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Page County Public Schools

General school information

Division: Page County Public Schools
Address: 735 W Main St Luray, VA 22835
Superintendent: Dr. Wendy Gonzalez
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 11 75 64 25 14 76 62 24 12 75 63 25
Female 14 79 66 21 16 79 63 21 13 78 65 22
Male 9 71 62 29 12 72 60 28 11 72 61 28
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < < < < 18 91 73 9
Black 6 69 64 31 5 71 66 29 5 58 53 42
Hispanic 6 65 59 35 15 68 53 32 13 69 55 31
Native Hawaiian < 100 < 0 < < < < < < < <
White 12 75 64 25 15 76 62 24 12 76 64 24
Two or more races 16 84 69 16 10 71 61 29 10 66 56 34
Students with Disabilities 12 41 29 59 12 38 27 62 9 41 32 59
Economically Disadvantaged 8 67 58 33 11 67 56 33 7 66 58 34
English Learners - 47 47 53 6 69 63 31 10 65 55 35
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 6 72 66 28 14 69 55 31 12 71 59 29
Female 8 75 67 25 15 73 58 27 12 75 63 25
Male 5 69 64 31 13 66 53 34 13 67 55 33
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < 27 64 36 36
White 6 71 65 29 14 69 54 31 12 73 61 27
Two or more races < < < < < < < < < < < <
Students with Disabilities 3 48 45 52 8 32 24 68 8 46 38 54
Economically Disadvantaged 6 64 59 36 9 61 52 39 9 65 56 35
English Learners < 100 < 0 < 100 < 0 < < < <
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 14 67 54 33 15 76 61 24 12 70 58 30
Female 16 69 52 31 19 78 59 22 13 73 60 27
Male 11 66 55 34 12 75 63 25 12 68 56 32
Asian < 100 < 0 < 100 < 0 < < < <
Black < < < < < < < < < < < <
Hispanic 8 31 23 69 20 100 80 0 < < < <
White 14 70 56 30 16 77 61 23 13 71 59 29
Two or more races < < < < < < < < < < < <
Students with Disabilities 17 43 27 57 4 54 50 46 7 41 34 59
Economically Disadvantaged 8 57 49 43 13 70 57 30 7 60 53 40
English Learners < < < < < 100 < 0 < 100 < 0
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 71 53 29 19 77 58 23 18 77 59 23
Female 21 75 54 25 18 78 60 22 21 79 58 21
Male 14 67 53 33 20 76 56 24 15 76 61 24
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < < < <
Hispanic - 55 55 45 20 80 60 20 < 100 < 0
White 17 71 54 29 20 78 58 22 19 78 59 22
Two or more races < < < < < < < < < < < <
Students with Disabilities 21 39 18 61 17 43 27 57 5 59 55 41
Economically Disadvantaged 14 63 49 37 15 68 53 32 10 71 60 29
English Learners < < < < < < < < < 100 < 0
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 13 70 57 30 21 73 52 27 16 76 60 24
Female 14 74 60 26 21 76 55 24 18 78 60 22
Male 13 66 53 34 21 71 50 29 15 74 60 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic - 50 50 50 20 40 20 60 20 73 53 27
White 14 70 56 30 21 75 54 25 16 78 61 22
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 7 21 14 79 17 41 24 59 13 41 28 59
Economically Disadvantaged 13 57 45 43 16 62 47 38 11 67 56 33
English Learners < < < < < < < < < < < <
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 17 83 66 17 9 73 65 27 14 78 64 22
Female 21 89 68 11 10 80 69 20 18 82 65 18
Male 11 76 64 24 7 67 60 33 10 74 64 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 90 90 10 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 17 83 66 17 9 74 65 26 15 78 64 22
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 14 32 18 68 8 23 15 77 13 37 23 63
Economically Disadvantaged 11 74 64 26 9 64 55 36 7 72 65 28
English Learners < 100 < 0 < < < < < < < <
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 6 73 67 27 15 79 65 21 7 70 63 30
Female 7 79 72 21 21 84 64 16 6 73 67 27
Male 5 67 62 33 8 74 66 26 7 66 59 34
Black < 100 < 0 < < < < < < < <
Hispanic - 80 80 20 < < < < - 55 55 45
White 7 72 65 28 15 79 64 21 7 70 63 30
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 13 38 25 63 6 22 17 78 11 21 11 79
Economically Disadvantaged 5 68 63 32 8 69 61 31 4 59 55 41
English Learners < < < < < 100 < 0 < < < <
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 89 83 11 9 81 73 19 5 82 76 18
Female 6 92 86 8 11 86 75 14 4 84 80 16
Male 6 85 80 15 6 77 71 23 6 79 72 21
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < - 64 64 36
White 6 89 83 11 9 82 73 18 5 83 77 17
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 5 64 59 36 22 50 28 50 5 47 42 53
Economically Disadvantaged 2 84 81 16 5 75 70 25 1 67 66 33
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 11 65 54 35 17 74 58 26 9 67 58 33
Female 13 76 63 24 22 84 62 16 11 75 64 25
Male 9 55 46 45 11 64 53 36 7 59 52 41
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < - 67 67 33 18 73 55 27
Hispanic 11 78 67 22 8 69 62 31 15 65 50 35
White 11 64 54 36 17 75 57 25 9 67 58 33
Two or more races 15 77 62 23 < < < < 18 73 55 27
Students with Disabilities 3 19 16 81 6 26 20 74 4 26 22 74
Economically Disadvantaged 4 58 55 42 11 62 50 38 5 56 51 44
English Learners < < < < < 100 < 0 < 100 < 0
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 5 57 52 43 12 71 59 29 5 58 53 42
Female 6 72 66 28 17 82 65 18 6 67 61 33
Male 4 45 40 55 6 59 53 41 4 49 45 51
Black < < < < < < < < < < < <
Hispanic - 60 60 40 < < < < < < < <
White 6 57 52 43 12 71 59 29 4 58 53 42
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 25 25 75 6 13 6 88 7 15 7 85
Economically Disadvantaged 2 55 54 45 9 59 49 41 5 53 47 47
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 73 57 27 21 78 56 22 14 77 63 23
Female 19 80 61 20 27 86 59 14 17 84 66 16
Male 13 65 52 35 16 69 53 31 11 70 59 30
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < < < < 18 82 64 18
White 15 71 56 29 22 78 56 22 13 77 63 23
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 7 13 7 87 5 37 32 63 - 42 42 58
Economically Disadvantaged 6 62 56 38 13 65 52 35 5 61 56 39
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

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

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

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 94.09 State: 89.72 Division: 92.49 State: 88.34 Division: 95.85 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten13912691
Kindergarten227226215
Grade 1262221205
Grade 2234265219
Grade 3211243266
Grade 4274220250
Grade 5259268220
Grade 6276258276
Grade 7261279265
Grade 8263266284
Grade 9282270266
Grade 10274280268
Grade 11257269275
Grade 12242252266
Total Students3,4613,4433,366
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 Students346134433366
Female170116891642
Male176017541724
American Indian443
Asian121115
Black747572
Hispanic115122118
Native Hawaiian234
White318231533071
Two or more races727583
Students with Disabilities372393417
Not Students with Disabilities308930502949
Economically Disadvantaged159616791632
Not Economically Disadvantaged186517641734
English Learners313434
Not English Learners343034093332
Homeless324935
Military Connected525348
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 138 125 9 0 1 0
State 50979 36013 2733 1046 5404 1786
Female Division 85 45 1 0 0 0
State 27837 15823 920 366 1922 656
Male Division 53 80 8 0 1 0
State 23142 20190 1813 680 3482 1130
Black Division < < < < 0 <
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 128 118 9 0 1 0
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 10 9 0 0 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 34 77 5 0 1 0
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
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 Students27327299.627299.61.4
Female13113110013110000
Male14214199.314199.31.7
Black0<100<10000
Hispanic0<100<10000
Native Hawaiian0<100<10000
White25625599.625599.61.4
Two or more races0<100<10000
Students with Disabilities19191001910000
Economically Disadvantaged11711699.111699.11.9
English Learners0<100<10000
Homeless0<100<10000
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 Taken16 / 1.52%6 / .56%3 / .28%
Advanced Placement Course Enrollment57 / 5.41%27 / 2.53%3 / .28%
Dual Enrollment285 / 27.07%327 / 30.68%313 / 29.25%
Governor’s School Enrollment10 / .95%11 / 1.03%12 / 1.12%
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 255 104 59
State 82482 57560 30
Female Division 121 65 46
State 41546 31230 25
Male Division 134 39 71
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 231 92 60
State 46319 33154 28
Two or more races Division 10 < 100
State 3521 2499 29
Students with Disabilities Division 23 < 100
State 5986 3008 50
Economically Disadvantaged Division 107 24 78
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 LicensuresDivision---
 State179019641412
Industry CertificationDivision123319-
 State100544109590103892
Workplace ReadinessDivision333985
 State307754231350242
Total Credentials EarnedDivision15635885
 State137248157490159017
Students Earning One or More CredentialsDivision14328285
 State109089126113127744
CTE CompletersDivision152120124
 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 13 15 5 33.3%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 11 12 1 8.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 16 16 5 31.3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.8 70.2 68.2

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
2014-20153,121.005,854.00778.00
2015-20162,958.005,928.00863.00
2016-20173,057.006,224.00825.00

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 Students312424365743050292808630442781027730032488282
Female15401142929151213932341506124543314671203844
Male15841293645153815348521538154484415361284438
American Indian0000000000000000
Asian16110112001200113110
Black645146614126482365716
Hispanic8914139612241051476105966
Native Hawaiian0000000000000000
White28752196165279525475792788249916727372247469
Two or more races73412769217061076701
Students with Disabilities292311112321261625338411317356351215
Economically Disadvantaged15681695355153021456611508180785415421806065
English Learners24301314013314234102
Homeless2942762114195258135414811
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 92
Disorderly or Disruptive Behavior Offenses 91
Alcohol, Tobacco, and Other Drug Offenses 47
Offenses Against Student 19
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1160.1160.089
Asian0.3470.320.446
Black2.1390.782.1822.632.1422.9
Hispanic3.3253.883.5497.023.5118.7
Native Hawaiian0.0580.0870.119
White91.99290.791.7189.4791.37284.78
Two or more races2.0824.652.1820.882.473.62
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1160.1160.089
Asian0.3470.320.446
Black2.1392.1822.142
Hispanic3.3253.5493.511
Native Hawaiian0.0580.0870.119
White91.99291.7191.372100
Two or more races2.0822.1822.47
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

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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1160.1160.089
Asian0.3470.320.446
Black2.1392.1822.142
Hispanic3.3253.5493.511
Native Hawaiian0.0580.0870.119
White91.99291.7191.372
Two or more races2.0822.1822.47
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

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 51.1952.4551.98
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 38.9937.3639.9
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 79.8977.9576.88
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.42 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.96 : 1

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

Provisionally Licensed Teachers

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201653%44%1%2%
2016-201752%44%0%4%
2017-201851%44%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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