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Page County Public Schools

General school information

Division: Page County Public Schools
Division Number: 69
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 74 26 9 58 67 33 10 55 65 35
Female 22 62 84 16 11 64 75 25 15 59 74 26
Male 11 53 64 36 7 52 59 41 7 51 57 43
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 67 67 33 18 55 73 27 - 10 10 90
Hispanic 8 62 69 31 15 50 65 35 - 67 67 33
Native Hawaiian < < 100 0 < < 100 0
White 17 57 75 25 9 58 67 33 11 55 66 34
Two or more races < < < < 18 55 73 27 10 60 70 30
Students with Disabilities 6 20 26 74 4 22 26 74 12 12 24 76
Students without Disabilities 18 60 78 22 10 61 71 29 10 59 69 31
Economically Disadvantaged 11 50 62 38 5 51 56 44 8 48 55 45
Not Economically Disadvantaged 21 64 85 15 13 64 77 23 13 63 76 24
Military Connected 23 62 85 15 < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 59 71 29 5 53 58 42 7 47 54 46
Female 17 65 82 18 6 61 67 33 9 56 64 36
Male 6 53 59 41 4 45 49 51 5 40 45 55
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < - 40 40 60
Native Hawaiian < < 100 0
White 12 59 71 29 4 53 58 42 7 48 55 45
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 6 6 13 88 7 7 15 85 13 10 23 77
Students without Disabilities 12 63 75 25 5 58 63 38 6 52 58 42
Economically Disadvantaged 9 49 59 41 5 47 53 47 5 36 41 59
Not Economically Disadvantaged 14 68 81 19 5 58 63 37 8 60 68 32
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 56 78 22 14 63 77 23 14 63 77 23
Female 27 59 86 14 17 66 84 16 21 63 84 16
Male 16 53 69 31 11 59 70 30 8 62 71 29
Asian < < 100 0 < < < <
Black < < < < < < 100 0 < < < <
Hispanic < < < < 18 64 82 18 - 86 86 14
White 22 56 78 22 13 63 77 23 15 62 77 23
Two or more races < < < < < < < < < < < <
Students with Disabilities 5 32 37 63 - 42 42 58 11 17 28 72
Students without Disabilities 23 58 81 19 15 65 80 20 14 66 81 19
Economically Disadvantaged 13 52 65 35 5 56 61 39 10 60 70 30
Not Economically Disadvantaged 28 60 88 12 21 68 89 11 18 66 84 16
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten1269194
Kindergarten226215223
Grade 1221205218
Grade 2265219199
Grade 3243266213
Grade 4220250257
Grade 5268220259
Grade 6258276221
Grade 7279265282
Grade 8266284262
Grade 9270266298
Grade 10280268269
Grade 11269275261
Grade 12252266276
Total Students3,4433,3663,332

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students344333663332
Female168916421619
Male175417241713
American Indian432
Asian111516
Black757279
Hispanic122118118
Native Hawaiian343
White315330713033
Two or more races758381
Students with Disabilities393417430
Students without Disabilities305029492902
Economically Disadvantaged167916321684
Not Economically Disadvantaged176417341648
English Learners343430
Not English Learners340933323302
Homeless493555
Military Connected534851
Foster Care61015
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 138 125 9 0 1 0
State 50983 36029 2739 1053 5386 1766
Female Division 85 45 1 0 0 0
State 27838 15825 923 368 1911 652
Male Division 53 80 8 0 1 0
State 23145 20204 1816 685 3475 1114
Black Division < < < < 0 <
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 3 2 4
White Division 128 118 9 0 1 0
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 0 10 9 0 0 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 34 77 5 0 1 0
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students27327210027210010
Female13113110013110000
Male142141991419911
Black<<100<10000
Hispanic<<100<10000
Native Hawaiian<<100<10000
White25625510025510010
Two or more races<<100<10000
Students with Disabilities19191001910000
Economically Disadvantaged117116991169911
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken6 / .56%3 / .28% -
Advanced Placement Course Enrollment27 / 2.53%3 / .28% -
Dual Enrollment327 / 30.68%313 / 29.25%299 / 27.11%
Governor's School Enrollment11 / 1.03%12 / 1.12%12 / 1.09%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision26311656
State85,89957,72533
FemaleDivision1307939
State43,22531,59927
MaleDivision1333772
State42,67426,12639
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
Native HawaiianDivision<<100
State1428739
WhiteDivision24610757
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision10<100
State7,2163,25655
Economically DisadvantagedDivision1113172
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
Industry CertificationDivision123319-
 State99,894109,275104,601
Workplace ReadinessDivision333985
 State30,77542,31350,241
Total Credentials EarnedDivision15635885
 State137,248157,490160,248
Students Earning One or More CredentialsDivision14328285
 State109,089126,113128,672
CTE CompletersDivision152120133
 State42,40440,51641,438
NOCTI AssessmentsDivision---
 State4,1393,6233,525
State LicensuresDivision---
 State2,4402,2791,881
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division2,958.005,928.00863.00
State6,084.004,849.00812.00
2016-2017Division3,057.006,224.00825.00
State6,248.005,052.00871.00
2017-2018Division3,132.006,477.00883.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,8624612,8624102,759481
Female1,4252161,3971931,341234
Male1,4372451,4652171,418247
American Indian<<<<<<
Asian121132132
Black5896086210
Hispanic922297169120
Native Hawaiian<<<<<<
White2,6304202,6173752,523439
Two or more races657699669
Students with Disabilities301743326028776
Economically Disadvantaged1,3883191,4512991,432355
English Learners304331313
Homeless392048214122
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against 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

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian0.30.4
Black2.22.62.12.9
Hispanic3.573.58.7
Native Hawaiian0.10.1
White91.789.591.484.8
Two or more races2.20.92.53.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.30.4
Black2.22.1
Hispanic3.53.5
Native Hawaiian0.10.1
White91.791.4100
Two or more races2.22.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian0.30.4
Black2.22.1
Hispanic3.53.5
Native Hawaiian0.10.1
White91.791.4
Two or more races2.22.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 5253.355.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 39.936.434.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.972.468.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 12.16 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 12.08 : 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

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division5.7%0.4%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201752%45%0%3%
2017-201851%44%1%4%
2018-201953%42%1%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%75%73%75%
Asian<92%87%75%
Black59%66%60%75%
Hispanic69%68%63%75%
White76%76%81%75%
Economically Disadvantaged66%67%62%75%
English Learners57%57%53%75%
Students with Disabilities41%40%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students76%77%74%70%
Asian<88%89%70%
Black68%73%60%70%
Hispanic72%66%64%70%
White76%78%81%70%
Economically Disadvantaged68%69%63%70%
English Learners70%65%57%70%
Students with Disabilities43%42%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students81%
Asian<
Black68%
Hispanic68%
White81%
Economically Disadvantaged73%
English Learners<
Students with Disabilities45%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students78%76%
Asian<<
Black63%69%
Hispanic71%75%
White78%77%
Economically Disadvantaged71%70%
English Learners63%74%
Students with Disabilities50%50%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students95%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White95%86%84%
Economically Disadvantaged97%78%84%
English Learners-65%84%
Students with Disabilities74%56%84%
Homeless<--
Foster Care---

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

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