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

Orange County Public Schools

General school information

Division: Orange County Public Schools
Address: 200 Dailey Drive Orange, VA 22960
Superintendent: Dr. Cecil Snead
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


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

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

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

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 96.42 State: 89.72 Division: 95.88 State: 88.34 Division: 94.38 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division410
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten235236248
Kindergarten333376365
Grade 1379342396
Grade 2364378327
Grade 3392368377
Grade 4376404371
Grade 5362360405
Grade 6384368360
Grade 7389385356
Grade 8408388379
Grade 9410412402
Grade 10378369385
Grade 11348342344
Grade 12381383355
Total Students5,1395,1115,070
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 Students513951115070
Female253425552534
Male260525562536
American Indian886
Asian384040
Black760732726
Hispanic340361365
Native Hawaiian211922
White355635083441
Two or more races416443470
Students with Disabilities514541547
Not Students with Disabilities462545704523
Economically Disadvantaged231419142170
Not Economically Disadvantaged282531972900
English Learners173205198
Not English Learners496649064872
Homeless879793
Military Connected366490
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 173 166 1 4 14 7
State 50979 36013 2733 1046 5404 1786
Female Division 98 63 0 0 6 4
State 27837 15823 920 366 1922 656
Male Division 75 103 1 4 8 3
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 25 40 0 0 2 2
State 7955 11090 1111 244 1359 744
Hispanic Division 7 13 0 0 1 0
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 130 101 1 4 10 4
State 30218 16420 1139 617 1589 596
Two or more races Division 8 11 0 0 1 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 28 1 0 3 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 43 64 0 2 7 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students36534093.234594.5143.8
Female17116194.216294.763.5
Male19417992.318394.384.1
American Indian0<100<10000
Asian0<100<10000
Black696594.26594.222.9
Hispanic212095.22095.214.8
Native Hawaiian0<100<10000
White25023292.823794.8104
Two or more races211990.51990.514.8
Students with Disabilities343088.23191.238.8
Economically Disadvantaged11910789.911092.475.9
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken164 / 10.81%195 / 12.95%174 / 11.73%
Advanced Placement Course Enrollment214 / 14.11%246 / 16.33%243 / 16.37%
Dual Enrollment47 / 3.1%46 / 3.05%84 / 5.66%
Governor’s School Enrollment122 / 8.04%130 / 8.63%125 / 8.42%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 350 189 46
State 82482 57560 30
Female Division 182 118 35
State 41546 31230 25
Male Division 168 71 58
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 54 24 56
State 18272 11640 36
Hispanic Division 20 12 40
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 255 142 44
State 46319 33154 28
Two or more races Division 16 < 100
State 3521 2499 29
Students with Disabilities Division 29 < 100
State 5986 3008 50
Economically Disadvantaged Division 114 42 63
State 23515 13119 44
English Learners Division 0 < 100
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 AssessmentsDivision---
 State413936233471
State LicensuresDivision171918
 State179019641412
Industry CertificationDivision474427471
 State100544109590103892
Workplace ReadinessDivision496476392
 State307754231350242
Total Credentials EarnedDivision987922881
 State137248157490159017
Students Earning One or More CredentialsDivision687680656
 State109089126113127744
CTE CompletersDivision246228204
 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 179 344 183 53.2%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 192 396 209 52.8%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 195 401 218 54.4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
63.6 63.7 63.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,732.005,068.00987.00
2015-20164,109.005,146.001,015.00
2016-20174,098.005,342.001,074.00

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 Students4521409147176450140714315644733661431324427379130161
Female22301927774222521572722219176807022141837777
Male229121770102227619271842254190636222131965384
American Indian9210000000000000
Asian32110392004100137500
Black684341918650592015659321714607381830
Hispanic30429111731527106339278836230715
Native Hawaiian18010191001701114320
White31353091021273117288101122302128210795301525689101
Two or more races339341214354291213389251012387451415
Students with Disabilities437551828466561339485392029485451844
Economically Disadvantaged17812197910419082298890182118410579181622483107
English Learners1471046153110419912252171156
Homeless10311198714499111981061199
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 Staff 10
Weapons Offenses 11
Property Offenses 12
All Other Offenses 10
Other Offenses Against Persons 101
Disorderly or Disruptive Behavior Offenses 150
Alcohol, Tobacco, and Other Drug Offenses 27
Offenses Against Student 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 Indian0.230.430.1560.1571.06
Asian0.670.740.783
Black14.22824.7314.79528.3414.32823.24
Hispanic6.4343.96.6193.547.0665.63
Native Hawaiian0.3640.4090.3720.35
White70.2861.8269.22357.2268.66359.86
Two or more races7.8139.118.09810.98.6719.86
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 Indian0.230.1560.157
Asian0.670.740.783
Black14.22816.6714.79514.328
Hispanic6.4348.336.6197.066
Native Hawaiian0.3640.4090.372
White70.2866.6769.22310068.663100
Two or more races7.8138.338.0988.671
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 Indian0.230.1560.157
Asian0.670.740.783
Black14.22814.79514.328
Hispanic6.4346.6197.066
Native Hawaiian0.3640.4090.372
White70.2869.22368.663
Two or more races7.8138.0988.671
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 43.4343.8343.99
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 33.9232.6737.46
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 68.6868.2269.94
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.12 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 14.02 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%4%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201649%48%0%3%
2016-201748%45%0%7%
2017-201847%45%0%8%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Orange County Public Schools to top