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Pittsylvania County Public Schools

General school information

Division: Pittsylvania County Public Schools
Division Number: 71
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.

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

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 25 63 88 12 25 61 86 14 23 60 83 17
Female 23 65 88 12 24 62 86 14 20 63 83 17
Male 27 61 88 12 27 60 86 14 26 57 83 17
American Indian < < 100 0 < < < < < < 100 0
Asian 58 32 89 11 29 71 100 0 67 33 100 0
Black 16 66 82 18 16 63 80 20 12 64 76 24
Hispanic 21 64 85 15 25 57 83 17 17 64 81 19
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 27 63 90 10 28 61 89 11 27 59 85 15
Two or more races 35 52 88 12 30 52 82 18 21 65 86 14
Students with Disabilities 11 53 64 36 13 48 61 39 14 41 55 45
Students without Disabilities 27 64 91 9 27 62 89 11 24 63 87 13
Economically Disadvantaged 19 64 83 17 20 62 82 18 17 61 78 22
Not Economically Disadvantaged 32 61 93 7 32 60 91 9 31 59 90 10
English Learners 15 64 80 20 12 51 63 37 20 49 69 31
Military Connected 8 80 88 12 - 77 77 23
Foster Care < < < < - 71 71 29
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 18 73 91 9 20 70 90 10 2 63 66 34
Female 16 75 92 8 18 72 91 9 2 64 66 34
Male 19 71 90 10 22 67 89 11 3 62 65 35
American Indian < < < < < < 100 0
Asian < < < < < < 100 0
Black 8 79 87 13 16 68 84 16 3 65 68 32
Hispanic 24 68 92 8 19 59 78 22 - 55 55 45
White 20 72 92 8 22 71 93 7 2 64 66 34
Two or more races 46 54 100 0 15 62 77 23 < < < <
Students with Disabilities 2 65 67 33 8 56 65 35 2 47 48 52
Students without Disabilities 20 74 94 6 21 71 92 8 3 70 73 27
Economically Disadvantaged 13 74 87 13 17 69 85 15 3 60 63 37
Not Economically Disadvantaged 22 72 94 6 23 71 94 6 2 71 72 28
English Learners - 83 83 17 - 50 50 50 < < < <
Military Connected < < < < < < < <
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 15 69 83 17 14 71 85 15 17 66 83 17
Female 14 70 83 17 11 72 83 17 13 70 83 17
Male 15 67 83 17 17 70 87 13 20 62 83 17
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 66 76 24 5 76 81 19 10 66 76 24
Hispanic 14 61 75 25 13 58 71 29 11 80 91 9
White 16 70 86 14 16 70 87 13 19 65 84 16
Two or more races 21 43 64 36 18 65 82 18 8 85 92 8
Students with Disabilities 3 55 58 43 5 53 58 42 6 43 49 51
Students without Disabilities 16 70 86 14 14 73 87 13 18 69 88 12
Economically Disadvantaged 11 66 77 23 9 70 78 22 14 66 80 20
Not Economically Disadvantaged 19 71 90 10 18 72 91 9 21 66 87 13
English Learners - 60 60 40 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 24 62 86 14 19 66 85 15 21 62 84 16
Female 20 68 87 13 15 68 83 17 18 65 82 18
Male 30 55 85 15 23 63 86 14 26 60 86 14
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 13 62 75 25 12 63 75 25 12 66 78 22
Hispanic 5 79 84 16 19 75 94 6 15 60 75 25
White 28 61 89 11 21 66 87 13 25 60 86 14
Two or more races < < < < < < < < 15 77 92 8
Students with Disabilities 11 35 46 54 4 39 43 57 7 45 52 48
Students without Disabilities 25 63 89 11 20 68 88 12 23 64 87 13
Economically Disadvantaged 15 64 79 21 11 66 77 23 15 62 76 24
Not Economically Disadvantaged 32 60 92 8 26 65 91 9 28 63 91 9
English Learners < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
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 24 63 87 13 26 59 85 15 17 67 84 16
Female 23 64 87 13 26 60 87 13 15 69 84 16
Male 25 62 87 13 26 58 84 16 18 65 83 17
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 65 80 20 15 63 78 22 5 69 74 26
Hispanic 28 59 86 14 29 58 87 13 20 63 83 18
White 26 63 89 11 29 58 87 13 20 67 88 12
Two or more races 18 73 91 9 29 50 79 21 19 56 75 25
Students with Disabilities 4 54 58 42 4 48 52 48 1 46 47 53
Students without Disabilities 27 64 92 8 29 61 90 10 19 70 89 11
Economically Disadvantaged 20 63 83 17 16 66 81 19 10 69 79 21
Not Economically Disadvantaged 31 62 94 6 40 51 90 10 27 64 91 9
English Learners 8 77 85 15 < < < < 10 50 60 40
Military Connected < < 100 0 < < 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 48 91 9 45 40 86 14 40 46 86 14
Female 40 49 90 10 45 42 87 13 37 50 87 13
Male 47 46 94 6 46 39 85 15 43 43 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 56 87 13 30 47 77 23 18 58 77 23
Hispanic 30 57 87 13 41 44 85 15 21 58 79 21
Native Hawaiian < < 100 0 < < 100 0
White 47 46 93 7 50 38 89 11 47 42 89 11
Two or more races 56 39 94 6 54 33 88 13 44 50 94 6
Students with Disabilities 14 53 67 33 24 36 60 40 20 33 53 47
Students without Disabilities 47 47 94 6 48 41 89 11 43 47 90 10
Economically Disadvantaged 32 57 89 11 37 45 83 17 31 51 81 19
Not Economically Disadvantaged 61 34 95 5 59 32 91 9 58 38 96 4
English Learners 40 45 85 15 29 53 82 18 29 52 81 19
Military Connected < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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
Division13-
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-kindergarten285292261
Kindergarten625557590
Grade 1594625574
Grade 2662570599
Grade 3697659577
Grade 4640697660
Grade 5685649687
Grade 6682716663
Grade 7724685727
Grade 8691705691
Grade 9811776800
Grade 10731754716
Grade 11667630622
Grade 12688684679
Total Students9,1828,9998,846

< = 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 Students918289998846
Female447644244348
Male470645754498
American Indian1166
Asian434544
Black212020552067
Hispanic387410409
Native Hawaiian453
White641662406088
Two or more races201238229
Students with Disabilities113510831055
Students without Disabilities804779167791
Economically Disadvantaged538451614719
Not Economically Disadvantaged379838384127
English Learners209260264
Not English Learners897387398582
Homeless9711
Military Connected464840
Foster Care201436
< = 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 318 320 20 1 44 18
State 50983 36029 2739 1053 5386 1766
Female Division 199 131 9 0 16 4
State 27838 15825 923 368 1911 652
Male Division 119 189 11 1 28 14
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 62 91 4 0 9 5
State 7955 11098 1113 244 1362 735
Hispanic Division 13 7 0 0 2 2
State 5087 5586 317 107 2168 323
White Division 234 216 16 1 32 11
State 30221 16421 1144 621 1576 587
Two or more races Division 7 5 0 0 1 0
State 2468 1543 85 58 160 72
Students with Disabilities Division 4 59 20 0 11 2
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 112 180 12 1 31 16
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < < <
State 1418 3765 269 32 1842 117
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
< = 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 Students7216589165991446
Female3593399433994165
Male3623198832088288
Asian<<100<10000
Black171157921579295
Hispanic242083208328
White5104669146792326
Two or more races131292129218
Students with Disabilities96838783871112
Economically Disadvantaged3523048630587319
English Learners<<<<<<<
Military Connected<<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 Taken85 / 2.93%200 / 7.03%
Advanced Placement Course Enrollment326 / 11.25%325 / 11.43%
Dual Enrollment882 / 30.45%838 / 29.48%
Governor's School Enrollment52 / 1.79%50 / 1.76%
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 StudentsDivision64441635
State83,31058,98329
FemaleDivision29320729
State42,04632,13924
MaleDivision35120940
State41,26426,84435
American IndianDivision<<100
State24615338
AsianDivision<<100
State5,5904,89312
BlackDivision1629641
State18,36711,78836
HispanicDivision181422
State9,2355,82337
WhiteDivision45229734
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision652758
State6,7843,33551
Economically DisadvantagedDivision29716644
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
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
NOCTI AssessmentsDivision15917188
 State4,1393,6233,525
State LicensuresDivision598568
 State2,4402,2791,881
Industry CertificationDivision1,1411,1181,114
 State99,894109,275104,601
Workplace ReadinessDivision112129142
 State30,77542,31350,241
Total Credentials EarnedDivision1,4711,5031,412
 State137,248157,490160,248
Students Earning One or More CredentialsDivision1,0221,0611,039
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision63347
 State1,5141,4311,537
CTE CompletersDivision563529496
 State42,40440,51641,438

< = 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
2012-2013Division2,052.006,014.00983.00
State5,761.004,621.00875.00
2013-2014Division2,013.006,060.00823.00
State5,807.004,651.00784.00
2014-2015Division2,081.006,334.00895.00
State5,933.004,819.00771.00
2015-2016Division1,991.006,402.00879.00
State6,084.004,849.00812.00
2016-2017Division2,271.006,580.00891.00
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 Students7,5931,1327,3121,2287,2591,178
Female3,7525283,6335723,579570
Male3,8416043,6796563,680608
American Indian84<<<<
Asian411384421
Black1,8152171,7252451,715243
Hispanic320433335135249
Native Hawaiian<<<<<<
White5,2438405,0298914,959849
Two or more races162271803518136
Students with Disabilities890194865206830209
Economically Disadvantaged4,2768804,0579424,209930
English Learners212302273223428
Homeless1131131613
< = 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 Student 76
Offenses Against Staff 17
Weapons Offenses 24
Property Offenses 34
All Other Offenses 40
Other Offenses Against Persons 242
Disorderly or Disruptive Behavior Offenses 953
Alcohol, Tobacco, and Other Drug Offenses 102
Technology Offenses 52

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.20.10.3
Asian0.50.20.50.3
Black23.136.122.833.6
Hispanic4.22.24.64.1
Native Hawaiian00.10.1
White69.958.869.358.4
Two or more races2.22.52.63.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.50.5
Black23.15022.811.8
Hispanic4.24.6
Native Hawaiian00.1
White69.95069.388.2
Two or more races2.22.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian0.50.5
Black23.142.422.817.2
Hispanic4.234.6
Native Hawaiian00.1
White69.951.569.379.3
Two or more races2.232.63.4
< = 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 54.958.359.5
< = 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 49.753.651.9
< = 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 80.479.879.9
< = 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: 11.19 : 1

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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

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 1.7% 5% 3.7% 6.5% 3.5% 3.2%
High Poverty 1.6% - 3.8% - 2.5% -
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 Education1%1%

< = 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.