77 86 14 17 83 100 0
Asian < < 100 0
Black 12 88 100 0 10 77 87 13 12 88 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 92 100 0 6 79 85 15 33 67 100 0
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 94 100 0 7 50 57 43 20 80 100 0
Students without Disabilities 13 85 98 2 7 88 95 5 25 75 100 0
Economically Disadvantaged 10 89 98 2 4 79 83 17 18 82 100 0
Not Economically Disadvantaged 20 80 100 0 16 84 100 0 32 68 100 0
Military Connected < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 37 69 31 17 49 66 34 2 63 64 36
Female 37 37 74 26 10 53 63 37 3 76 79 21
Male 27 38 65 35 22 46 67 33 - 50 50 50
Black 15 35 50 50 11 47 58 42 - 64 64 36
Hispanic < < < < < < < < < < < <
White 39 41 80 20 28 55 83 17 4 61 64 36
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 30 10 40 60 13 25 38 63 - 27 27 73
Students without Disabilities 32 42 74 26 18 55 73 27 2 75 77 23
Economically Disadvantaged 17 43 61 39 10 41 51 49 - 58 58 42
Not Economically Disadvantaged 55 28 83 17 32 64 96 4 7 79 86 14
Military Connected < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 48 50 50 10 64 74 26 1 70 71 29
Female 4 48 52 48 8 72 81 19 - 74 74 26
Male - 49 49 51 12 56 68 32 2 66 68 32
Black 4 38 42 58 6 56 62 38 2 69 71 29
Hispanic < < < < < < < < < < < <
White - 56 56 44 16 72 88 13 - 74 74 26
Two or more races < < < <
Students with Disabilities 8 15 23 77 31 31 62 38 6 29 35 65
Students without Disabilities - 57 57 43 5 72 77 23 - 81 81 19
Economically Disadvantaged 3 36 38 62 6 62 68 32 2 67 68 32
Not Economically Disadvantaged - 70 70 30 20 70 90 10 - 81 81 19
English Learners < < < < < < < <
Military Connected < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 64 69 31 4 81 85 15 9 81 90 10
Female 6 80 86 14 8 85 92 8 8 86 94 6
Male 4 53 57 43 1 78 80 20 10 77 87 13
Asian < < 100 0
Black - 57 57 43 2 79 81 19 5 85 90 10
Hispanic < < < < - 91 91 9 < < < <
Native Hawaiian < < 100 0
White 8 69 78 22 6 80 86 14 12 78 90 10
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 17 17 83 - 57 57 43 - 91 91 9
Students without Disabilities 6 78 84 16 5 86 91 9 10 80 90 10
Economically Disadvantaged 2 56 57 43 - 80 80 20 5 79 84 16
Not Economically Disadvantaged 8 73 81 19 8 82 90 10 14 84 98 2
English Learners < < < < < < < <
Military Connected < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 64 68 32 6 70 75 25 13 57 70 30
Female 5 71 76 24 4 80 84 16 18 53 70 30
Male 2 54 57 43 7 59 66 34 9 61 70 30
Asian < < 100 0
Black - 46 46 54 3 53 57 43 10 48 57 43
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < <
White 7 79 86 14 8 76 84 16 13 60 74 26
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 < < < < < < < <
Students without Disabilities 4 66 71 29 6 72 78 22 14 59 73 28
Economically Disadvantaged - 57 57 43 3 64 67 33 6 59 66 34
Not Economically Disadvantaged 9 72 81 19 8 74 82 18 17 56 73 27
English Learners < < < <
Military Connected < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 72 76 24 2 47 48 52 7 80 87 13
Female 7 77 84 16 2 46 49 51 6 84 91 9
Male - 67 67 33 - 48 48 52 7 76 83 17
Asian < < 100 0 < < 100 0
Black - 60 60 40 - 32 32 68 - 87 87 13
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < < <
White 6 75 81 19 3 55 58 43 11 78 89 11
Two or more races < < < < < < < <
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 4 72 76 24 2 48 49 51 7 80 86 14
Economically Disadvantaged - 65 65 35 4 38 42 58 - 84 84 16
Not Economically Disadvantaged 6 75 81 19 - 53 53 47 10 79 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 13 69 82 18 11 68 79 21
Female 11 74 84 16 17 66 83 17 13 67 80 20
Male 8 69 77 23 10 71 81 19 9 69 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 66 71 29 6 63 69 31 4 62 66 34
Hispanic 9 63 72 28 4 88 92 8 10 79 90 10
Native Hawaiian < < 100 0 < < 100 0
White 12 75 87 13 19 70 89 11 16 71 87 13
Two or more races < < < < < < < < 7 67 73 27
Students with Disabilities 1 37 38 62 8 39 47 53 5 34 39 61
Students without Disabilities 11 77 88 12 14 74 88 12 12 74 86 14
Economically Disadvantaged 4 69 73 27 8 67 76 24 6 66 72 28
Not Economically Disadvantaged 14 74 88 12 19 70 89 11 17 71 88 12
English Learners 8 42 50 50 < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 66 81 19 26 72 98 2 17 67 84 16
Female 14 62 76 24 36 64 100 0 19 70 89 11
Male 15 70 85 15 18 78 96 4 15 65 79 21
Black 5 72 77 23 12 82 94 6 5 66 71 29
Hispanic < < < < < < 100 0 < < 100 0
White 24 63 88 12 39 61 100 0 27 68 95 5
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 18 18 82 17 83 100 0 - 47 47 53
Students without Disabilities 17 73 90 10 27 70 97 3 20 71 91 9
Economically Disadvantaged 3 71 74 26 16 80 96 4 8 75 83 17
Not Economically Disadvantaged 35 58 94 6 42 58 100 0 35 52 87 13
English Learners < < < < < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 64 69 31 9 62 71 29 8 63 72 28
Female 4 72 77 23 8 56 65 35 6 62 68 32
Male 6 56 62 38 10 68 78 22 11 64 75 25
Black 5 54 59 41 6 44 50 50 2 56 58 42
Hispanic < < < < < < < < < < < <
White 6 70 75 25 12 68 81 19 15 70 85 15
Two or more races < < 100 0 < < < <
Students with Disabilities 7 29 36 64 23 8 31 69 6 24 29 71
Students without Disabilities 5 70 75 25 7 71 78 22 9 71 79 21
Economically Disadvantaged 5 59 64 36 8 47 55 45 4 57 61 39
Not Economically Disadvantaged 5 72 77 23 11 79 89 11 15 74 90 10
English Learners < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 76 85 15 8 67 75 25 7 74 81 19
Female 8 80 88 12 15 73 88 12 13 75 88 13
Male 9 73 82 18 2 62 64 36 2 73 75 25
Asian < < 100 0
Black - 78 78 22 - 56 56 44 5 69 74 26
Hispanic 9 55 64 36 < < < < < < < <
White 14 77 91 9 16 75 91 9 10 75 85 15
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 59 59 41 - 10 10 90 - 40 40 60
Students without Disabilities 10 79 89 11 10 84 94 6 9 80 88 12
Economically Disadvantaged 4 74 77 23 2 65 67 33 7 72 80 20
Not Economically Disadvantaged 13 78 90 10 14 69 83 17 7 76 83 17
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 79 94 6 16 65 82 18 < < < <
Female 22 67 89 11 24 62 86 14 < < < <
Male 5 95 100 0 11 68 79 21 < < 100 0
Black 25 58 83 17 10 60 70 30
Hispanic < < 100 0 < < 100 0
White 10 87 97 3 20 66 86 14 < < < <
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 16 80 95 5 17 67 83 17 < < < <
Economically Disadvantaged < < < < 7 73 80 20 < < 100 0
Not Economically Disadvantaged 15 82 97 3 21 62 82 18 < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 73 80 20 10 74 84 16 11 68 79 21
Female 10 81 92 8 12 72 84 16 14 61 76 24
Male 3 67 70 30 8 77 85 15 8 74 82 18
Asian < < 100 0 < < 100 0
Black 2 63 65 35 5 68 74 26 3 59 63 38
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0
White 11 79 89 11 14 75 89 11 16 70 86 14
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 32 32 68 - 67 67 33 8 23 31 69
Students without Disabilities 8 86 94 6 12 76 87 13 12 74 86 14
Economically Disadvantaged 3 72 76 24 7 72 79 21 4 59 63 37
Not Economically Disadvantaged 10 74 84 16 15 77 92 8 18 76 94 6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 78 22 11 65 76 24 11 46 57 43
Female 15 66 81 19 12 66 78 22 8 43 51 49
Male 16 59 75 25 10 65 74 26 14 48 63 37
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 57 66 34 7 55 62 38 4 30 33 67
Hispanic 18 57 75 25 13 67 79 21 18 64 82 18
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 68 87 13 13 73 86 14 16 52 69 31
Two or more races 25 50 75 25 13 67 80 20 < < < <
Students with Disabilities 4 36 39 61 7 41 47 53 3 9 13 88
Students without Disabilities 17 68 85 15 11 69 81 19 13 55 69 31
Economically Disadvantaged 12 56 67 33 8 57 65 35 5 35 40 60
Not Economically Disadvantaged 20 72 92 8 14 76 90 10 18 58 76 24
English Learners 31 38 69 31 < < < < < < < <
Military Connected < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 71 76 24 4 71 75 25 4 36 40 60
Female 2 74 75 25 8 66 74 26 5 36 41 59
Male 9 68 77 23 - 75 75 25 4 36 39 61
Black 4 62 67 33 - 61 61 39 - 17 17 83
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 7 78 85 15 5 75 81 19 9 50 59 41
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < - 50 50 50 - - - 100
Students without Disabilities 6 74 80 20 4 74 78 22 6 51 57 43
Economically Disadvantaged 2 53 55 45 4 57 61 39 4 15 19 81
Not Economically Disadvantaged 9 87 96 4 3 82 85 15 4 58 63 38
English Learners < < < <
Military Connected < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 63 73 27 13 65 77 23 15 48 63 37
Female 16 69 84 16 16 71 86 14 10 43 53 47
Male 5 58 63 37 10 60 70 30 20 53 73 27
Asian < < 100 0 < < 100 0
Black 3 55 58 42 10 59 69 31 6 36 42 58
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 15 69 84 16 16 69 85 15 19 51 70 30
Two or more races < < < < < < < <
Students with Disabilities - 28 28 72 - 33 33 67 7 7 13 87
Students without Disabilities 14 77 90 10 15 70 84 16 16 55 72 28
Economically Disadvantaged 5 57 62 38 11 56 68 32 6 41 47 53
Not Economically Disadvantaged 17 71 88 12 14 76 90 10 24 55 80 20
English Learners < < < <
Military Connected < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < 100 0 < < 100 0
Black < < < <
White < < 100 0 < < < <
Two or more races < < 100 0
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 66 71 29 5 63 68 32
Female 2 77 79 21 2 58 60 40
Male 9 55 64 36 8 68 75 25
Asian < < 100 0
Black 2 58 60 40 3 43 46 54
Hispanic < < < < < < < <
Native Hawaiian < < 100 0
White 9 73 82 18 7 74 81 19
Two or more races < < < <
Students with Disabilities - 38 38 62 - 27 27 73
Students without Disabilities 6 69 76 24 6 68 73 27
Economically Disadvantaged 5 57 62 38 - 51 51 49
Not Economically Disadvantaged 7 79 86 14 10 77 88 13
English Learners < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten648568
Kindergarten9876101
Grade 1789081
Grade 2887888
Grade 3928985
Grade 4909396
Grade 5918794
Grade 61028687
Grade 79210192
Grade 810098109
Grade 9109115109
Grade 10124100105
Grade 119912294
Grade 1211194106
Total Students1,3381,3141,315

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students133813141315
Female636612626
Male702702689
Asian465
Black521535526
Hispanic838789
Native Hawaiian332
White680639643
Two or more races474450
Students with Disabilities192203201
Students without Disabilities114611111114
Economically Disadvantaged705716719
Not Economically Disadvantaged633598596
English Learners454548
Not English Learners129312691267
Homeless2-2
Military Connected698
Foster Care661
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 51 55 6 0 5 1
State 50983 36029 2739 1053 5386 1766
Female Division 30 19 0 0 3 0
State 27838 15825 923 368 1911 652
Male Division 21 36 6 0 2 1
State 23145 20204 1816 685 3475 1114
Black Division 15 29 2 0 0 0
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 3 2 4
White Division 33 24 4 0 5 0
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 3 6 0 2 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 12 33 4 0 3 1
State 10703 17350 1682 461 2633 1087
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students118112951129554
Female524994499436
Male666396639623
Black46461004610000
Hispanic<<<<<00
Native Hawaiian<<100<10000
White666192619258
Two or more races<<100<10000
Students with Disabilities1210831083217
Economically Disadvantaged534993499336
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken29 / 6.55%38 / 8.82%34 / 8.21%
Advanced Placement Course Enrollment29 / 6.55%38 / 8.82%42 / 10.14%
Dual Enrollment234 / 52.82%252 / 58.47%215 / 51.93%
Governor's School Enrollment20 / 4.51%24 / 5.57%24 / 5.8%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision1066043
State85,89957,72533
FemaleDivision493431
State43,22531,59927
MaleDivision572654
State42,67426,12639
BlackDivision442250
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
Native HawaiianDivision<<100
State1428739
WhiteDivision573539
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision452153
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
State LicensuresDivision92-
 State2,4402,2791,881
Industry CertificationDivision154147131
 State99,894109,275104,601
Workplace ReadinessDivision1598971
 State30,77542,31350,241
Total Credentials EarnedDivision322238202
 State137,248157,490160,248
Students Earning One or More CredentialsDivision209177166
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision138-
 State1,5141,4311,537
CTE CompletersDivision646768
 State42,40440,51641,438
NOCTI AssessmentsDivision---
 State4,1393,6233,525

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division8,012.003,003.00928.00
State6,084.004,849.00812.00
2016-2017Division8,631.003,206.00937.00
State6,248.005,052.00871.00
2017-2018Division9,174.003,190.001,134.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,0681921,0401771,094145
Female517865016851971
Male55110653910957574
Asian<<<<<<
Black423674136943564
Hispanic668713757
Native Hawaiian<<<<<<
White5451025189254164
Two or more races271531123610
Students with Disabilities149451494116027
Economically Disadvantaged583153577135622122
English Learners395423444
Homeless<<--<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 30
Offenses Against Staff 10
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 75
Disorderly or Disruptive Behavior Offenses 144
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian----
Asian0.30.5
Black4055.240.759.4
Hispanic6.44.96.65.1
Native Hawaiian0.20.60.2
White52.233.148.632.5
Two or more races3.66.13.33
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian
Asian0.30.5
Black4040.7
Hispanic6.46.6
Native Hawaiian0.20.2
White52.248.6
Two or more races3.63.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian----
Asian0.30.5
Black4040.7
Hispanic6.46.6
Native Hawaiian0.20.2
White52.248.6
Two or more races3.63.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 5456.358.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 47.439.134.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 70.263.865.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.98 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 8.78 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division13.9%1.6%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201749%48%2%1%
2017-201854%42%1%3%
2018-201954%41%2%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%80%73%75%
Asian<<87%75%
Black73%71%60%75%
Hispanic84%80%63%75%
White89%86%81%75%
Economically Disadvantaged74%73%62%75%
English Learners83%78%53%75%
Students with Disabilities51%50%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%85%74%70%
Asian<<89%70%
Black80%80%60%70%
Hispanic91%91%64%70%
White90%88%81%70%
Economically Disadvantaged79%81%63%70%
English Learners91%91%57%70%
Students with Disabilities60%58%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students85%
Asian<
Black78%
Hispanic88%
White89%
Economically Disadvantaged78%
English Learners<
Students with Disabilities57%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students83%87%
Asian<<
Black76%81%
Hispanic86%93%
White89%92%
Economically Disadvantaged77%80%
English Learners83%91%
Students with Disabilities59%68%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian-90%84%
Black95%82%84%
Hispanic<81%84%
White86%86%84%
Economically Disadvantaged86%78%84%
English Learners-65%84%
Students with Disabilities62%56%84%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%16%9%10%
Asian<7%5%10%
Black14%15%9%10%
Hispanic4%9%9%10%
White15%16%9%10%
Economically Disadvantaged19%20%13%10%
English Learners7%11%8%10%
Students with Disabilities22%23%14%10%

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

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 Progress65%46%58%
English Learner Proficiency16%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress111765%
English Learner Proficiency31916%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian<<<
Black99%99%98%
Hispanic100%98%100%
White100%99%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged100%99%99%
English Learners100%97%<
Students with Disabilities100%99%100%
Students without Disabilities99%99%98%
Female100%98%99%
Male99%99%99%
Migrant---

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

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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 78%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 89%
State 81%
Northumberland County Public Schools to top