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Pittsylvania County Public Schools

General school information

Division: Pittsylvania County Public Schools
Address: 39 Bank St SE Chatham, VA 24531
Superintendent: Dr. Mark R. Jones
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 15 82 67 18 16 82 66 18 16 84 68 16
Female 17 85 68 15 18 85 67 15 17 86 69 14
Male 14 80 66 20 14 79 65 21 15 81 66 19
American Indian < < < < < 100 < 0 < 100 < 0
Asian 32 95 64 5 24 90 67 10 36 96 60 4
Black 8 73 65 27 10 75 65 25 9 74 66 26
Hispanic 10 85 74 15 13 78 65 22 11 79 68 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 18 85 68 15 18 85 67 15 19 87 68 13
Two or more races 13 82 69 18 19 82 63 18 16 85 68 15
Students with Disabilities 8 46 38 54 9 45 36 55 14 56 42 44
Economically Disadvantaged 10 77 66 23 12 77 65 23 12 79 68 21
English Learners 8 78 70 22 15 71 56 29 9 72 63 28
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 22 84 62 16 21 81 59 19 23 82 59 18
Female 24 85 61 15 23 86 63 14 24 85 61 15
Male 20 82 62 18 19 75 56 25 22 80 58 20
Asian < 100 < 0 < 100 < 0 < < < <
Black 11 76 65 24 12 71 59 29 13 75 62 25
Hispanic 18 91 73 9 15 85 71 15 - 67 67 33
White 26 86 60 14 24 83 59 17 27 86 59 14
Two or more races 24 82 59 18 33 81 48 19 36 71 36 29
Students with Disabilities 9 55 46 45 10 54 44 46 32 64 32 36
Economically Disadvantaged 15 78 63 22 15 78 63 22 18 80 62 20
English Learners 12 88 76 12 19 81 62 19 - 71 71 29
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 23 84 61 16 21 84 63 16 23 83 60 17
Female 25 86 61 14 23 84 61 16 23 86 63 14
Male 21 82 61 18 20 85 65 15 22 79 57 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 73 66 27 12 76 64 24 10 72 62 28
Hispanic 13 82 69 18 4 78 74 22 20 74 54 26
Native Hawaiian < 100 < 0 < 100 < 0
White 30 87 57 13 24 87 63 13 27 87 60 13
Two or more races 8 85 77 15 35 85 50 15 26 87 61 13
Students with Disabilities 10 53 43 47 10 48 38 52 23 58 35 42
Economically Disadvantaged 16 80 63 20 17 80 63 20 16 79 64 21
English Learners 7 86 79 14 15 75 60 25 16 68 52 32
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 23 82 59 18 24 85 61 15 22 87 65 13
Female 24 83 59 17 25 88 63 12 24 88 64 12
Male 22 81 59 19 22 81 59 19 21 86 65 14
Asian < 100 < 0 < < < < < 100 < 0
Black 15 64 49 36 15 79 63 21 13 83 70 17
Hispanic 16 87 71 13 22 78 56 22 19 88 69 12
White 25 87 62 13 27 87 60 13 26 88 63 12
Two or more races 20 73 53 27 - 92 92 8 26 84 58 16
Students with Disabilities 8 48 40 52 11 49 38 51 8 54 47 46
Economically Disadvantaged 14 75 61 25 18 80 62 20 17 82 65 18
English Learners 20 80 60 20 26 81 55 19 18 82 65 18
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 14 78 64 22 17 78 61 22 14 82 68 18
Female 17 82 65 18 18 84 66 16 15 84 69 16
Male 12 74 62 26 16 73 56 27 13 81 67 19
American Indian < < < < < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black 12 71 58 29 9 68 59 32 7 77 70 23
Hispanic - 83 83 17 13 77 65 23 15 82 67 18
White 15 80 65 20 20 82 61 18 16 84 67 16
Two or more races 14 86 71 14 14 71 57 29 - 85 85 15
Students with Disabilities 13 38 25 62 8 36 28 64 11 55 44 45
Economically Disadvantaged 9 73 63 27 14 73 59 27 10 79 69 21
English Learners < < < < 16 63 47 37 6 82 76 18
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 14 85 71 15 14 83 69 17 16 84 68 16
Female 14 86 72 14 19 86 67 14 18 87 70 13
Male 14 84 70 16 10 80 70 20 14 81 67 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 77 67 23 11 77 66 23 10 75 65 25
Hispanic 8 81 73 19 12 70 58 30 9 88 78 13
White 16 88 72 12 15 85 70 15 18 86 68 14
Two or more races 10 95 86 5 18 73 55 27 14 86 71 14
Students with Disabilities 10 43 33 57 8 47 39 53 6 54 48 46
Economically Disadvantaged 8 78 70 22 11 79 68 21 10 80 70 20
English Learners < < < < 5 63 58 37 14 86 71 14
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 7 75 68 25 12 76 65 24 9 78 69 22
Female 7 79 73 21 13 78 65 22 10 84 75 16
Male 7 71 64 29 10 75 65 25 8 73 65 27
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 2 63 60 37 5 68 63 32 5 67 63 33
Hispanic 14 76 62 24 10 72 62 28 6 67 61 33
White 8 79 71 21 14 79 65 21 10 82 72 18
Two or more races - 64 64 36 18 82 64 18 - 85 85 15
Students with Disabilities 7 36 28 64 9 31 21 69 5 43 38 57
Economically Disadvantaged 4 69 64 31 5 67 61 33 5 71 66 29
English Learners < < < < 7 53 47 47 - 42 42 58
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 90 84 10 5 89 84 11 7 89 82 11
Female 7 93 87 7 7 91 84 9 6 91 85 9
Male 6 88 82 13 3 87 85 13 8 87 79 13
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 86 82 14 4 84 80 16 4 72 68 28
Hispanic - 95 95 5 8 83 75 17 4 88 84 12
White 7 92 84 8 5 91 86 9 8 93 85 7
Two or more races < < < < - 92 92 8 - 93 93 7
Students with Disabilities - 54 54 46 4 49 45 51 20 71 51 29
Economically Disadvantaged 4 86 82 14 3 84 82 16 4 85 81 15
English Learners < < < < - 60 60 40 < < < <
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 13 76 63 24 20 82 62 18 20 81 60 19
Female 16 82 66 18 26 86 61 14 26 87 61 13
Male 11 71 60 29 15 78 64 22 15 75 60 25
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 7 68 62 32 10 75 65 25 11 69 59 31
Hispanic 19 84 65 16 20 78 58 22 14 79 66 21
White 15 79 63 21 24 85 61 15 23 84 61 16
Two or more races 14 73 59 27 21 88 67 12 22 83 61 17
Students with Disabilities 9 41 32 59 9 49 39 51 8 51 43 49
Economically Disadvantaged 10 68 58 32 13 75 63 25 14 75 61 25
English Learners - 64 64 36 4 60 56 40 - 50 50 50
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 11 65 53 35 22 76 55 24 20 75 55 25
Female 15 73 58 27 27 82 54 18 26 84 58 16
Male 9 57 49 43 15 71 55 29 14 67 52 33
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 5 53 48 47 11 66 55 34 14 66 51 34
Hispanic 18 68 50 32 15 81 65 19 16 77 61 23
White 13 69 56 31 26 79 53 21 21 77 56 23
Two or more races 20 60 40 40 14 86 73 14 18 82 64 18
Students with Disabilities 8 31 23 69 6 37 31 63 3 44 41 56
Economically Disadvantaged 9 55 46 45 13 69 56 31 15 69 54 31
English Learners < < < < 8 69 62 31 < < < <
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 87 72 13 19 88 69 12 21 86 65 14
Female 18 93 75 7 24 91 67 9 27 90 63 10
Male 12 83 70 17 14 85 71 15 15 82 67 18
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 81 73 19 10 83 74 17 7 73 66 27
Hispanic 19 100 81 0 25 75 50 25 11 81 70 19
White 17 89 71 11 22 90 68 10 25 90 65 10
Two or more races < 100 < 0 36 91 55 9 25 83 58 17
Students with Disabilities 10 50 41 50 12 58 46 42 15 60 45 40
Economically Disadvantaged 11 84 72 16 12 83 70 17 12 81 69 19
English Learners < 100 < 0 - 50 50 50 - 60 60 40
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 17 85 69 15 14 84 70 16 16 82 66 18
Female 16 87 71 13 13 86 72 14 16 85 68 15
Male 18 83 66 17 15 82 67 18 16 80 64 20
American Indian 10 90 80 10 < < < < < 100 < 0
Asian 38 100 62 0 23 100 77 0 31 94 63 6
Black 9 78 69 22 8 78 70 22 9 75 65 25
Hispanic 17 85 68 15 13 84 70 16 17 84 67 16
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 19 87 68 13 16 85 69 15 19 84 66 16
Two or more races 16 84 69 16 16 87 71 13 19 87 68 13
Students with Disabilities 10 52 42 48 8 52 44 48 17 57 40 43
Economically Disadvantaged 12 80 68 20 10 79 70 21 12 78 66 22
English Learners 14 84 70 16 14 82 68 18 15 82 66 18
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 17 83 65 17 16 82 66 18 22 84 62 16
Female 15 82 67 18 13 85 72 15 22 84 62 16
Male 20 83 63 17 19 80 60 20 22 84 62 16
Asian < 100 < 0 < 100 < 0 < < < <
Black 6 74 68 26 4 76 72 24 11 72 62 28
Hispanic 9 96 87 4 12 85 74 15 8 76 68 24
White 21 84 63 16 20 84 64 16 27 88 62 12
Two or more races 24 82 59 18 19 81 62 19 7 87 80 13
Students with Disabilities 8 45 38 55 13 51 39 49 30 70 39 30
Economically Disadvantaged 11 77 66 23 11 79 68 21 17 80 63 20
English Learners 11 100 89 0 8 81 73 19 8 79 71 21
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 31 88 57 12 24 87 63 13 29 88 59 12
Female 29 90 61 10 23 87 64 13 28 91 63 9
Male 33 86 53 14 25 87 62 13 31 84 53 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 27 81 54 19 13 81 68 19 15 83 68 17
Hispanic 30 83 53 18 9 86 77 14 35 89 54 11
Native Hawaiian < 100 < 0 < 100 < 0
White 33 90 58 10 27 88 61 12 34 89 55 11
Two or more races 25 83 58 17 37 89 53 11 30 91 61 9
Students with Disabilities 12 53 41 47 8 51 42 49 21 59 38 41
Economically Disadvantaged 28 85 57 15 19 83 64 17 21 85 64 15
English Learners 29 86 57 14 15 90 75 10 38 85 46 15
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 31 86 54 14 24 89 65 11 25 84 59 16
Female 30 87 57 13 25 89 65 11 23 84 61 16
Male 32 84 52 16 23 88 65 12 27 84 57 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 71 54 29 14 84 70 16 15 79 64 21
Hispanic 23 90 67 10 32 83 51 17 15 85 69 15
White 36 89 54 11 26 90 64 10 28 85 57 15
Two or more races 21 86 64 14 25 92 67 8 42 95 53 5
Students with Disabilities 12 50 38 50 11 47 36 53 14 54 41 46
Economically Disadvantaged 22 81 59 20 19 86 67 14 18 79 61 21
English Learners 20 87 67 13 29 87 58 13 18 82 65 18
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 17 85 68 15 15 88 72 12 12 80 68 20
Female 16 89 73 11 15 91 76 9 12 82 69 18
Male 18 81 64 19 16 85 69 15 12 79 66 21
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 79 69 21 12 81 69 19 8 74 66 26
Hispanic 20 88 68 12 16 91 75 9 19 84 65 16
White 18 86 68 14 16 89 73 11 13 82 69 18
Two or more races 14 79 64 21 14 93 79 7 - 75 75 25
Students with Disabilities 15 51 37 49 12 67 55 33 19 55 36 45
Economically Disadvantaged 13 80 67 20 10 84 74 16 8 76 69 24
English Learners - 70 70 30 26 84 58 16 17 89 72 11
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 4 45 41 55 5 47 42 53 5 46 41 54
Female 5 47 42 53 6 54 48 46 6 51 46 49
Male 4 43 40 57 5 42 37 58 5 42 37 58
Black 7 42 35 58 13 51 38 49 10 37 27 63
Hispanic 10 50 40 50 - 43 43 57 - 47 47 53
White 3 44 41 56 2 47 44 53 4 51 48 49
Two or more races < < < < < < < < < < < <
Students with Disabilities 12 25 14 75 12 31 19 69 19 39 20 61
Economically Disadvantaged 4 39 34 61 6 48 42 52 5 44 39 56
English Learners < < < < < < < < < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 76 65 24 10 75 65 25 10 80 69 20
Female 10 79 69 21 9 80 71 20 11 84 73 16
Male 11 73 62 27 11 70 59 30 10 76 66 24
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 63 61 37 4 66 62 34 9 73 64 27
Hispanic 11 68 58 32 9 85 76 15 12 91 79 9
White 13 80 67 20 12 77 64 23 10 80 70 20
Two or more races 18 82 64 18 8 85 77 15 17 83 67 17
Students with Disabilities 8 40 32 60 6 42 35 58 13 47 34 53
Economically Disadvantaged 6 68 62 32 6 69 63 31 7 73 67 27
English Learners < < < < 5 85 80 15 18 88 71 12
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 3 89 86 11 9 86 77 14 10 84 74 16
Female 3 92 89 8 11 90 78 10 9 86 77 14
Male 3 86 83 14 8 83 75 17 11 82 71 18
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 1 93 92 7 3 85 82 15 7 78 71 22
Hispanic 4 85 81 15 14 95 82 5 16 91 75 9
White 4 88 84 12 11 86 75 14 11 86 75 14
Two or more races - 85 85 15 5 86 82 14 10 85 75 15
Students with Disabilities 1 69 68 31 - 56 56 44 2 55 54 45
Economically Disadvantaged 2 88 86 12 3 83 80 17 9 81 73 19
English Learners < 100 < 0 8 92 83 8 - 80 80 20
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 93 84 7 6 87 81 13 8 86 79 14
Female 9 96 86 4 5 87 82 13 8 87 78 13
Male 10 91 82 9 7 86 79 14 7 86 79 14
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 1 89 88 11 5 75 70 25 1 79 78 21
Hispanic 7 93 86 7 7 79 72 21 9 95 86 5
White 12 95 83 5 6 90 84 10 10 88 78 12
Two or more races < < < < 10 100 90 0 7 93 86 7
Students with Disabilities - 74 74 26 - 79 79 21 - 78 78 22
Economically Disadvantaged 4 92 88 8 5 83 78 17 4 83 79 17
English Learners < 100 < 0 - 60 60 40 < < < <
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 21 97 75 3 12 91 79 9 19 91 73 9
Female 21 96 75 4 10 88 78 12 19 92 74 8
Male 22 97 75 3 14 94 80 6 19 90 71 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 91 77 9 5 89 84 11 7 87 80 13
Hispanic 24 100 76 0 6 89 83 11 22 83 61 17
White 23 97 74 3 14 91 77 9 21 93 71 7
Two or more races < 100 < 0 < 100 < 0 36 100 64 0
Students with Disabilities 18 100 82 0 - 100 100 0 11 78 67 22
Economically Disadvantaged 14 95 81 5 7 89 82 11 14 88 74 12
English Learners < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 87 72 13 14 86 72 14 13 84 71 16
Female 13 88 74 12 11 86 74 14 10 84 74 16
Male 17 86 69 14 17 86 69 14 15 84 69 16
American Indian < 100 < 0 < < < < < 100 < 0
Asian 19 100 81 0 33 100 67 0 22 100 78 0
Black 7 77 71 23 6 76 71 24 6 76 70 24
Hispanic 14 89 75 11 16 79 63 21 7 81 73 19
White 18 90 72 10 17 89 73 11 15 87 72 13
Two or more races 15 87 72 13 18 84 66 16 17 86 69 14
Students with Disabilities 6 58 51 42 8 54 46 46 5 53 49 47
Economically Disadvantaged 12 82 70 18 10 80 70 20 10 79 70 21
English Learners 9 77 68 23 17 73 56 27 6 61 55 39
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 33 89 56 11 26 86 61 14 23 87 64 13
Female 29 88 59 12 21 85 64 15 19 86 67 14
Male 36 89 53 11 30 87 57 13 27 88 62 12
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 76 58 24 14 75 62 25 11 78 67 22
Hispanic 31 97 66 3 30 88 58 13 12 81 69 19
White 37 92 55 8 29 90 61 10 27 90 63 10
Two or more races 27 93 67 7 42 92 50 8 37 100 63 0
Students with Disabilities 16 71 55 29 16 61 45 39 5 61 56 39
Economically Disadvantaged 26 85 58 15 19 82 63 18 16 82 66 18
English Learners 24 94 71 6 32 90 58 10 18 71 53 29
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 10 82 72 18 12 86 74 14 10 80 69 20
Female 8 83 74 17 8 84 76 16 7 81 74 19
Male 11 82 71 18 15 87 72 13 13 78 65 22
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 2 77 74 23 4 79 75 21 4 72 68 28
Hispanic 5 86 82 14 7 70 63 30 6 68 61 32
White 12 84 71 16 14 88 74 12 12 83 70 17
Two or more races 7 79 71 21 14 91 77 9 - 83 83 17
Students with Disabilities 5 46 41 54 6 47 41 53 7 48 41 52
Economically Disadvantaged 8 78 70 22 7 78 72 22 8 75 67 25
English Learners < < < < - 40 40 60 - 40 40 60
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 86 76 14 13 84 71 16 10 79 69 21
Female 11 89 78 11 12 87 75 13 10 81 70 19
Male 9 83 74 17 14 81 67 19 10 77 67 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 3 78 75 22 3 70 67 30 5 70 66 30
Hispanic 10 85 75 15 - 78 78 22 9 77 68 23
White 12 89 77 11 16 89 72 11 12 82 70 18
Two or more races 13 87 73 13 8 83 75 17 18 82 64 18
Students with Disabilities 1 57 56 43 1 49 47 51 1 44 43 56
Economically Disadvantaged 6 83 76 17 7 79 72 21 9 75 66 25
English Learners < < < < < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 93 85 7 14 94 80 6 9 95 86 5
Female 9 91 83 9 12 93 81 7 6 94 88 7
Male 8 96 88 4 16 95 79 5 14 97 84 3
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 96 92 4 6 92 86 8 2 93 92 7
Hispanic 15 92 77 8 21 86 64 14 - 93 93 7
White 10 93 83 7 15 94 80 6 11 96 85 4
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 7 90 83 10 12 91 79 9 6 92 86 8
English Learners < 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 12 87 74 13 7 83 76 17 10 85 75 15
Female 10 88 78 12 5 82 77 18 8 85 77 15
Male 15 85 70 15 9 84 74 16 12 85 73 15
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 69 64 31 1 74 73 26 4 75 72 25
Hispanic 4 85 81 15 17 71 54 29 3 90 87 10
White 15 92 77 8 9 87 78 13 13 88 75 12
Two or more races 17 92 75 8 13 60 47 40 9 77 68 23
Students with Disabilities 1 50 49 50 1 52 52 48 1 53 52 47
Economically Disadvantaged 7 80 73 20 3 76 73 24 7 80 73 20
English Learners - 64 64 36 - 50 50 50 - 73 73 27
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 28 89 61 11 25 88 63 12 25 86 61 14
Female 24 88 64 12 23 88 65 12 24 86 62 14
Male 32 89 57 11 27 88 61 12 27 86 60 14
American Indian < < < < < 100 < 0 < < < <
Asian 56 100 44 0 58 89 32 11 29 100 71 0
Black 19 82 64 18 16 82 66 18 16 80 63 20
Hispanic 32 92 60 8 21 85 64 15 25 83 57 17
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 31 91 60 9 27 90 63 10 28 89 61 11
Two or more races 29 84 56 16 35 88 52 12 30 82 52 18
Students with Disabilities 10 63 53 37 11 64 53 36 13 61 48 39
Economically Disadvantaged 22 84 62 16 19 83 64 17 20 82 62 18
English Learners 29 84 55 16 15 80 64 20 25 75 50 25
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 21 91 70 9 18 91 73 9 20 90 70 10
Female 14 90 76 10 16 92 75 8 18 91 72 9
Male 28 92 64 8 19 90 71 10 22 89 67 11
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black 15 86 71 14 8 87 79 13 16 84 68 16
Hispanic 29 100 71 0 24 92 68 8 19 78 59 22
White 24 93 69 7 20 92 72 8 22 93 71 7
Two or more races < < < < 46 100 54 0 15 77 62 23
Students with Disabilities 1 65 64 35 2 67 65 33 8 65 56 35
Economically Disadvantaged 17 87 70 13 13 87 74 13 17 85 69 15
English Learners < 100 < 0 - 83 83 17 - 50 50 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 14 85 72 15 15 83 69 17 14 85 71 15
Female 13 86 74 14 14 83 70 17 11 83 72 17
Male 15 84 70 16 15 83 67 17 17 87 70 13
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 73 69 27 10 76 66 24 5 81 76 19
Hispanic 9 83 74 17 14 75 61 25 13 71 58 29
White 16 89 73 11 16 86 70 14 16 87 70 13
Two or more races 10 70 60 30 21 64 43 36 18 82 65 18
Students with Disabilities 6 52 45 48 3 58 55 43 5 58 53 42
Economically Disadvantaged 8 79 71 21 11 77 66 23 9 78 70 22
English Learners < < < < - 60 60 40 < < < <
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 22 89 68 11 24 86 62 14 19 85 66 15
Female 17 88 70 12 20 87 68 13 15 83 68 17
Male 27 92 65 8 30 85 55 15 23 86 63 14
Asian < 100 < 0 < < < < < 100 < 0
Black 7 87 79 13 13 75 62 25 12 75 63 25
Hispanic 30 95 65 5 5 84 79 16 19 94 75 6
White 25 90 65 10 28 89 61 11 21 87 66 13
Two or more races 45 91 45 9 < < < < < < < <
Students with Disabilities - 63 63 37 11 46 35 54 4 43 39 57
Economically Disadvantaged 13 84 72 16 15 79 64 21 11 77 66 23
English Learners < < < < < < < < < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 86 52 14 24 87 63 13 26 85 59 15
Female 32 86 55 14 23 87 64 13 26 87 60 13
Male 38 86 49 14 25 87 62 13 26 84 58 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 20 79 59 21 15 80 65 20 15 78 63 22
Hispanic 29 83 54 17 28 86 59 14 29 87 58 13
White 40 88 49 12 26 89 63 11 29 87 58 13
Two or more races 29 100 71 0 18 91 73 9 29 79 50 21
Students with Disabilities 4 48 44 52 4 58 54 42 4 52 48 48
Economically Disadvantaged 24 80 57 20 20 83 63 17 16 81 66 19
English Learners 20 70 50 30 8 85 77 15 27 80 53 20
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 47 91 44 9 43 91 48 9 45 86 40 14
Female 42 90 48 10 40 90 49 10 45 87 42 13
Male 52 92 40 8 47 94 46 6 46 85 39 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 42 83 41 17 31 87 56 13 30 77 47 23
Hispanic 47 95 47 5 30 87 57 13 41 85 44 15
Native Hawaiian < 100 < 0 < 100 < 0
White 49 94 44 6 47 93 46 7 50 89 38 11
Two or more races 31 69 38 31 56 94 39 6 54 88 33 13
Students with Disabilities 14 69 56 31 14 67 53 33 24 60 36 40
Economically Disadvantaged 40 89 48 11 32 89 57 11 37 83 45 17
English Learners 50 96 46 4 40 85 45 15 48 88 40 12
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: 86.22 State: 89.72 Division: 89.59 State: 88.34 Division: 90.2 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division713
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten304285292
Kindergarten608625557
Grade 1658594625
Grade 2690662570
Grade 3639697659
Grade 4668640697
Grade 5663685649
Grade 6705682716
Grade 7671724685
Grade 8745691705
Grade 9794811776
Grade 10763731754
Grade 11653667630
Grade 12678688684
Total Students9,2399,1828,999
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students923991828999
Female450344764424
Male473647064575
American Indian14116
Asian404345
Black216321202055
Hispanic360387410
Native Hawaiian445
White647164166240
Two or more races187201238
Students with Disabilities117111351083
Not Students with Disabilities806880477916
Economically Disadvantaged499453845161
Not Economically Disadvantaged424537983838
English Learners191209260
Not English Learners904889738739
Homeless697
Military Connected254648
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 318 320 20 1 44 18
State 50979 36013 2733 1046 5404 1786
Female Division 199 131 9 0 16 4
State 27837 15823 920 366 1922 656
Male Division 119 189 11 1 28 14
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 62 91 4 0 9 5
State 7955 11090 1111 244 1359 744
Hispanic Division 13 7 0 0 2 2
State 5086 5583 317 105 2172 323
White Division 234 216 16 1 32 11
State 30218 16420 1139 617 1589 596
Two or more races Division 7 5 0 0 1 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 4 59 20 0 11 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 112 180 12 1 31 16
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
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 Students72165891.365991.4446.1
Female35933994.433994.4164.5
Male36231988.132088.4287.7
Asian0<100<10000
Black17115791.815791.895.3
Hispanic242083.32083.328.3
White51046691.446791.6326.3
Two or more races131292.31292.317.7
Students with Disabilities968386.58386.51111.5
Economically Disadvantaged35230486.430586.6318.8
English Learners0<<<<<<
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 Taken153 / 5.3%85 / 2.93%200 / 7.03%
Advanced Placement Course Enrollment275 / 9.52%326 / 11.25%325 / 11.43%
Dual Enrollment761 / 26.35%882 / 30.45%838 / 29.48%
Governor’s School Enrollment53 / 1.84%52 / 1.79%50 / 1.76%
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 639 393 38
State 82482 57560 30
Female Division 310 218 30
State 41546 31230 25
Male Division 329 175 47
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 152 88 42
State 18272 11640 36
Hispanic Division 15 < 100
State 8547 5341 38
White Division 463 294 37
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 65 25 62
State 5986 3008 50
Economically Disadvantaged Division 253 123 51
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 AssessmentsDivision15917188
 State413936233471
State LicensuresDivision262730
 State179019641412
Industry CertificationDivision117411761152
 State100544109590103892
Workplace ReadinessDivision112129142
 State307754231350242
Total Credentials EarnedDivision147115031412
 State137248157490159017
Students Earning One or More CredentialsDivision102210611039
 State109089126113127744
CTE CompletersDivision563529488
 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 293 480 233 48.5%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 285 487 246 50.5%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 261 450 215 47.8%
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
67.6 68 66.9

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
2014-20152,102.006,313.00895.00
2015-20162,012.006,381.00879.00
2016-20172,294.006,558.00891.00

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 Students8378612278276830356725032181136722793267826711312369
Female4131277108127410325810115040023371221443863334144166
Male4247335170149420030914917141113351571823963377168203
American Indian132101020184000000
Asian38012442004220142211
Black19711247067198711261851958125588318661475674
Hispanic344138635016121435224119356261715
Native Hawaiian0000000000000000
White5858451196197574141917021955745002032235344516227268
Two or more races1512224168167217517710208191110
Students with Disabilities1054107606810301035476100710655609641085074
Economically Disadvantaged4411456216206448441720026046445042142794414547248294
English Learners1781174200138523417782541796
Homeless82031503416211019326
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 72
Offenses Against Staff 13
Weapons Offenses 23
Property Offenses 34
All Other Offenses 67
Other Offenses Against Persons 279
Disorderly or Disruptive Behavior Offenses 1,258
Alcohol, Tobacco, and Other Drug Offenses 102
Technology Offenses 78
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1610.220.1520.30.120.15
Asian0.4090.4330.230.4680.15
Black23.06734.2623.41238.7423.08936.1
Hispanic3.7962.113.8972.14.2152.23
Native Hawaiian0.0220.0430.0440.08
White70.70761.8870.0456.9169.87658.83
Two or more races1.8391.532.0241.732.1892.46
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1610.1520.12
Asian0.4090.4330.468
Black23.06727.2723.4122523.08950
Hispanic3.7969.093.8974.215
Native Hawaiian0.0220.0430.044
White70.70754.5570.047569.87650
Two or more races1.8399.092.0242.189
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1610.1520.12
Asian0.4090.4330.468
Black23.0674023.41248.3923.08942.42
Hispanic3.7963.8974.2153.03
Native Hawaiian0.0220.0430.044
White70.7076070.0451.6169.87651.52
Two or more races1.8392.0242.1893.03
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 54.155.8154.93
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 46.5945.4749.66
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 81.1179.7680.4
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: 11.19 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 15.27 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%4%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201658%38%0%4%
2016-201759%37%0%4%
2017-201859%37%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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