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Patrick County Public Schools

General school information

Division: Patrick County Public Schools
Address: 104 Rucker Street Stuart, VA 24171
Superintendent: Dr. William D. Sroufe
Region: 6
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 14 81 68 19 15 84 69 16 15 83 68 17
Female 17 84 67 16 16 88 72 12 13 84 71 16
Male 11 79 68 21 14 81 67 19 16 81 65 19
American Indian < < < < < 100 < 0 < 100 < 0
Asian 15 85 69 15 29 93 64 7 < 100 < 0
Black 10 71 62 29 16 72 56 28 11 60 49 40
Hispanic 6 70 64 30 8 77 69 23 6 65 59 35
White 14 83 69 17 15 85 70 15 16 86 70 14
Two or more races 19 85 67 15 17 87 70 13 11 77 66 23
Students with Disabilities 11 56 45 45 7 53 45 47 17 59 42 41
Economically Disadvantaged 10 76 66 24 10 79 68 21 12 78 66 22
English Learners 2 54 53 46 2 65 63 35 4 51 47 49
Migrant < < < < < < < <
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 13 79 66 21 21 84 63 16 16 81 64 19
Female 15 79 64 21 21 91 69 9 14 75 61 25
Male 11 79 68 21 20 78 57 22 19 87 68 13
Black 6 61 56 39 14 71 57 29 < < < <
Hispanic 13 93 80 7 11 83 72 17 - 45 45 55
White 14 79 65 21 23 85 62 15 17 84 67 16
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 3 53 50 47 - 54 54 46 23 77 53 23
Economically Disadvantaged 6 74 69 26 16 78 62 22 14 78 64 22
English Learners < < < < < < < < < < < <
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 15 81 65 19 20 85 65 15 21 82 62 18
Female 20 84 64 16 24 85 61 15 22 87 64 13
Male 10 77 67 23 17 84 68 16 19 78 59 22
Asian < < < < < 100 < 0
Black 12 94 82 6 < < < < 20 90 70 10
Hispanic - 64 64 36 13 93 80 7 6 69 63 31
White 16 83 67 17 19 83 64 17 22 83 62 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 23 55 32 45 9 54 46 46 20 67 47 33
Economically Disadvantaged 13 80 67 20 11 83 71 17 17 78 60 22
English Learners - 43 43 57 < < < < < < < <
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 18 82 65 18 19 88 69 12 22 87 65 13
Female 22 85 63 15 19 88 69 12 17 86 69 14
Male 14 80 66 20 20 88 69 12 27 88 61 12
Black 24 71 48 29 13 81 69 19 < < < <
Hispanic - 36 36 64 5 86 82 14 7 79 71 21
White 18 86 68 14 20 89 69 11 24 89 65 11
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 6 53 47 47 17 54 38 46 9 55 45 45
Economically Disadvantaged 14 77 63 23 14 85 71 15 13 84 72 16
English Learners < < < < - 71 71 29 < < < <
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 80 60 20 14 79 65 21 15 83 68 17
Female 20 82 61 18 14 85 70 15 16 83 68 17
Male 20 79 60 21 14 74 60 26 14 83 69 17
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 56 44 44 24 65 41 35 9 55 45 45
Hispanic 15 62 46 38 - 42 42 58 9 78 70 22
White 21 83 62 17 14 82 68 18 17 86 69 14
Two or more races < < < < < < < < < < < <
Students with Disabilities 26 56 29 44 9 41 31 59 10 52 43 48
Economically Disadvantaged 12 71 59 29 7 73 65 27 11 76 65 24
English Learners < < < < < < < < 7 71 64 29
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 13 87 74 13 15 85 71 15 13 81 67 19
Female 19 91 72 9 13 88 75 12 15 89 74 11
Male 7 83 76 17 16 83 67 17 12 75 62 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 67 67 33 15 62 46 38 - 55 55 45
Hispanic - 85 85 15 13 80 67 20 8 46 38 54
White 14 88 74 12 15 87 72 13 15 85 71 15
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 4 73 69 27 16 53 38 47 19 58 39 42
Economically Disadvantaged 13 83 70 17 10 81 70 19 11 76 65 24
English Learners < < < < < < < < < < < <
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 10 73 63 27 9 77 67 23 11 80 69 20
Female 14 78 64 22 12 83 71 17 8 84 76 16
Male 5 68 63 32 7 71 64 29 15 77 63 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 20 30 10 70
Hispanic 8 69 62 31 < < < < 8 58 50 42
White 10 74 65 26 10 79 69 21 12 85 73 15
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 56 50 44 - 50 50 50 22 52 30 48
Economically Disadvantaged 5 66 61 34 7 71 63 29 12 74 62 26
English Learners 10 50 40 50 < < < < < < < <
Migrant < 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 7 84 78 16 5 91 86 9 5 87 82 13
Female 8 87 79 13 6 93 88 7 2 87 85 13
Male 5 82 77 18 5 89 84 11 7 86 79 14
Black - 75 75 25 < < < < < < < <
Hispanic 8 85 77 15 7 87 80 13 - 62 62 38
White 7 85 78 15 5 92 87 8 6 91 86 9
Two or more races < < < < < < < < < < < <
Students with Disabilities - 41 41 59 - 68 68 32 16 48 32 52
Economically Disadvantaged 5 75 70 25 3 82 79 18 5 81 75 19
English Learners < < < < < < < < < < < <
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 14 74 60 26 11 74 64 26 14 69 55 31
Female 21 87 66 13 13 83 70 17 18 80 62 20
Male 9 64 55 36 8 66 58 34 11 61 49 39
Asian < 100 < 0 < 100 < 0 < < < <
Black 14 71 57 29 - 58 58 42 11 44 33 56
Hispanic 4 75 71 25 4 56 52 44 10 52 41 48
White 15 75 60 25 12 78 66 22 15 73 58 27
Two or more races 23 62 38 38 - 33 33 67 6 71 65 29
Students with Disabilities 5 37 33 63 2 35 33 65 20 39 20 61
Economically Disadvantaged 9 64 55 36 8 68 60 32 12 62 51 38
English Learners - 57 57 43 - 53 53 47 - 17 17 83
Migrant < 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 13 69 55 31 8 66 59 34 11 66 55 34
Female 23 86 63 14 9 78 70 22 14 75 61 25
Male 4 51 48 49 7 55 49 45 9 59 50 41
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 10 30 20 70
Hispanic 8 77 69 23 < < < < 17 42 25 58
White 14 69 55 31 8 68 60 32 12 70 58 30
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 44 39 56 - 29 29 71 19 30 11 70
Economically Disadvantaged 8 58 51 42 8 61 53 39 11 58 47 42
English Learners < < < < < < < < < < < <
Migrant < 100 < 0 < < < <
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 79 63 21 13 82 68 18 18 73 55 27
Female 19 87 68 13 17 86 69 14 22 86 63 14
Male 12 72 60 28 9 77 67 23 13 62 48 38
Black < < < < < < < < < < < <
Hispanic - 73 73 27 - 50 50 50 6 59 53 41
White 16 79 63 21 15 87 72 13 19 76 57 24
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 32 28 68 4 40 36 60 21 53 32 47
Economically Disadvantaged 10 70 60 30 8 75 67 25 12 67 55 33
English Learners < < < < - 50 50 50 < < < <
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 18 84 66 16 19 87 68 13 21 87 66 13
Female 19 87 67 13 19 90 71 10 18 88 70 12
Male 17 82 65 18 19 84 65 16 23 86 63 14
American Indian < < < < < 100 < 0 < 100 < 0
Asian 47 94 47 6 30 100 70 0 < 100 < 0
Black 12 80 68 20 8 82 74 18 10 76 66 24
Hispanic 14 78 65 22 14 87 74 13 20 83 63 17
White 19 85 66 15 20 87 67 13 21 88 67 12
Two or more races 18 89 70 11 14 84 71 16 14 82 68 18
Students with Disabilities 12 65 53 35 9 60 51 40 19 71 52 29
Economically Disadvantaged 15 80 65 20 13 84 71 16 15 83 68 17
English Learners 12 78 67 22 13 88 75 12 22 78 57 22
Migrant < < < < < 100 < 0
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 13 84 72 16 14 84 70 16 13 79 66 21
Female 14 85 71 15 17 88 71 13 10 73 63 27
Male 11 83 72 17 11 81 69 19 16 85 69 15
Black 6 56 50 44 7 71 64 29 < < < <
Hispanic 7 100 93 0 - 83 83 17 9 73 64 27
White 12 85 73 15 17 84 68 16 15 82 67 18
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 5 73 68 27 6 63 57 37 20 67 47 33
Economically Disadvantaged 6 77 71 23 7 76 68 24 14 79 65 21
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 20 88 68 12 26 93 68 7 31 93 62 7
Female 21 88 67 12 22 92 71 8 25 92 67 8
Male 19 87 68 13 29 94 66 6 38 94 56 6
Asian < < < < < 100 < 0
Black 24 94 71 6 < < < < 30 90 60 10
Hispanic 14 81 67 19 20 100 80 0 25 94 69 6
White 21 88 67 12 26 93 67 7 32 93 61 7
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 19 65 45 35 14 78 64 22 24 83 59 17
Economically Disadvantaged 16 87 71 13 16 91 75 9 24 88 63 12
English Learners 7 71 64 29 < 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 25 87 62 13 28 90 62 10 43 95 53 5
Female 25 90 65 10 27 92 65 8 38 95 57 5
Male 25 85 60 15 29 88 59 12 47 96 49 4
Black 29 90 62 10 13 88 75 13 < < < <
Hispanic 21 64 43 36 27 86 59 14 50 86 36 14
White 25 88 63 12 31 90 60 10 44 97 53 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 17 63 46 37 21 67 46 33 18 79 61 21
Economically Disadvantaged 24 86 62 14 22 89 67 11 27 94 67 6
English Learners < < < < 29 86 57 14 < < < <
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 23 89 66 11 19 86 67 14 15 85 70 15
Female 27 91 65 9 16 89 72 11 11 88 77 12
Male 19 86 67 14 22 84 62 16 20 81 62 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 94 81 6 6 82 76 18 - 82 82 18
Hispanic 23 85 62 15 25 75 50 25 9 83 74 17
White 24 88 65 12 21 87 66 13 17 86 69 14
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 21 71 50 29 13 44 31 56 19 57 38 43
Economically Disadvantaged 20 84 64 16 14 82 68 18 8 82 74 18
English Learners < < < < < < < < 14 79 64 21
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 22 81 58 19 22 82 60 18 20 79 59 21
Female 21 86 65 14 21 85 64 15 18 86 69 14
Male 23 76 53 24 22 80 57 20 22 74 52 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 67 67 33 8 77 69 23 9 82 73 18
Hispanic 31 77 46 23 13 80 67 20 23 62 38 38
White 22 81 59 19 24 82 58 18 21 81 60 19
Two or more races < < < < < < < < < < < <
Students with Disabilities 12 73 62 27 13 50 38 50 23 48 26 52
Economically Disadvantaged 21 77 56 23 16 76 60 24 16 72 56 28
English Learners < 100 < 0 < < < < < < < <
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 2 53 51 47 - 65 65 35 11 56 44 44
Female 5 64 59 36 - 71 71 29 7 60 53 40
Male - 44 44 56 - 63 63 38 13 53 40 47
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < < < <
White 3 51 49 49 - 68 68 33 11 60 49 40
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 9 18 9 82 - 62 62 38 26 58 32 42
Economically Disadvantaged 3 56 53 44 - 74 74 26 10 48 38 52
English Learners < < < < < 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 7 82 74 18 10 89 78 11 11 94 83 6
Female 6 83 77 17 9 92 83 8 14 95 81 5
Male 9 80 71 20 12 86 74 14 9 93 84 7
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic 6 82 76 18 - 100 100 0 27 100 73 0
White 7 83 75 17 11 88 77 13 11 94 83 6
Two or more races 8 75 67 25 < 100 < 0 < < < <
Students with Disabilities - 63 63 37 - 65 65 35 - 94 94 6
Economically Disadvantaged 4 77 73 23 8 88 79 12 10 91 82 9
English Learners 9 82 73 18 < 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 76 67 24 7 82 75 18 5 86 81 14
Female 10 79 68 21 4 86 82 14 6 85 80 15
Male 7 74 67 26 10 78 68 22 4 86 82 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 60 60 40 < 100 < 0 < < < <
Hispanic - 57 57 43 - 80 80 20 - 75 75 25
White 9 78 69 22 8 84 76 16 6 87 81 13
Two or more races < < < < - 55 55 45 < < < <
Students with Disabilities 10 55 45 45 - 48 48 52 - 78 78 22
Economically Disadvantaged 6 69 64 31 2 80 77 20 3 81 78 19
English Learners < < < < 8 92 83 8 < < < <
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 31 99 67 1 31 97 65 3 38 99 61 1
Female 35 97 62 3 38 97 59 3 38 100 62 0
Male 27 100 73 0 23 95 72 5 37 97 60 3
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 34 98 65 2 31 96 65 4 36 98 63 2
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 29 100 71 0 25 98 73 2 26 100 74 0
English Learners < 100 < 0 < 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 13 85 72 15 14 86 71 14 17 85 68 15
Female 11 86 75 14 13 88 75 12 15 89 73 11
Male 14 83 69 17 16 83 67 17 19 82 63 18
Asian < 100 < 0 < < < < < < < <
Black 9 78 69 22 5 81 76 19 9 49 40 51
Hispanic 8 69 61 31 7 72 66 28 10 83 73 17
White 13 86 73 14 16 88 72 12 18 87 69 13
Two or more races 7 83 77 17 14 81 68 19 13 84 71 16
Students with Disabilities 6 59 53 41 8 60 52 40 8 64 56 36
Economically Disadvantaged 8 76 69 24 11 81 70 19 11 81 70 19
English Learners 8 63 55 37 2 65 63 35 - 65 65 35
Migrant < < < < < < < <
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 24 88 64 12 25 88 63 12 35 90 55 10
Female 27 90 63 10 24 89 65 11 34 90 56 10
Male 22 87 65 13 26 86 60 14 37 91 54 9
Black 24 81 57 19 13 75 63 25 < < < <
Hispanic 7 57 50 43 9 77 68 23 21 79 57 21
White 26 91 65 9 28 91 63 9 37 94 56 6
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 15 59 44 41 21 63 42 38 12 67 55 33
Economically Disadvantaged 18 85 67 15 21 83 62 17 19 89 69 11
English Learners < < < < 7 79 71 21 < < < <
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 6 84 78 16 7 82 75 18 5 73 69 27
Female 4 86 83 14 6 89 83 11 3 78 75 22
Male 8 81 73 19 8 76 68 24 6 70 64 30
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic - 85 85 15 - 60 60 40 - 58 58 42
White 6 84 79 16 8 84 76 16 6 78 72 22
Two or more races < < < < < < < < < < < <
Students with Disabilities - 67 67 33 4 63 58 38 7 50 43 50
Economically Disadvantaged 1 79 78 21 6 79 73 21 4 65 60 35
English Learners < < < < < < < < < < < <
Migrant < 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 7 80 73 20 12 81 69 19 18 85 67 15
Female 2 86 84 14 11 84 72 16 17 91 74 9
Male 11 75 63 25 13 79 66 21 18 80 62 20
Black < < < < < < < < 10 70 60 30
Hispanic - 56 56 44 - 47 47 53 13 94 81 6
White 8 82 74 18 14 87 73 13 18 85 67 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 4 50 46 50 4 42 38 58 - 71 71 29
Economically Disadvantaged 4 66 62 34 10 74 65 26 9 86 77 14
English Learners - 40 40 60 - 46 46 54 - 80 80 20
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 96 75 4 20 95 75 5 22 95 72 5
Female 18 96 78 4 16 92 76 8 17 98 81 2
Male 26 97 71 3 28 100 72 0 29 90 61 10
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 18 91 73 9 < 100 < 0
White 20 96 75 4 22 95 73 5 23 95 73 5
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Economically Disadvantaged 14 95 81 5 18 90 72 10 25 97 72 3
English Learners < 100 < 0 < < < < < 100 < 0
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 7 81 75 19 8 86 78 14 10 86 76 14
Female 6 79 73 21 5 87 82 13 6 89 83 11
Male 8 84 76 16 11 85 74 15 13 83 69 17
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < - 90 90 10 < < < <
Hispanic - 69 69 31 7 93 86 7 - 91 91 9
White 8 84 76 16 8 85 76 15 11 88 76 13
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 62 62 38 - 71 71 29 - 64 64 36
Economically Disadvantaged 4 71 67 29 2 84 82 16 6 80 74 20
English Learners < < < < - 83 83 17 < < < <
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 23 87 64 13 26 91 65 9 24 87 63 13
Female 20 86 66 14 19 92 73 8 21 89 67 11
Male 25 87 63 13 32 89 58 11 27 86 59 14
Asian 30 80 50 20 < < < < 40 90 50 10
Black 12 86 75 14 17 81 64 19 21 82 61 18
Hispanic 16 88 72 12 15 96 81 4 23 75 52 25
White 24 87 63 13 28 91 63 9 25 89 64 11
Two or more races 15 77 62 23 17 83 66 17 23 80 57 20
Students with Disabilities 8 61 53 39 18 74 56 26 19 68 49 32
Economically Disadvantaged 17 82 65 18 17 88 72 12 20 81 61 19
English Learners 17 80 63 20 14 89 75 11 14 63 49 37
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 25 90 65 10 19 93 74 7 15 82 67 18
Female 21 85 64 15 9 92 83 8 10 80 70 20
Male 28 95 67 5 29 94 65 6 20 84 64 16
Black 18 91 73 9 < 100 < 0 < < < <
Hispanic 21 100 79 0 8 100 92 0 7 57 50 43
White 25 89 64 11 21 93 71 7 16 86 70 14
Two or more races < < < < < < < < < < < <
Students with Disabilities 12 47 35 53 7 93 87 7 - 33 33 67
Economically Disadvantaged 15 86 71 14 7 87 80 13 7 67 60 33
English Learners < < < < < 100 < 0 10 50 40 50
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 20 80 60 20 23 88 65 12 21 92 70 8
Female 22 85 63 15 21 89 68 11 15 93 78 7
Male 18 75 57 25 24 86 62 14 28 91 63 9
Asian < 100 < 0 < < < < < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic 20 80 60 20 18 100 82 0 < 100 < 0
White 21 80 59 20 24 86 62 14 21 91 71 9
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 5 41 36 59 5 50 45 50 15 80 65 20
Economically Disadvantaged 10 74 64 26 19 87 68 13 17 88 71 12
English Learners 25 75 50 25 14 93 79 7 < 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 30 94 64 6 26 93 67 7 29 91 62 9
Female 14 95 81 5 22 97 76 3 24 89 65 11
Male 49 92 43 8 31 88 56 13 35 94 58 6
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < < < <
White 31 94 63 6 26 94 68 6 33 91 58 9
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 17 93 77 7 21 93 72 7 27 82 55 18
English Learners < 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 13 85 72 15 4 85 81 15 3 82 79 18
Female 4 85 81 15 - 88 88 12 3 82 79 18
Male 20 85 66 15 7 83 77 17 2 81 79 19
Black < 100 < 0 < < < < < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < < < <
White 13 84 71 16 6 88 81 13 3 81 77 19
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 9 75 66 25 - 86 86 14 - 77 77 23
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 21 89 67 11 21 89 68 11 15 84 69 16
Female 22 90 68 10 18 92 74 8 16 93 78 7
Male 21 88 67 12 23 87 63 13 14 76 62 24
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 75 67 25 8 58 50 42 - 70 70 30
Hispanic 8 77 69 23 20 87 67 13 8 54 46 46
White 24 90 66 10 22 93 71 7 16 88 71 12
Two or more races 10 100 90 0 < < < < < < < <
Students with Disabilities 4 80 76 20 12 68 56 32 - 50 50 50
Economically Disadvantaged 21 85 64 15 11 85 74 15 10 79 69 21
English Learners < < < < < < < < < < < <
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 24 86 62 14 43 94 51 6 51 94 43 6
Female 24 82 58 18 31 93 61 8 48 93 45 7
Male 23 91 67 9 52 95 43 5 54 94 40 6
Asian < < < < < 100 < 0
Black 12 82 71 18 < 100 < 0 < 100 < 0
Hispanic 14 90 76 10 20 93 73 7 53 93 40 7
White 26 88 62 12 47 94 47 6 49 93 45 7
Two or more races < < < < < < < < < < < <
Students with Disabilities 11 68 57 32 19 81 63 19 32 86 55 14
Economically Disadvantaged 19 82 63 18 26 93 67 7 44 89 45 11
English Learners 14 86 71 14 < < < < < < < <
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: 83.51 State: 89.72 Division: 81.46 State: 88.34 Division: 90.54 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division011
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten816573
Kindergarten238352278
Grade 1233368340
Grade 2208176176
Grade 3211150164
Grade 4193181154
Grade 5214170184
Grade 6224186167
Grade 7199181190
Grade 8199174183
Grade 9172201187
Grade 10199156192
Grade 11191189141
Grade 12190182172
Total Students2,7522,7312,601
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

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 Students275227312601
Female132913331263
Male142313981338
American Indian532
Asian263329
Black167198184
Hispanic207200188
Native Hawaiian662
White222321872099
Two or more races11810497
Students with Disabilities405396388
Not Students with Disabilities234723352213
Economically Disadvantaged138915071359
Not Economically Disadvantaged136312241242
English Learners10010093
Not English Learners265226312508
Homeless473441
Foster Care96
Military Connected765847
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 102 71 11 2 9 2
State 50979 36013 2733 1046 5404 1786
Female Division 58 27 2 0 3 1
State 27837 15823 920 366 1922 656
Male Division 44 44 9 2 6 1
State 23142 20190 1813 680 3482 1130
Black Division < < < < 0 <
State 7955 11090 1111 244 1359 744
Hispanic Division 8 6 1 0 1 0
State 5086 5583 317 105 2172 323
White Division 88 62 10 2 8 2
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 4 11 11 0 0 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 21 40 8 2 5 2
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students19718493.418694.494.6
Female918795.68795.633.3
Male1069791.59993.465.7
Black0<100<10000
Hispanic161593.81593.816.3
White1721609316294.284.7
Two or more races0<100<10000
Students with Disabilities26261002610000
Economically Disadvantaged786988.5719156.4
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken55 / 6.93%45 / 5.98%25 / 3.44%
Advanced Placement Course Enrollment52 / 6.55%49 / 6.52%39 / 5.36%
Dual Enrollment122 / 15.37%115 / 15.29%125 / 17.19%
Governor’s School Enrollment - - -
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 167 103 38
State 82482 57560 30
Female Division 79 56 29
State 41546 31230 25
Male Division 88 47 47
State 40936 26330 36
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 149 91 39
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 18 10 44
State 5986 3008 50
Economically Disadvantaged Division 93 48 48
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 LicensuresDivision222627
 State179019641412
Industry CertificationDivision255363319
 State100544109590103892
Workplace ReadinessDivision---
 State307754231350242
Total Credentials EarnedDivision277389346
 State137248157490159017
Students Earning One or More CredentialsDivision274364315
 State109089126113127744
CTE CompletersDivision145163139
 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 29 42 23 54.8%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 51 67 19 28.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 39 52 16 30.8%
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
65.7 67.5 66.8

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
2014-20152,245.006,424.00771.00
2015-20162,215.006,506.00890.00
2016-20172,493.006,827.00957.00

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 Students26721796480262920165932427203979124421746986
Female1309843235125896363511729844471190893740
Male136395324513711052958125510553441252853246
American Indian0000000000000000
Asian32000310002611033010
Black18913132169181631341194951
Hispanic159634174134218515431831465
Native Hawaiian0000000000000000
White22031525973209917554801944161838219291435476
Two or more races807109536399135595834
Students with Disabilities367341916347431216335501918341371726
Economically Disadvantaged14131445065134617247711206147787413081255865
English Learners902228352194511100634
Homeless422143210154855638324
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 12
Other Offenses Against Persons 53
Disorderly or Disruptive Behavior Offenses 48
Alcohol, Tobacco, and Other Drug Offenses 23
Offenses Against Student <
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 Indian0.2050.1820.11
Asian0.8530.9451.2090.85
Black7.7768.396.0683.57.2537.69
Hispanic6.3784.97.5224.27.3266.84
Native Hawaiian0.2390.2180.22
White81.07182.5280.77886.0180.1177.78
Two or more races3.4794.24.2886.293.816.84
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 Indian0.2050.1820.11
Asian0.8530.9451.209
Black7.7766.0687.253
Hispanic6.3787.5227.326
Native Hawaiian0.2390.2180.22
White81.07180.77880.11
Two or more races3.4794.2883.81
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 Indian0.2050.1820.11
Asian0.8530.9451.209
Black7.7766.0687.253
Hispanic6.3787.5227.326
Native Hawaiian0.2390.2180.22
White81.07180.77880.11
Two or more races3.4794.2883.81
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 54.0554.2852.15
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 37.9238.3954.86
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 78.0276.577.01
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.4 : 1

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional6%9%
Provisional Special Education4%5%
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
2015-201654%43%0%3%
2016-201755%42%0%3%
2017-201862%35%0%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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