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Patrick County Public Schools

General school information

Division: Patrick County Public Schools
Division Number: 70
Address: 104 Rucker Street Stuart, VA 24171
Superintendent: David Martin
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.

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 15 69 84 16 15 68 83 17 17 68 85 15
Female 16 72 88 12 13 71 84 16 17 69 86 14
Male 14 67 81 19 16 65 81 19 17 66 83 17
American Indian < < 100 0 < < 100 0 < < < <
Asian 29 64 93 7 < < 100 0 < < < <
Black 16 56 72 28 11 49 60 40 8 58 66 34
Hispanic 8 69 77 23 6 59 65 35 12 61 73 27
White 15 70 85 15 16 70 86 14 18 70 87 13
Two or more races 17 70 87 13 11 66 77 23 24 60 84 16
Students with Disabilities 7 45 53 47 17 42 59 41 14 51 65 35
Students without Disabilities 16 73 89 11 14 73 87 13 17 71 88 12
Economically Disadvantaged 10 68 79 21 12 66 78 22 14 66 79 21
Not Economically Disadvantaged 19 70 89 11 18 71 89 11 21 70 92 8
English Learners 2 63 65 35 - 19 19 81 - 21 21 79
Military Connected 15 67 81 19 8 83 92 8
Foster Care < < < < < < 100 0
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 21 63 84 16 16 64 81 19 24 63 87 13
Female 21 69 91 9 14 61 75 25 22 65 87 13
Male 20 57 78 22 19 68 87 13 26 61 87 13
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 14 57 71 29 < < < < < < < <
Hispanic 11 72 83 17 - 45 45 55 33 42 75 25
White 23 62 85 15 17 67 84 16 23 68 90 10
Two or more races < < < < < < < < < < < <
Students with Disabilities - 54 54 46 23 53 77 23 14 64 77 23
Students without Disabilities 25 65 90 10 15 67 81 19 28 62 90 10
Economically Disadvantaged 16 62 78 22 14 64 78 22 19 62 81 19
Not Economically Disadvantaged 26 64 90 10 20 64 85 15 33 63 97 3
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 65 85 15 21 62 82 18 19 61 80 20
Female 24 61 85 15 22 64 87 13 19 57 76 24
Male 17 68 84 16 19 59 78 22 19 64 83 17
Black < < < < 20 70 90 10 < < < <
Hispanic 13 80 93 7 6 63 69 31 20 60 80 20
White 19 64 83 17 22 62 83 17 20 63 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 9 46 54 46 20 47 67 33 21 42 63 38
Students without Disabilities 22 69 92 8 21 65 85 15 19 64 83 17
Economically Disadvantaged 11 71 83 17 17 60 78 22 20 59 78 22
Not Economically Disadvantaged 27 59 86 14 24 63 88 12 18 63 82 18
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 69 88 12 22 65 87 13 25 64 88 12
Female 19 69 88 12 17 69 86 14 22 67 89 11
Male 20 69 88 12 27 61 88 12 27 60 88 12
Asian < < < < < < 100 0
Black 13 69 81 19 < < < < 20 80 100 0
Hispanic 5 82 86 14 7 71 79 21 19 63 81 19
White 20 69 89 11 24 65 89 11 26 63 89 11
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 17 38 54 46 9 45 55 45 17 52 69 31
Students without Disabilities 20 73 93 7 25 69 95 5 26 66 92 8
Economically Disadvantaged 14 71 85 15 13 72 84 16 19 63 83 17
Not Economically Disadvantaged 27 66 93 7 33 57 90 10 31 64 95 5
English Learners - 71 71 29 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 65 79 21 15 68 83 17 20 69 89 11
Female 14 70 85 15 16 68 83 17 20 68 89 11
Male 14 60 74 26 14 69 83 17 20 69 89 11
Black 24 41 65 35 9 45 55 45 < < < <
Hispanic - 42 42 58 9 70 78 22 8 67 75 25
White 14 68 82 18 17 69 86 14 20 71 92 8
Two or more races < < < < < < < < < < < <
Students with Disabilities 9 31 41 59 10 43 52 48 7 50 57 43
Students without Disabilities 15 71 85 15 16 71 87 13 23 73 96 4
Economically Disadvantaged 7 65 73 27 11 65 76 24 15 67 82 18
Not Economically Disadvantaged 21 64 85 15 21 74 94 6 24 70 94 6
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 15 71 85 15 13 67 81 19 14 73 87 13
Female 13 75 88 12 15 74 89 11 16 74 89 11
Male 16 67 83 17 12 62 75 25 13 72 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 46 62 38 - 55 55 45 - 82 82 18
Hispanic 13 67 80 20 8 38 46 54 5 73 77 23
White 15 72 87 13 15 71 85 15 16 73 89 11
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 16 38 53 47 19 39 58 42 20 50 70 30
Students without Disabilities 15 77 92 8 12 73 85 15 14 76 89 11
Economically Disadvantaged 10 70 81 19 11 65 76 24 11 69 80 20
Not Economically Disadvantaged 20 71 90 10 16 69 86 14 19 79 99 1
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
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 9 67 77 23 11 69 80 20 7 67 74 26
Female 12 71 83 17 8 76 84 16 6 73 79 21
Male 7 64 71 29 15 63 77 23 8 63 71 29
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 20 10 30 70 - 58 58 42
Hispanic < < < < 8 50 58 42 - 38 38 62
White 10 69 79 21 12 73 85 15 9 69 78 22
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 50 50 50 22 30 52 48 16 34 50 50
Students without Disabilities 11 70 80 20 9 76 85 15 5 74 80 20
Economically Disadvantaged 7 63 71 29 12 62 74 26 5 62 67 33
Not Economically Disadvantaged 11 71 82 18 11 76 87 13 10 73 83 17
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
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 5 86 91 9 5 82 87 13 8 79 87 13
Female 6 88 93 7 2 85 87 13 12 82 94 6
Male 5 84 89 11 7 79 86 14 5 76 82 18
Asian < < 100 0 < < < <
Black < < < < < < < < - 73 73 27
Hispanic 7 80 87 13 - 62 62 38 7 71 79 21
White 5 87 92 8 6 86 91 9 9 81 91 9
Two or more races < < < < < < < < < < < <
Students with Disabilities - 68 68 32 16 32 48 52 7 60 67 33
Students without Disabilities 6 88 94 6 3 90 93 7 9 81 90 10
Economically Disadvantaged 3 79 82 18 5 75 81 19 5 79 85 15
Not Economically Disadvantaged 7 90 97 3 4 87 92 8 13 78 91 9
English Learners < < < < < < < < < < < <
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 11 64 74 26 14 55 69 31 12 60 72 28
Female 13 70 83 17 18 62 80 20 15 66 81 19
Male 8 58 66 34 11 49 61 39 10 55 64 36
Asian < < 100 0 < < < < < < 100 0
Black - 58 58 42 11 33 44 56 11 37 47 53
Hispanic 4 52 56 44 10 41 52 48 - 55 55 45
White 12 66 78 22 15 58 73 27 13 61 74 26
Two or more races - 33 33 67 6 65 71 29 - 80 80 20
Students with Disabilities 2 33 35 65 20 20 39 61 16 38 53 47
Students without Disabilities 12 68 80 20 14 61 74 26 11 63 74 26
Economically Disadvantaged 8 60 68 32 12 51 62 38 10 55 65 35
Not Economically Disadvantaged 13 67 81 19 18 60 79 21 14 65 79 21
English Learners - 53 53 47 < < < < < < < <
Military Connected < < < < 20 40 60 40
Foster Care < < < < < < 100 0
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 8 59 66 34 11 55 66 34 7 55 62 38
Female 9 70 78 22 14 61 75 25 8 70 77 23
Male 7 49 55 45 9 50 59 41 7 44 50 50
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 10 20 30 70 8 25 33 67
Hispanic < < < < 17 25 42 58 - 46 46 54
White 8 60 68 32 12 58 70 30 7 57 65 35
Two or more races < < < < < < < < < < < <
Students with Disabilities - 29 29 71 19 11 30 70 17 20 37 63
Students without Disabilities 9 63 72 28 10 63 73 27 5 62 67 33
Economically Disadvantaged 8 53 61 39 11 47 58 42 4 48 51 49
Not Economically Disadvantaged 7 65 72 28 12 64 76 24 11 64 75 25
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
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 13 68 82 18 18 55 73 27 17 65 81 19
Female 17 69 86 14 22 63 86 14 21 63 84 16
Male 9 67 77 23 13 48 62 38 12 66 78 22
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 50 50 50 6 53 59 41 < < < <
White 15 72 87 13 19 57 76 24 19 64 83 17
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 36 40 60 21 32 53 47 13 73 87 13
Students without Disabilities 15 73 88 13 17 58 75 25 17 64 81 19
Economically Disadvantaged 8 67 75 25 12 55 67 33 16 63 80 20
Not Economically Disadvantaged 19 70 89 11 26 56 82 18 17 66 83 17
English Learners - 50 50 50 < < < < < < < <
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

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 19 68 87 13 21 66 87 13 26 67 92 8
Female 19 71 90 10 18 70 88 12 25 68 93 7
Male 19 65 84 16 23 63 86 14 26 65 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 30 70 100 0 < < 100 0 < < 100 0
Black 8 74 82 18 10 66 76 24 16 67 84 16
Hispanic 14 74 87 13 20 63 83 17 21 70 91 9
White 20 67 87 13 21 67 88 12 27 66 93 7
Two or more races 14 71 84 16 14 68 82 18 15 73 88 12
Students with Disabilities 9 51 60 40 19 52 71 29 21 57 78 22
Students without Disabilities 21 71 91 9 21 69 90 10 27 68 95 5
Economically Disadvantaged 13 71 84 16 15 68 83 17 19 71 90 10
Not Economically Disadvantaged 25 65 90 10 27 64 92 8 34 61 96 4
English Learners 13 75 88 12 6 56 63 38 4 74 78 22
Military Connected 23 61 84 16 30 63 93 7
Foster Care < < < < < < 100 0
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 14 70 84 16 13 66 79 21 27 66 93 7
Female 17 71 88 13 10 63 73 27 29 63 93 7
Male 11 69 81 19 16 69 85 15 25 69 94 6
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 7 64 71 29 < < < < < < < <
Hispanic - 83 83 17 9 64 73 27 25 67 92 8
White 17 68 84 16 15 67 82 18 28 65 94 6
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 6 57 63 37 20 47 67 33 20 66 86 14
Students without Disabilities 15 73 88 12 11 71 82 18 30 66 96 4
Economically Disadvantaged 7 68 76 24 14 65 79 21 20 72 92 8
Not Economically Disadvantaged 21 72 93 7 12 68 80 20 40 57 97 3
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 68 93 7 31 62 93 7 24 68 92 8
Female 22 71 92 8 25 67 92 8 19 71 89 11
Male 29 66 94 6 38 56 94 6 30 65 95 5
Black < < < < 30 60 90 10 < < < <
Hispanic 20 80 100 0 25 69 94 6 - 80 80 20
White 26 67 93 7 32 61 93 7 28 67 94 6
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 14 64 78 22 24 59 83 17 29 46 75 25
Students without Disabilities 28 69 97 3 33 62 95 5 23 72 95 5
Economically Disadvantaged 16 75 91 9 24 63 88 12 21 67 88 12
Not Economically Disadvantaged 34 61 96 4 40 60 100 0 30 68 98 2
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 62 90 10 43 53 95 5 26 67 93 7
Female 27 65 92 8 38 57 95 5 22 70 91 9
Male 29 59 88 12 47 49 96 4 31 65 96 4
Asian < < 100 0 < < 100 0
Black 13 75 88 13 < < < < 30 70 100 0
Hispanic 27 59 86 14 50 36 86 14 24 59 82 18
White 31 60 90 10 44 53 97 3 27 68 94 6
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 21 46 67 33 18 61 79 21 17 60 77 23
Students without Disabilities 29 64 93 7 49 51 99 1 28 69 97 3
Economically Disadvantaged 22 67 89 11 27 67 94 6 17 72 89 11
Not Economically Disadvantaged 38 55 92 8 59 37 96 4 37 62 99 1
English Learners 29 57 86 14 < < < < < < < <
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 19 67 86 14 15 70 85 15 37 58 95 5
Female 16 72 89 11 11 77 88 12 38 54 92 8
Male 22 62 84 16 20 62 81 19 37 61 98 2
Black 6 76 82 18 - 82 82 18 < < < <
Hispanic 25 50 75 25 9 74 83 17 42 58 100 0
White 21 66 87 13 17 69 86 14 39 58 96 4
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 13 31 44 56 19 38 57 43 20 63 83 17
Students without Disabilities 21 73 94 6 14 74 89 11 41 57 98 2
Economically Disadvantaged 14 68 82 18 8 74 82 18 22 69 91 9
Not Economically Disadvantaged 25 65 91 9 26 64 90 10 51 48 99 1
English Learners < < < < < < < < < < 100 0
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 22 60 82 18 20 59 79 21 23 70 93 7
Female 21 64 85 15 18 69 86 14 21 72 92 8
Male 22 57 80 20 22 52 74 26 27 67 94 6
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 69 77 23 9 73 82 18 9 82 91 9
Hispanic 13 67 80 20 23 38 62 38 14 82 95 5
White 24 58 82 18 21 60 81 19 26 68 93 7
Two or more races < < < < < < < < < < < <
Students with Disabilities 13 38 50 50 23 26 48 52 35 40 75 25
Students without Disabilities 24 65 88 12 19 66 85 15 22 73 95 5
Economically Disadvantaged 16 60 76 24 16 56 72 28 16 76 92 8
Not Economically Disadvantaged 27 60 88 12 25 62 87 13 35 60 94 6
English Learners < < < < < < < < < < 100 0
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 - 65 65 35 11 44 56 44 11 41 52 48
Female - 71 71 29 7 53 60 40 10 60 70 30
Male - 63 63 38 13 40 53 47 12 35 47 53
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White - 68 68 33 11 49 60 40 14 39 53 47
Students with Disabilities - 62 62 38 26 32 58 42 25 15 40 60
Students without Disabilities - 67 67 33 - 54 54 46 - 63 63 38
Economically Disadvantaged - 74 74 26 10 38 48 52 12 38 50 50
Not Economically Disadvantaged - 47 47 53 13 56 69 31 11 44 56 44
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 78 89 11 11 83 94 6 16 81 97 3
Female 9 83 92 8 14 81 95 5 14 86 100 0
Male 12 74 86 14 9 84 93 7 18 77 95 5
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 18 73 91 9
Hispanic - 100 100 0 27 73 100 0 27 73 100 0
White 11 77 88 13 11 83 94 6 15 82 97 3
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 65 65 35 - 94 94 6 8 79 88 13
Students without Disabilities 12 80 92 8 12 81 94 6 17 81 99 1
Economically Disadvantaged 8 79 88 12 10 82 91 9 10 89 99 1
Not Economically Disadvantaged 12 77 90 10 13 84 97 3 23 72 95 5
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 75 82 18 5 81 86 14 12 78 89 11
Female 4 82 86 14 6 80 85 15 14 77 91 9
Male 10 68 78 22 4 82 86 14 10 78 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < 10 70 80 20
Hispanic - 80 80 20 - 75 75 25 27 64 91 9
White 8 76 84 16 6 81 87 13 11 80 91 9
Two or more races - 55 55 45 < < < < - 80 80 20
Students with Disabilities - 48 48 52 - 78 78 22 9 82 91 9
Students without Disabilities 8 80 88 12 5 81 87 13 12 77 89 11
Economically Disadvantaged 2 77 80 20 3 78 81 19 14 71 85 15
Not Economically Disadvantaged 12 73 85 15 7 84 91 9 10 84 94 6
English Learners 8 83 92 8 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
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 31 65 97 3 38 61 99 1 58 40 98 2
Female 38 59 97 3 38 62 100 0 61 39 100 0
Male 23 72 95 5 37 60 97 3 53 42 95 5
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 31 65 96 4 36 63 98 2 60 37 98 2
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 32 64 96 4 40 58 99 1 59 39 98 2
Economically Disadvantaged 25 73 98 2 26 74 100 0 54 44 97 3
Not Economically Disadvantaged 36 60 95 5 49 49 97 3 60 38 98 2
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 14 71 86 14 17 68 85 15 16 68 83 17
Female 13 75 88 12 15 73 89 11 14 71 85 15
Male 16 67 83 17 19 63 82 18 17 64 82 18
Asian < < < < < < < < < < 100 0
Black 5 76 81 19 9 40 49 51 6 59 65 35
Hispanic 7 66 72 28 10 73 83 17 15 58 73 27
White 16 72 88 12 18 69 87 13 16 69 85 15
Two or more races 14 68 81 19 13 71 84 16 7 79 86 14
Students with Disabilities 8 52 60 40 8 56 64 36 11 53 64 36
Students without Disabilities 15 74 89 11 19 70 88 12 16 70 86 14
Economically Disadvantaged 11 70 81 19 11 70 81 19 13 66 79 21
Not Economically Disadvantaged 18 72 90 10 24 65 89 11 19 69 88 12
English Learners 2 63 65 35 - 38 38 63 - 14 14 86
Military Connected 30 45 75 25 17 67 83 17
Foster Care < < < < < < 100 0
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 25 63 88 12 35 55 90 10 31 61 91 9
Female 24 65 89 11 34 56 90 10 29 58 87 13
Male 26 60 86 14 37 54 91 9 32 64 96 4
Asian < < < < < < 100 0
Black 13 63 75 25 < < < < 20 80 100 0
Hispanic 9 68 77 23 21 57 79 21 29 53 82 18
White 28 63 91 9 37 56 94 6 32 59 92 8
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 21 42 63 38 12 55 67 33 20 60 80 20
Students without Disabilities 26 65 91 9 41 55 96 4 33 61 93 7
Economically Disadvantaged 21 62 83 17 19 69 89 11 24 63 87 13
Not Economically Disadvantaged 31 64 94 6 53 39 92 8 38 58 96 4
English Learners 7 71 79 21 < < < < < < < <
Military Connected < < < < < < < <
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 7 75 82 18 5 69 73 27 8 66 74 26
Female 6 83 89 11 3 75 78 22 4 78 81 19
Male 8 68 76 24 6 64 70 30 12 57 69 31
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < - 42 42 58
Hispanic - 60 60 40 - 58 58 42 8 46 54 46
White 8 76 84 16 6 72 78 22 9 70 79 21
Two or more races < < < < < < < < < < < <
Students with Disabilities 4 58 63 38 7 43 50 50 13 35 48 52
Students without Disabilities 8 77 85 15 4 74 78 22 7 72 80 20
Economically Disadvantaged 6 73 79 21 4 60 65 35 8 59 67 33
Not Economically Disadvantaged 8 77 85 15 5 79 84 16 8 74 82 18
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 69 81 19 18 67 85 15 11 72 84 16
Female 11 72 84 16 17 74 91 9 11 76 87 13
Male 13 66 79 21 18 62 80 20 11 69 81 19
Asian < < 100 0 < < < < < < 100 0
Black < < < < 10 60 70 30 < < < <
Hispanic - 47 47 53 13 81 94 6 - 64 64 36
White 14 73 87 13 18 67 85 15 13 74 86 14
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 4 38 42 58 - 71 71 29 - 62 62 38
Students without Disabilities 13 74 87 13 19 67 86 14 13 74 87 13
Economically Disadvantaged 10 65 74 26 9 77 86 14 7 75 82 18
Not Economically Disadvantaged 14 74 88 12 31 52 84 16 16 70 86 14
English Learners - 46 46 54 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 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 20 75 95 5 22 72 95 5 < < < <
Female 16 76 92 8 17 81 98 2 < < < <
Male 28 72 100 0 29 61 90 10 < < < <
Asian < < 100 0
Black < < 100 0 < < < <
Hispanic 18 73 91 9 < < 100 0 < < 100 0
White 22 73 95 5 23 73 95 5 < < < <
Two or more races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 21 75 96 4 22 73 95 5 < < < <
Economically Disadvantaged 18 72 90 10 25 72 97 3 < < < <
Not Economically Disadvantaged 22 76 98 2 21 73 94 6 < < < <
English Learners < < < <
Military Connected < < < <
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 8 78 86 14 10 76 86 14 13 73 85 15
Female 5 82 87 13 6 83 89 11 10 76 86 14
Male 11 74 85 15 13 69 83 17 15 69 85 15
Asian < < < < < < 100 0 < < 100 0
Black - 90 90 10 < < < < < < < <
Hispanic 7 86 93 7 - 91 91 9 20 70 90 10
White 8 76 85 15 11 76 88 13 13 72 84 16
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 71 71 29 - 64 64 36 8 62 69 31
Students without Disabilities 9 78 88 12 11 78 89 11 13 74 87 13
Economically Disadvantaged 2 82 84 16 6 74 80 20 12 71 83 17
Not Economically Disadvantaged 16 72 88 12 13 77 91 9 13 75 88 12
English Learners - 83 83 17 < < < < < < < <
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 26 65 91 9 24 63 87 13 24 60 84 16
Female 19 73 92 8 21 67 89 11 19 64 83 17
Male 32 58 89 11 27 59 86 14 29 57 86 14
American Indian < < 100 0
Asian < < < < 40 50 90 10 < < < <
Black 17 64 81 19 21 61 82 18 18 53 70 30
Hispanic 15 81 96 4 23 52 75 25 7 67 75 25
White 28 63 91 9 25 64 89 11 26 60 86 14
Two or more races 17 66 83 17 23 57 80 20 29 64 93 7
Students with Disabilities 18 56 74 26 19 49 68 32 20 49 69 31
Students without Disabilities 27 66 93 7 25 65 90 10 25 62 87 13
Economically Disadvantaged 17 72 88 12 20 61 81 19 20 59 80 20
Not Economically Disadvantaged 34 59 93 7 29 65 94 6 29 62 91 9
English Learners 14 75 89 11 - 33 33 67 - 60 60 40
Military Connected 30 50 80 20 23 77 100 0
Foster Care < < 100 0 < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 74 93 7 15 67 82 18 - 58 58 42
Female 9 83 92 8 10 70 80 20 - 45 45 55
Male 29 65 94 6 20 64 84 16 - 70 70 30
Asian < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 8 92 100 0 7 50 57 43 < < 100 0
White 21 71 93 7 16 70 86 14 - 53 53 47
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 7 87 93 7 - 33 33 67 < < < <
Students without Disabilities 20 73 93 7 17 72 89 11 - 57 57 43
Economically Disadvantaged 7 80 87 13 7 60 67 33 - 57 57 43
Not Economically Disadvantaged 26 70 97 3 21 72 94 6 - 59 59 41
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 23 65 88 12 21 70 92 8 20 66 86 14
Female 21 68 89 11 15 78 93 7 14 74 88 12
Male 24 62 86 14 28 63 91 9 26 59 84 16
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < 14 57 71 29
Hispanic 18 82 100 0 < < 100 0 12 65 76 24
White 24 62 86 14 21 71 91 9 21 66 88 12
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 45 50 50 15 65 80 20 13 61 74 26
Students without Disabilities 25 68 93 7 22 71 93 7 21 66 88 12
Economically Disadvantaged 19 68 87 13 17 71 88 12 17 62 79 21
Not Economically Disadvantaged 27 62 89 11 27 70 96 4 23 70 93 7
English Learners 14 79 93 7 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 26 67 93 7 29 62 91 9 20 50 70 30
Female 22 76 97 3 24 65 89 11 < < < <
Male 31 56 88 13 35 58 94 6 < < < <
Asian < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < < <
White 26 68 94 6 33 58 91 9 < < < <
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 27 66 93 7 31 62 92 8 20 50 70 30
Economically Disadvantaged 21 72 93 7 27 55 82 18 < < < <
Not Economically Disadvantaged 30 63 93 8 31 69 100 0 < < 100 0
English Learners < < 100 0 < < 100 0
Military Connected < < < <
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 81 85 15 3 79 82 18 12 74 86 14
Female - 88 88 12 3 79 82 18 12 81 92 8
Male 7 77 83 17 2 79 81 19 12 65 76 24
Asian < < 100 0 < < < <
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 6 81 88 13 3 77 81 19 8 78 86 14
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 4 80 85 15 3 79 82 18 13 75 88 13
Economically Disadvantaged - 86 86 14 - 77 77 23 11 68 79 21
Not Economically Disadvantaged 8 76 84 16 5 80 85 15 13 87 100 0
English Learners < < 100 0 < < < < < < 100 0
Military Connected < < < <
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 21 68 89 11 15 69 84 16 19 66 85 15
Female 18 74 92 8 16 78 93 7 19 66 85 15
Male 23 63 87 13 14 62 76 24 19 67 86 14
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 50 58 42 - 70 70 30 - 55 55 45
Hispanic 20 67 87 13 8 46 54 46 9 68 77 23
White 22 71 93 7 16 71 88 12 22 67 89 11
Two or more races < < < < < < < < < < < <
Students with Disabilities 12 56 68 32 - 50 50 50 6 44 50 50
Students without Disabilities 22 70 92 8 17 71 88 12 20 68 89 11
Economically Disadvantaged 11 74 85 15 10 69 79 21 12 67 80 20
Not Economically Disadvantaged 31 62 93 7 20 69 89 11 30 65 94 6
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
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 43 51 94 6 51 43 94 6 41 47 88 12
Female 31 61 93 8 48 45 93 7 27 55 82 18
Male 52 43 95 5 54 40 94 6 55 40 95 5
Asian < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 20 73 93 7 53 40 93 7 - 60 60 40
White 47 47 94 6 49 45 93 7 45 45 90 10
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 19 63 81 19 32 55 86 14 11 50 61 39
Students without Disabilities 48 49 97 3 54 41 95 5 45 47 92 8
Economically Disadvantaged 26 67 93 7 44 45 89 11 36 51 86 14
Not Economically Disadvantaged 59 36 95 5 59 40 99 1 49 42 92 8
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
< = 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
Division11-
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-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

< = 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 Students275227312601
Female132913331263
Male142313981338
American Indian532
Asian263329
Black167198184
Hispanic207200188
Native Hawaiian662
White222321872099
Two or more races11810497
Students with Disabilities405396388
Students without Disabilities234723352213
Economically Disadvantaged138915071359
Not Economically Disadvantaged136312241242
English Learners10010093
Not English Learners265226312508
Homeless473441
Military Connected765847
Foster Care9-6
< = 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 102 71 11 2 9 2
State 50983 36029 2739 1053 5386 1766
Female Division 58 27 2 0 3 1
State 27838 15825 923 368 1911 652
Male Division 44 44 9 2 6 1
State 23145 20204 1816 685 3475 1114
Black Division < < < < 0 <
State 7955 11098 1113 244 1362 735
Hispanic Division 8 6 1 0 1 0
State 5087 5586 317 107 2168 323
White Division 88 62 10 2 8 2
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 4 11 11 0 0 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 21 40 8 2 5 2
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < < <
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
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 Students197184931869495
Female918796879633
Male1069792999366
Black<<100<10000
Hispanic161594159416
White172160931629485
Two or more races<<100<10000
Students with Disabilities26261002610000
Economically Disadvantaged786989719156
English Learners<<<<<<<
Homeless<<<<<<<
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 2016-20172017-2018
Advanced Placement Test Taken45 / 5.98%25 / 3.44%
Advanced Placement Course Enrollment49 / 6.52%39 / 5.36%
Dual Enrollment115 / 15.29%125 / 17.19%
Governor's School Enrollment - -
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

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision18011834
State83,31058,98329
FemaleDivision957026
State42,04632,13924
MaleDivision854844
State41,26426,84435
American IndianDivision<<100
State24615338
BlackDivision<<100
State18,36711,78836
HispanicDivision121017
State9,2355,82337
WhiteDivision1489536
State45,92633,47627
Two or more racesDivision11<100
State3,8212,77427
Students with DisabilitiesDivision<<100
State6,7843,33551
Economically DisadvantagedDivision653940
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
AsianDivision--100
State5,5904,89312
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
State LicensuresDivision222627
 State2,4402,2791,881
Industry CertificationDivision255363319
 State99,894109,275104,601
Total Credentials EarnedDivision277389346
 State137,248157,490160,248
Students Earning One or More CredentialsDivision274364315
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision71713
 State1,5141,4311,537
CTE CompletersDivision145163141
 State42,40440,51641,438
NOCTI AssessmentsDivision---
 State4,1393,6233,525
Workplace ReadinessDivision---
 State30,77542,31350,241

< = 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
2012-2013Division2,510.005,846.001,020.00
State5,761.004,621.00875.00
2013-2014Division2,275.006,005.00876.00
State5,807.004,651.00784.00
2014-2015Division2,245.006,424.00771.00
State5,933.004,819.00771.00
2015-2016Division2,215.006,506.00890.00
State6,084.004,849.00812.00
2016-2017Division2,493.006,827.00957.00
State6,248.005,052.00871.00

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 Students2,2823562,2753142,223212
Female1,1061761,1021651,067115
Male1,1761801,1731491,15697
American Indian<<<<<<
Asian261291272
Black141181731716114
Hispanic182191711916118
Native Hawaiian<<<<<<
White1,8302981,8122621,790159
Two or more races932083158019
Students with Disabilities304833147534245
Economically Disadvantaged1,1282741,2032381,102170
English Learners937968895
Homeless4017337269
< = 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 12
Other Offenses Against Persons 53
Disorderly or Disruptive Behavior Offenses 48
Alcohol, Tobacco, and Other Drug Offenses 23
Offenses Against Student <

< = 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 Indian0.20.1
Asian0.91.20.9
Black6.13.57.37.7
Hispanic7.54.27.36.8
Native Hawaiian0.20.2
White80.88680.177.8
Two or more races4.36.33.86.8
< = 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 Indian0.20.1
Asian0.91.2
Black6.17.3
Hispanic7.57.3
Native Hawaiian0.20.2
White80.880.1
Two or more races4.33.8
< = 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 Indian0.20.1
Asian0.91.2
Black6.17.3
Hispanic7.57.3
Native Hawaiian0.20.2
White80.880.1
Two or more races4.33.8
< = 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 52.253.355.9
< = 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 54.95560.1
< = 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 7779.572.7
< = 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

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

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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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 1.3% 5.1% 14.6% 12.7% 5.7% 1.3%
High Poverty 3.7% - 18.5% - - -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, 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

  2016-20172017-2018
Provisional Special Education4%5%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201754%43%0%3%
2017-201861%35%0%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 Students84%83%73%75%
Asian<91%87%75%
Black61%69%60%75%
Hispanic70%72%63%75%
White87%85%81%75%
Economically Disadvantaged79%78%62%75%
English Learners53%57%53%75%
Students with Disabilities63%59%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students88%87%74%70%
Asian<97%89%70%
Black77%81%60%70%
Hispanic85%83%64%70%
White89%87%81%70%
Economically Disadvantaged84%83%63%70%
English Learners78%79%57%70%
Students with Disabilities70%68%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students84%
Asian<
Black45%
Hispanic82%
White87%
Economically Disadvantaged77%
English Learners46%
Students with Disabilities61%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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 Students86%89%
Asian<<
Black76%80%
Hispanic74%84%
White88%90%
Economically Disadvantaged82%86%
English Learners66%80%
Students with Disabilities74%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students