Virginia School Quality Profiles

Portsmouth City Public Schools

General school information

Division: Portsmouth City Public Schools
Address: 801 Crawford St Portsmouth, VA 23704-3822
Superintendent: Dr. Elie Bracy
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Fully Accredited Schools
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Reading Proficiency
71%
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Math Proficiency
71%
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Science Proficiency
75%
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Social Studies Proficiency
83%
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Enrollment
14,339
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Per-Pupil Spending
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Attendance Rate
94%
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Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

English 75 percent
Mathematics 70 percent
Science 70 percent
History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools	19
Fully Accredited	12
Accreditation Denied	6
Partially Accredited: Reconstituted School	1

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student Subgroup	Type	2014-2015	2015-2016	2016-2017
All Students	Division	79	81	83
	Virginia	85	86	87
Female	Division	85	87	89
	Virginia	89	89	90
Male	Division	72	76	77
	Virginia	82	83	84
American Indian	Division	100	<	<
	Virginia	84	84	81
Asian	Division	100	100	100
	Virginia	90	92	93
Black	Division	76	81	82
	Virginia	79	79	81
Hispanic	Division	93	80	96
	Virginia	76	76	75
Native Hawaiian	Division	100	100
	Virginia	89	92	92
White	Division	83	84	83
	Virginia	89	90	91
Two or more races	Division	80	81	98
	Virginia	88	89	89
Students with Disabilities	Division	43	44	45
	Virginia	53	53	54
Economically Disadvantaged	Division	79	82	85
	Virginia	75	75	78
English Learners	Division	100
	Virginia	67	67	62
Gap Group 2	Division	76	81	82
	Virginia	79	79	81
Gap Group 3	Division	93	80	96
	Virginia	76	76	75
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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	72	63	28	9	70	61	30	9	71	62	29
Female	10	76	66	24	10	74	64	26	11	75	64	25
Male	8	68	60	32	8	67	59	33	8	67	59	33
American Indian	6	72	67	28	13	74	61	26	17	78	61	22
Asian	16	94	77	6	21	81	60	19	16	88	72	12
Black	7	68	61	32	7	65	59	35	7	67	60	33
Hispanic	14	85	71	15	13	79	66	21	10	77	67	23
Native Hawaiian	17	87	70	13	11	95	84	5	8	79	71	21
White	15	84	69	16	16	84	68	16	16	84	68	16
Two or more races	13	83	70	17	13	81	69	19	16	80	65	20
Students with Disabilities	6	38	31	62	7	38	30	62	7	37	30	63
Economically Disadvantaged	7	65	59	35	7	65	58	35	6	64	58	36
English Learners	-	53	53	47	-	45	45	55	6	54	49	46
Grade 3 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	72	59	28	11	69	58	31	11	65	53	35
Female	14	77	63	23	11	70	59	30	12	67	55	33
Male	13	68	55	32	11	69	58	31	11	62	51	38
American Indian	<	100	<	0	<	<	<	<	<	<	<	<
Asian	8	100	92	0	<	<	<	<	17	83	67	17
Black	11	66	55	34	9	63	53	37	9	60	51	40
Hispanic	28	89	61	11	3	68	65	32	4	59	56	41
Native Hawaiian	<	<	<	<	<	100	<	0	<	<	<	<
White	17	83	66	17	18	89	70	11	18	81	62	19
Two or more races	13	90	77	10	12	88	76	12	14	76	62	24
Students with Disabilities	13	43	30	57	21	54	33	46	15	45	30	55
Economically Disadvantaged	10	66	56	34	8	64	56	36	6	55	49	45
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	70	57	30	14	73	58	27	13	73	61	27
Female	16	74	59	26	15	77	62	23	13	75	62	25
Male	11	65	54	35	13	68	55	32	12	72	60	28
American Indian	<	<	<	<	<	100	<	0	<	<	<	<
Asian	<	<	<	<	20	80	60	20	20	80	60	20
Black	10	66	56	34	12	68	56	32	10	68	58	32
Hispanic	18	84	66	16	23	77	54	23	19	73	54	27
Native Hawaiian	<	<	<	<	<	100	<	0	<	100	<	0
White	24	80	56	20	17	83	67	17	20	87	67	13
Two or more races	13	72	60	28	28	91	63	9	19	86	67	14
Students with Disabilities	8	39	31	61	14	47	33	53	10	48	38	52
Economically Disadvantaged	10	63	53	37	11	68	57	32	8	65	57	35
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	73	63	27	14	71	57	29	17	76	59	24
Female	12	76	64	24	14	74	60	26	20	80	60	20
Male	9	70	62	30	13	68	55	32	14	72	58	28
American Indian	<	100	<	0	<	<	<	<	<	100	<	0
Asian	20	90	70	10	<	<	<	<	<	<	<	<
Black	8	67	59	33	10	67	57	33	14	72	57	28
Hispanic	11	89	77	11	25	86	61	14	18	76	58	24
Native Hawaiian	<	<	<	<	<	<	<	<	<	100	<	0
White	16	87	71	13	27	84	57	16	23	85	62	15
Two or more races	14	76	62	24	13	74	62	26	29	91	63	9
Students with Disabilities	9	48	39	52	9	40	31	60	10	42	32	58
Economically Disadvantaged	6	65	59	35	10	66	56	34	12	68	56	32
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	75	64	25	13	71	58	29	11	72	61	28
Female	12	80	67	20	16	74	59	26	12	77	65	23
Male	8	69	61	31	10	67	57	33	11	68	57	32
American Indian	<	100	<	0	<	100	<	0	<	100	<	0
Asian	20	90	70	10	40	80	40	20	<	<	<	<
Black	8	70	62	30	9	66	57	34	8	69	61	31
Hispanic	15	88	73	12	15	82	67	18	15	85	71	15
Native Hawaiian	<	100	<	0	<	100	<	0	<	<	<	<
White	14	82	68	18	23	84	60	16	22	82	61	18
Two or more races	17	91	74	9	18	64	45	36	17	71	54	29
Students with Disabilities	5	39	34	61	6	38	32	62	5	28	23	72
Economically Disadvantaged	7	69	62	31	8	66	57	34	7	68	61	32
Grade 7 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	8	70	61	30	5	71	66	29	6	67	61	33
Female	10	75	65	25	6	77	72	23	9	72	63	28
Male	6	65	58	35	3	64	60	36	4	62	58	38
American Indian	<	<	<	<	<	100	<	0	<	100	<	0
Asian	10	100	90	0	<	<	<	<	<	100	<	0
Black	6	64	58	36	3	67	64	33	5	61	56	39
Hispanic	14	89	75	11	11	81	70	19	-	77	77	23
Native Hawaiian	<	100	<	0	<	100	<	0	<	<	<	<
White	15	84	68	16	8	80	72	20	13	83	70	17
Two or more races	14	89	75	11	13	83	71	17	6	77	71	23
Students with Disabilities	4	28	24	72	-	24	24	76	2	27	24	73
Economically Disadvantaged	6	64	58	36	4	70	66	30	2	62	60	38
English Learners	<	100	<	0	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	3	61	57	39	5	58	53	42	5	60	56	40
Female	4	63	59	37	6	61	55	39	5	68	63	32
Male	3	58	55	42	4	55	51	45	4	51	48	49
American Indian	<	100	<	0	<	<	<	<	<	100	<	0
Asian	<	<	<	<	<	<	<	<	20	90	70	10
Black	2	56	54	44	3	51	47	49	3	55	52	45
Hispanic	-	66	66	34	5	73	68	27	9	70	61	30
Native Hawaiian	<	100	<	0	<	100	<	0	<	100	<	0
White	7	76	68	24	10	79	68	21	6	79	72	21
Two or more races	12	70	58	30	3	77	74	23	13	65	53	35
Students with Disabilities	3	19	16	81	-	13	13	87	4	22	18	78
Economically Disadvantaged	2	55	52	45	4	54	50	46	2	52	50	48
EOC English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	2	85	83	15	3	81	77	19	2	86	83	14
Female	2	88	86	12	4	83	79	17	3	88	84	12
Male	2	82	80	18	3	78	76	22	1	84	82	16
American Indian	<	<	<	<	<	100	<	0	<	<	<	<
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	1	83	82	17	2	77	75	23	1	85	84	15
Hispanic	-	90	90	10	10	84	74	16	4	93	89	7
White	6	95	89	5	7	90	82	10	7	87	80	13
Two or more races	10	93	83	7	3	94	91	6	10	100	90	0
Students with Disabilities	1	48	47	52	3	52	49	48	1	56	54	44
Economically Disadvantaged	1	82	81	18	1	73	72	27	1	83	82	17
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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.

Overall Student Performance: Writing Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	6	67	60	33	7	64	57	36	8	69	61	31
Female	8	72	64	28	8	69	61	31	11	76	64	24
Male	5	61	56	39	5	59	54	41	5	62	57	38
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	15	92	77	8	<	<	<	<	31	92	62	8
Black	5	63	58	37	4	59	55	41	6	66	60	34
Hispanic	2	71	70	29	8	72	64	28	11	75	65	25
Native Hawaiian	<	100	<	0	<	<	<	<	<	100	<	0
White	11	79	68	21	17	78	61	22	15	78	63	22
Two or more races	14	75	61	25	9	80	70	20	15	80	65	20
Students with Disabilities	5	29	24	71	4	34	30	66	3	33	29	67
Economically Disadvantaged	5	61	56	39	4	55	51	45	5	62	58	38
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	6	57	52	43	6	50	44	50	8	57	49	43
Female	8	63	56	37	8	57	49	43	11	66	55	34
Male	4	51	47	49	4	43	39	57	4	46	42	54
American Indian	<	<	<	<	<	<	<	<	<	100	<	0
Asian	<	<	<	<	<	<	<	<	30	90	60	10
Black	5	52	48	48	3	43	40	57	6	53	47	47
Hispanic	3	73	70	27	10	67	56	33	6	61	56	39
Native Hawaiian	<	100	<	0	<	<	<	<	<	100	<	0
White	8	72	64	28	15	71	56	29	13	65	52	35
Two or more races	18	65	47	35	9	66	57	34	12	70	58	30
Students with Disabilities	5	18	13	82	-	14	14	86	2	19	17	81
Economically Disadvantaged	4	51	46	49	3	40	36	60	5	50	45	50
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
EOC Writing Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	7	75	68	25	8	76	69	24	9	81	72	19
Female	8	79	71	21	9	80	71	20	12	86	73	14
Male	6	71	65	29	7	73	67	27	6	76	70	24
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	5	72	67	28	4	74	69	26	6	78	72	22
Hispanic	-	70	70	30	6	78	72	22	17	93	76	7
White	13	86	73	14	18	83	65	17	17	87	70	13
Two or more races	12	83	71	17	10	92	82	8	19	94	75	6
Students with Disabilities	4	42	38	58	7	54	46	46	5	54	49	46
Economically Disadvantaged	5	73	68	27	5	72	67	28	5	77	72	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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.

Overall Student Performance: Math Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	73	63	27	11	72	61	28	8	71	62	29
Female	10	76	66	24	11	75	64	25	8	74	66	26
Male	9	69	60	31	10	69	59	31	9	67	58	33
American Indian	5	71	67	29	18	73	55	27	9	73	64	27
Asian	29	92	63	8	34	90	56	10	25	84	59	16
Black	7	70	62	30	8	68	60	32	6	67	61	33
Hispanic	15	82	68	18	14	80	66	20	11	75	63	25
Native Hawaiian	29	88	58	13	25	88	63	13	7	81	74	19
White	15	80	64	20	18	82	64	18	15	80	65	20
Two or more races	12	78	65	22	13	78	65	22	11	75	63	25
Students with Disabilities	7	42	35	58	9	42	33	58	9	39	30	61
Economically Disadvantaged	7	67	60	33	7	67	60	33	5	64	59	36
English Learners	4	72	68	28	10	63	53	38	11	65	54	35
Grade 3 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	73	59	27	15	74	59	26	9	65	56	35
Female	15	75	60	25	15	75	61	25	7	65	58	35
Male	14	72	58	28	16	73	57	27	11	65	53	35
American Indian	<	100	<	0	<	<	<	<	<	<	<	<
Asian	27	91	64	9	<	<	<	<	33	75	42	25
Black	12	69	58	31	12	70	58	30	7	62	55	38
Hispanic	35	92	57	8	6	81	75	19	11	67	56	33
Native Hawaiian	<	<	<	<	<	100	<	0	<	<	<	<
White	20	81	62	19	26	86	60	14	18	77	59	23
Two or more races	17	80	63	20	33	79	46	21	9	64	55	36
Students with Disabilities	15	49	34	51	22	57	35	43	13	43	29	57
Economically Disadvantaged	12	67	55	33	10	69	60	31	6	56	50	44
English Learners	10	80	70	20	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	17	75	58	25	21	80	59	20	19	76	57	24
Female	18	79	61	21	22	82	60	18	16	75	60	25
Male	17	72	55	28	20	77	57	23	22	77	55	23
American Indian	<	100	<	0	<	100	<	0	<	<	<	<
Asian	<	100	<	0	50	100	50	0	40	90	50	10
Black	15	73	58	27	17	76	59	24	13	72	59	28
Hispanic	22	80	59	20	31	83	53	17	15	73	58	27
Native Hawaiian	<	<	<	<	<	100	<	0	<	100	<	0
White	26	83	56	17	30	88	58	12	36	89	53	11
Two or more races	17	76	59	24	25	84	59	16	32	77	45	23
Students with Disabilities	14	39	25	61	17	53	36	47	22	57	35	43
Economically Disadvantaged	13	69	56	31	17	76	59	24	11	69	58	31
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	20	76	55	24	19	74	55	26	14	72	58	28
Female	20	80	60	20	19	77	57	23	16	77	61	23
Male	20	71	51	29	19	71	53	29	13	68	54	32
American Indian	<	<	<	<	<	100	<	0	<	100	<	0
Asian	60	100	40	0	<	100	<	0	27	82	55	18
Black	15	71	56	29	15	71	56	29	11	69	58	31
Hispanic	23	85	63	15	34	89	55	11	21	79	58	21
Native Hawaiian	<	100	<	0	<	<	<	<	<	100	<	0
White	36	89	53	11	31	83	52	17	21	78	57	22
Two or more races	17	71	54	29	13	73	60	28	23	83	60	17
Students with Disabilities	11	48	37	52	14	42	29	58	8	36	28	64
Economically Disadvantaged	13	70	56	30	12	70	58	30	9	65	56	35
English Learners	<	100	<	0	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	80	70	20	13	82	69	18	11	78	68	22
Female	11	85	74	15	15	86	71	14	11	82	72	18
Male	9	74	65	26	12	79	67	21	10	75	64	25
American Indian	<	100	<	0	<	100	<	0	<	100	<	0
Asian	45	100	55	0	30	100	70	0	<	100	<	0
Black	8	78	70	22	10	79	69	21	8	76	69	24
Hispanic	14	83	69	17	11	94	83	6	24	93	68	7
Native Hawaiian	<	100	<	0	<	100	<	0	<	<	<	<
White	11	83	72	17	23	89	66	11	19	83	65	17
Two or more races	19	88	69	13	16	81	66	19	11	77	66	23
Students with Disabilities	9	46	38	54	11	52	42	48	9	40	31	60
Economically Disadvantaged	6	76	70	24	9	79	70	21	7	74	68	26
English Learners	<	100	<	0	<	100	<	0	<	<	<	<
Grade 7 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	1	35	33	65	-	29	29	71	2	16	14	84
Female	2	42	40	58	-	36	36	64	3	20	17	80
Male	-	28	28	72	-	21	21	79	1	14	12	86
Black	1	31	30	69	-	25	25	75	2	15	12	85
Hispanic	-	69	69	31	-	33	33	67	<	<	<	<
Native Hawaiian	<	<	<	<	<	100	<	0	<	100	<	0
White	4	45	41	55	-	44	44	56	-	26	26	74
Two or more races	-	41	41	59	-	28	28	72	<	<	<	<
Students with Disabilities	5	16	11	84	-	6	6	94	6	11	6	89
Economically Disadvantaged	1	30	29	70	-	27	27	73	-	11	11	89
Grade 8 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	2	51	49	49	1	53	53	47	1	52	52	48
Female	2	51	48	49	1	60	59	40	1	60	59	40
Male	2	51	49	49	-	47	47	53	1	44	44	56
Asian	<	<	<	<	<	<	<	<	<	<	<	<
Black	1	49	48	51	-	50	50	50	1	50	49	50
Hispanic	8	58	50	42	8	67	58	33	-	59	59	41
White	6	61	55	39	-	62	62	38	2	63	61	37
Two or more races	<	<	<	<	-	81	81	19	-	54	54	46
Students with Disabilities	2	20	18	80	1	19	18	81	4	23	19	77
Economically Disadvantaged	2	48	46	52	-	50	50	50	-	48	48	52
English Learners	<	100	<	0	<	<	<	<	<	<	<	<
Algebra I Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	3	78	75	22	2	83	81	17	1	83	81	17
Female	3	82	79	18	3	87	83	13	1	84	83	16
Male	2	74	72	26	1	80	79	20	1	81	80	19
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	18	91	73	9	<	100	<	0	<	<	<	<
Black	2	77	76	23	1	80	79	20	1	80	80	20
Hispanic	5	89	84	11	7	90	83	10	-	81	81	19
Native Hawaiian	<	100	<	0	<	100	<	0	<	100	<	0
White	5	75	70	25	3	93	89	7	3	91	88	9
Two or more races	2	85	83	15	10	95	86	5	3	91	88	9
Students with Disabilities	-	51	51	49	-	64	64	36	-	60	60	40
Economically Disadvantaged	3	75	72	25	2	81	79	19	1	78	77	22
English Learners	<	<	<	<	<	100	<	0	<	<	<	<
Geometry Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	1	75	74	25	3	71	69	29	3	79	76	21
Female	1	76	75	24	3	71	68	29	4	80	77	20
Male	1	74	73	26	2	71	69	29	2	77	74	23
American Indian	<	100	<	0					<	100	<	0
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	1	72	71	28	1	67	66	33	1	76	75	24
Hispanic	-	70	70	30	2	72	70	28	7	79	71	21
Native Hawaiian	<	100	<	0	<	<	<	<	<	100	<	0
White	1	85	84	15	9	85	77	15	5	84	79	16
Two or more races	6	85	79	15	-	82	82	18	11	89	78	11
Students with Disabilities	-	62	62	38	-	40	40	60	-	51	51	49
Economically Disadvantaged	1	71	71	29	2	66	64	34	1	75	74	25
Algebra II Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	89	80	11	10	90	80	10	7	88	80	12
Female	12	88	76	12	12	89	77	11	7	87	80	13
Male	6	91	85	9	9	91	83	9	8	88	80	12
American Indian	<	100	<	0					<	<	<	<
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	9	90	82	10	8	90	82	10	6	87	81	13
Hispanic	6	94	88	6	10	90	80	10	5	81	76	19
White	12	86	74	14	14	87	73	13	10	89	79	11
Two or more races	16	84	68	16	14	93	79	7	11	89	79	11
Students with Disabilities	8	92	85	8	-	90	90	10	<	<	<	<
Economically Disadvantaged	7	88	81	12	8	88	80	12	6	89	83	11
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

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.

Overall Student Performance: Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	5	75	70	25	7	75	68	25	7	75	68	25
Female	4	75	70	25	7	75	69	25	7	77	70	23
Male	6	74	69	26	7	74	67	26	8	73	66	27
American Indian	9	64	55	36	<	<	<	<	17	100	83	0
Asian	13	91	78	9	24	84	60	16	33	85	53	15
Black	3	70	67	30	5	70	65	30	5	72	67	28
Hispanic	7	78	71	22	13	79	66	21	10	76	66	24
Native Hawaiian	-	83	83	17	-	92	92	8	-	90	90	10
White	11	90	79	10	13	88	75	12	13	86	73	14
Two or more races	7	81	74	19	10	85	76	15	14	82	68	18
Students with Disabilities	4	43	39	57	3	42	39	58	3	36	33	64
Economically Disadvantaged	3	69	66	31	6	69	63	31	4	69	64	31
English Learners	-	31	31	69	-	37	37	63	-	25	25	75
Grade 5 Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	76	67	24	16	73	57	27	13	69	56	31
Female	8	75	66	25	15	73	58	27	13	70	57	30
Male	10	77	67	23	16	73	57	27	13	67	55	33
American Indian	<	<	<	<	<	<	<	<	<	100	<	0
Asian	30	100	70	0	<	<	<	<	40	80	40	20
Black	5	69	64	31	12	69	57	31	9	65	55	35
Hispanic	14	86	73	14	24	81	57	19	21	65	44	35
Native Hawaiian	<	100	<	0	<	<	<	<	<	100	<	0
White	17	92	75	8	28	86	58	14	19	79	60	22
Two or more races	10	79	69	21	15	79	64	21	26	88	62	12
Students with Disabilities	9	59	50	41	4	41	37	59	3	31	28	69
Economically Disadvantaged	5	68	64	32	12	68	56	32	8	58	51	42
English Learners	<	100	<	0	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	4	63	59	37	4	61	57	39	4	64	59	36
Female	2	65	62	35	3	60	57	40	4	68	64	32
Male	5	62	56	38	4	62	57	38	4	58	54	42
American Indian	<	100	<	0	<	<	<	<	<	100	<	0
Asian	<	<	<	<	<	<	<	<	27	82	55	18
Black	2	59	57	41	2	54	52	46	3	58	55	42
Hispanic	3	63	60	37	10	73	63	28	9	66	57	34
Native Hawaiian	<	100	<	0	<	100	<	0	<	<	<	<
White	10	78	68	22	10	81	71	19	7	83	76	17
Two or more races	12	67	55	33	-	85	85	15	7	77	70	23
Students with Disabilities	2	20	18	80	-	22	22	78	2	26	23	74
Economically Disadvantaged	1	57	56	43	3	57	54	43	2	56	54	44
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	4	77	73	23	4	80	76	20	6	79	73	21
Female	4	78	74	22	5	82	77	18	6	80	74	20
Male	3	75	71	25	3	78	75	22	6	77	71	23
American Indian	<	<	<	<	<	<	<	<	<	100	<	0
Asian	<	<	<	<	<	100	<	0	<	<	<	<
Black	3	72	69	28	2	76	74	24	4	77	73	23
Hispanic	9	77	69	23	7	81	74	19	3	78	76	22
Native Hawaiian	<	<	<	<	<	100	<	0	<	100	<	0
White	7	92	85	8	9	93	84	7	12	89	76	11
Two or more races	9	89	80	11	3	86	83	14	14	68	54	32
Students with Disabilities	1	40	39	60	2	44	42	56	3	37	33	63
Economically Disadvantaged	2	74	72	26	1	74	72	26	3	77	74	23
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Chemistry Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	3	90	87	10	5	81	76	19	5	88	83	12
Female	1	89	88	11	6	80	74	20	4	88	84	12
Male	7	92	85	8	4	83	78	17	8	89	81	11
American Indian	<	<	<	<
Asian	<	<	<	<	<	100	<	0	<	100	<	0
Black	1	89	88	11	3	78	75	22	3	88	85	12
Hispanic	<	100	<	0	8	67	58	33	-	70	70	30
Native Hawaiian	<	100	<	0	<	100	<	0	<	100	<	0
White	11	95	84	5	9	92	82	8	12	89	77	11
Two or more races	-	89	89	11	<	<	<	<	-	90	90	10
Students with Disabilities	<	100	<	0	<	<	<	<	20	70	50	30
Economically Disadvantaged	1	93	92	7	4	79	75	21	4	85	80	15
Earth Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	3	78	74	22	4	83	79	17	6	85	80	15
Female	4	76	72	24	3	84	81	16	6	86	80	14
Male	3	80	77	20	5	82	77	18	6	85	79	15
American Indian	<	<	<	<					<	100	<	0
Asian	<	100	<	0	<	<	<	<	<	100	<	0
Black	2	73	71	27	2	80	78	20	2	82	79	18
Hispanic	-	78	78	22	8	88	81	12	11	97	86	3
Native Hawaiian	<	100	<	0	<	100	<	0	<	100	<	0
White	9	94	85	6	8	93	85	7	14	93	78	7
Two or more races	3	86	83	14	19	97	77	3	13	94	81	6
Students with Disabilities	2	43	40	57	2	59	56	41	-	49	49	51
Economically Disadvantaged	2	76	74	24	3	81	78	19	3	83	79	17
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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.

Overall Student Performance: History Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	85	66	15	16	81	65	19	18	83	65	17
Female	18	86	67	14	16	82	66	18	16	82	67	18
Male	19	84	65	16	17	80	63	20	20	83	64	17
American Indian	<	<	<	<	18	76	59	24	27	87	60	13
Asian	39	94	55	6	48	88	39	12	57	93	36	7
Black	16	83	67	17	12	77	65	23	13	79	66	21
Hispanic	20	94	74	6	18	86	69	14	27	83	56	17
Native Hawaiian	<	<	<	<	27	100	73	0	10	80	70	20
White	27	91	64	9	26	89	63	11	29	93	64	7
Two or more races	26	90	64	10	29	95	66	5	28	90	62	10
Students with Disabilities	11	55	44	45	5	51	46	49	9	60	51	40
Economically Disadvantaged	15	81	66	19	14	76	62	24	14	78	64	22
English Learners	-	62	62	38	13	57	43	43	36	57	21	43
VA & US History Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	8	86	79	14	7	81	74	19	9	85	76	15
Female	9	87	78	13	7	81	75	19	8	84	76	16
Male	7	86	79	14	7	81	74	19	10	87	77	13
American Indian	<	<	<	<	<	<	<	<	<	100	<	0
Asian	<	<	<	<	<	<	<	<	<	100	<	0
Black	7	84	78	16	5	78	73	22	6	83	77	17
Hispanic	-	87	87	13	13	83	71	17	15	81	67	19
Native Hawaiian	<	100	<	0	<	100	<	0	<	100	<	0
White	12	93	81	7	13	91	77	9	15	92	77	8
Two or more races	11	89	78	11	16	97	81	3	22	96	74	4
Students with Disabilities	-	58	58	42	1	53	52	47	3	56	53	44
Economically Disadvantaged	5	84	79	16	4	75	71	25	7	83	77	17
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
World History I Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	82	71	18	13	82	69	18	10	79	69	21
Female	9	82	73	18	12	81	69	19	9	78	69	22
Male	12	82	70	18	14	83	69	17	11	80	69	20
American Indian	<	100	<	0	<	100	<	0	<	<	<	<
Asian	<	100	<	0	<	<	<	<	<	<	<	<
Black	5	78	73	22	9	79	70	21	6	74	68	26
Hispanic	12	94	82	6	9	86	77	14	30	92	62	8
Native Hawaiian	<	100	<	0	<	100	<	0	<	<	<	<
White	25	92	67	8	25	90	65	10	18	93	75	7
Two or more races	36	95	59	5	30	93	63	7	15	91	76	9
Students with Disabilities	4	51	47	49	5	51	46	49	3	59	56	41
Economically Disadvantaged	6	76	70	24	10	77	67	23	8	74	66	26
English Learners	<	100	<	0	<	<	<	<	<	<	<	<
World History II Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	91	80	9	11	87	76	13	14	90	76	10
Female	10	89	79	11	9	85	75	15	12	88	77	12
Male	12	95	83	5	13	91	78	9	18	93	75	7
Asian	<	100	<	0	<	100	<	0	<	100	<	0
Black	8	88	81	12	5	84	80	16	9	89	80	11
Hispanic	7	100	93	0	21	93	71	7	10	75	65	25
White	18	96	77	4	24	93	69	7	26	95	69	5
Two or more races	19	100	81	0	28	96	68	4	42	92	50	8
Students with Disabilities	<	<	<	<	20	100	80	0	<	<	<	<
Economically Disadvantaged	6	89	82	11	4	83	78	17	9	89	80	11
Civics & Econ Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	26	87	61	13	11	74	63	26	31	89	57	11
Female	26	87	61	13	11	77	66	23	30	90	60	10
Male	27	87	61	13	10	70	60	30	33	88	54	13
American Indian	<	100	<	0	<	<	<	<	<	100	<	0
Asian	42	100	58	0	60	100	40	0
Black	23	85	62	15	8	70	62	30	31	89	58	11
Hispanic	35	93	58	7	10	82	73	18	<	100	<	0
White	33	93	60	7	17	84	66	16	33	100	67	0
Two or more races	33	86	52	14	25	92	67	8	<	<	<	<
Students with Disabilities	4	41	37	59	1	36	35	64	<	<	<	<
Economically Disadvantaged	21	84	62	16	10	72	62	28	35	87	52	13
English Learners	<	<	<	<	<	<	<	<
VA Studies Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	32	83	51	17	38	85	47	15	34	81	47	19
Female	33	86	53	14	39	89	50	11	31	81	50	19
Male	31	80	49	20	38	82	45	18	37	82	45	18
American Indian	<	100	<	0	<	100	<	0	<	100	<	0
Asian	<	100	<	0	<	100	<	0	70	90	20	10
Black	29	82	53	18	33	82	49	18	27	77	50	23
Hispanic	28	98	70	3	47	94	47	6	48	76	28	24
Native Hawaiian	<	<	<	<	<	100	<	0	<	100	<	0
White	44	86	42	14	50	92	43	8	51	93	42	7
Two or more races	29	84	56	16	50	100	50	0	48	87	39	13
Students with Disabilities	25	54	30	46	13	51	38	49	11	60	49	40
Economically Disadvantaged	25	80	55	20	33	82	49	18	25	74	49	26
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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.

	2014-2015	2015-2016	2016-2017
Percent of Kindergarten Students Meeting Literacy Benchmarks	Division: 86.09 State: 90.38	Division: State:	Division: State:

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

	2015-2016	2016-2017	2017-2018
State	0	0	0
Division	0	0	0
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade	2015-2016	2016-2017	2017-2018
Pre-kindergarten	710	647	639
Kindergarten	1,284	1,222	1,157
Grade 1	1,187	1,247	1,171
Grade 2	1,224	1,167	1,217
Grade 3	1,207	1,204	1,123
Grade 4	1,076	1,116	1,147
Grade 5	1,102	1,030	1,111
Grade 6	1,050	1,031	962
Grade 7	1,052	964	983
Grade 8	1,052	1,029	926
Grade 9	1,168	1,139	1,125
Grade 10	1,003	1,027	1,010
Grade 11	881	880	882
Grade 12	931	911	886
Total Students	14,927	14,614	14,339
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 Subgroup

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	2015-2016	2016-2017	2017-2018
All Students	14927	14614	14339
Female	7422	7274	7119
Male	7505	7340	7220
American Indian	44	43	50
Asian	119	122	125
Black	10628	10470	10305
Hispanic	463	452	485
Native Hawaiian	41	40	46
White	3119	2979	2818
Two or more races	513	508	510
Students with Disabilities	1569	1586	1610
Not Students with Disabilities	13358	13028	12729
Economically Disadvantaged	9797	7835	9143
Not Economically Disadvantaged	5130	6779	5196
English Learners	53	100	121
Not English Learners	14874	14514	14218
Homeless	67	68	67
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 2017: 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 2016-2017 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	326	497	53	21	71	44
	State	49783	34421	2710	956	5498	1971
Female	Division	197	229	18	7	22	10
	State	27214	15200	936	333	1874	682
Male	Division	129	268	35	14	49	34
	State	22569	19221	1774	623	3624	1289
American Indian	Division	<	<	<	<	0	<
	State	123	127	11	4	27	4
Asian	Division	<	<	<	<	0	<
	State	4573	1128	82	17	115	53
Black	Division	197	371	46	12	55	34
	State	7924	10598	1070	219	1500	851
Hispanic	Division	9	15	1	0	0	0
	State	4750	4926	292	89	1962	258
Native Hawaiian	Division	<	<	<	<	0	<
	State	62	63	4	0	4	3
White	Division	102	88	2	9	15	9
	State	29987	16106	1158	583	1716	708
Two or more races	Division	17	20	3	0	1	1
	State	2364	1473	93	44	174	94
Students with Disabilities	Division	3	70	53	1	12	0
	State	1022	6035	2710	133	1172	104
Economically Disadvantaged	Division	148	273	36	12	25	27
	State	9595	15820	1594	428	2641	1138
English Learners	Division	<	<	<	<	0	<
	State	1518	3295	265	34	1626	81
Homeless	Division	2	9	2	0	1	1
	State	203	616	88	25	236	57
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 Students	1012	876	86.6	897	88.6	71	7
Female	483	444	91.9	451	93.4	22	4.6
Male	529	432	81.7	446	84.3	49	9.3
American Indian	0	<	100	<	100	0	0
Asian	0	<	100	<	100	0	0
Black	715	614	85.9	626	87.6	55	7.7
Hispanic	25	25	100	25	100	0	0
Native Hawaiian	0	<	100	<	100	0	0
White	225	192	85.3	201	89.3	15	6.7
Two or more races	42	40	95.2	40	95.2	1	2.4
Students with Disabilities	139	126	90.6	127	91.4	12	8.6
Economically Disadvantaged	521	457	87.7	469	90	25	4.8
English Learners	0	<	100	<	100	0	0
Homeless	15	13	86.7	13	86.7	1	6.7
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	2014-2015	2015-2016	2016-2017
Advanced Placement Test Taken	136 / 3.46%	153 / 3.84%	152 / 3.84%
Advanced Placement Course Enrollment	155 / 3.94%	171 / 4.29%	168 / 4.25%
Dual Enrollment	278 / 7.07%	307 / 7.71%	320 / 8.09%
Governor’s School Enrollment	24 / .61%	27 / .68%	23 / .58%
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

2014-2015 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.

2014-2015 FGI cohort year (students entering high school in 2011)
	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	750	451	40
	State	80025	57580	28
Female	Division	401	266	34
	State	40462	31127	23
Male	Division	349	185	47
	State	39563	26453	33
American Indian	Division	0	<	100
	State	254	165	35
Asian	Division	0	<	100
	State	5267	4592	13
Black	Division	533	319	40
	State	17167	11282	34
Hispanic	Division	16	11	31
	State	8077	5221	35
Native Hawaiian	Division	0	<	100
	State	114	73	36
White	Division	169	103	39
	State	45759	33749	26
Two or more races	Division	22	11	50
	State	3387	2498	26
Students with Disabilities	Division	47	17	64
	State	5663	3031	46
Economically Disadvantaged	Division	390	232	41
	State	22406	12947	42
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
		2014-2015	2015-2016	2016-2017
NOCTI Assessments	Division	20	5	19
	State	3971	4139	3623
State Licensures	Division	-	-	9
	State	1673	1790	1964
Industry Certification	Division	134	221	263
	State	89541	100544	109590
Workplace Readiness	Division	470	467	1140
	State	33665	30775	42313
Total Credentials Earned	Division	624	693	1431
	State	128850	137248	157490
Students Earning One or More Credentials	Division	598	653	1310
	State	104867	109089	126113
CTE Completers	Division	584	492	561
	State	39291	42404	40516
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	145	192	62	32.3%
	2014-2015
	Number of Test Takers	Number of Tests Taken	Number of Tests with Qualifying Scores	Percentage of Tests Passed
All Students	141	180	60	33.3%
	2015-2016
	Number of Test Takers	Number of Tests Taken	Number of Tests with Qualifying Scores	Percentage of Tests Passed
All Students	149	187	78	41.7%
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
	2013-2014	2014-2015	2015-2016
Percentage of fiscal year division operating expenditures for instructional costs	66.5	67.3	65.6

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
	2013-2014	2014-2015	2015-2016
Percentage of fiscal year state operating expenditures for instructional costs	66.8	67.1	66.9

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
2013-2014	3,031.00	5,880.00	1,295.00
2014-2015	3,620.00	6,042.00	1,199.00
2015-2016	3,631.00	6,107.00	1,158.00

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
2013-2014	5,823.00	4,634.00	784.00
2014-2015	5,950.00	4,802.00	771.00
2015-2016	6,101.00	4,831.00	812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 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
	2013-2014				2014-2015				2015-2016				2016-2017
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 Students	13889	1082	479	662	13757	1086	526	748	13464	1219	540	775	12704	1287	592	991
Female	6963	518	215	277	6941	500	241	296	6756	587	254	328	6395	625	286	428
Male	6926	564	264	385	6816	586	285	452	6708	632	286	447	6309	662	306	563
American Indian	45	0	0	4	41	2	1	2	38	1	1	2	35	0	2	1
Asian	123	5	1	1	108	11	4	2	110	8	1	4	119	4	5	4
Black	9867	811	372	481	9808	754	415	602	9583	883	438	584	9031	946	442	743
Hispanic	443	16	10	14	421	28	11	19	460	36	12	18	418	34	20	33
Native Hawaiian	33	5	1	0	41	2	1	0	37	2	2	2	37	5	1	3
White	2933	214	76	139	2875	246	82	108	2781	254	74	139	2612	253	98	180
Two or more races	445	31	19	23	463	43	12	15	455	35	12	26	452	45	24	27
Students with Disabilities	1422	187	96	121	1412	171	80	119	1389	190	88	148	1312	186	103	239
Economically Disadvantaged	8908	862	391	463	8734	815	407	558	9436	970	437	555	7720	959	469	723
English Learners	94	7	3	0	52	2	3	4	113	8	3	12	118	9	5	12
Homeless	140	39	19	28	147	28	13	40	148	36	17	21	175	58	29	48
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

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup	2014-2015	2015-2016	2016-2017
All Students	94.62	94.41	93.73
Female	94.95	94.75	94.02
Male	94.3	94.07	93.44
American Indian	94.09	94.28	95.09
Asian	96.21	95.97	95.5
Black	94.59	94.4	93.71
Hispanic	95.34	94.92	94.04
Native Hawaiian	96.24	95.06	93.59
White	94.54	94.29	93.66
Two or more races	94.82	94.43	93.76
Students with Disabilities	92.87	92.35	92.17
Economically Disadvantaged	94.09	94.08	92.95
English Learners	95.3	93.95	93.29
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
Alcohol, Tobacco, and Other Drug Offenses	120
Technology Offenses	94
Offenses Against Student	170
Offenses Against Staff	92
Weapons Offenses	57
Property Offenses	128
All Other Offenses	281
Other Offenses Against Persons	1,127
Disorderly or Disruptive Behavior Offenses	4,633
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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions
American Indian	0.305	0.21	0.295	0.23	0.294	0.26
Asian	0.829	0.12	0.797	0.05	0.835	0.03
Black	71.572	85.18	71.2	86.54	71.658	87.17
Hispanic	2.891	1.17	3.102	1.41	3.094	1.9
Native Hawaiian	0.272	0.12	0.275	0.26	0.274	0.03
White	20.935	10.2	20.895	8.73	20.389	8.02
Two or more races	3.196	3	3.437	2.79	3.477	2.59
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:

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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions
American Indian	0.305		0.295		0.294
Asian	0.829		0.797		0.835
Black	71.572	92	71.2	100	71.658	100
Hispanic	2.891	4	3.102		3.094
Native Hawaiian	0.272		0.275		0.274
White	20.935	4	20.895		20.389
Two or more races	3.196		3.437		3.477
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:

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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.305		0.295		0.294
Asian	0.829		0.797		0.835
Black	71.572	100	71.2		71.658	85.71
Hispanic	2.891		3.102		3.094
Native Hawaiian	0.272		0.275		0.274
White	20.935		20.895	100	20.389	7.14
Two or more races	3.196		3.437		3.477	7.14
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	64.28	70.13	68.84
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	50.96	47.4	54.85
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	65.62	69.67	71.45
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

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.62 : 1

2015-2016 Grades 8-12 Student Teacher Ratio: 12.94 : 1

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	2015-2016	2016-2017
Provisional	4%	8%
Provisional Special Education	2%	2%
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.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
	2014-2015	2015-2016	2016-2017
Division
All Schools	100%	1%	3%
High Poverty	100%	1%	5%
Low Poverty	-	-	-
State
All Schools	100%	1%	1%
High Poverty	100%	2%	2%
Low Poverty	100%	1%	1%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

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: 2016-2017

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
2014-2015	40%	56%	2%	2%
2015-2016	42%	55%	1%	2%
2016-2017	45%	52%	1%	2%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

The mission of Virginia's public education system is to educate students in the fundamental knowledge and academic subjects that they need to become capable, responsible, and self-reliant citizens. Therefore, the mission of the Virginia Board of Education and the superintendent of public instruction, in cooperation with local school boards, is to increase student learning and academic achievement.

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Portsmouth City Public Schools to top

Virginia School Quality Profiles

Portsmouth City Public Schools

General school information

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

Fully Accredited Schools

Reading Proficiency

71%

Math Proficiency

71%

Science Proficiency

75%

Social Studies Proficiency

83%

Enrollment

14,339

Per-Pupil Spending

Attendance Rate

94%

Accountability

Accreditation Status

Federal Graduation Indicator

Federal Graduation Indicator: All Students

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Writing

Writing Performance: All Students

Math

Math Performance: All Students

Science

Science Performance: All Students

History

History Performance: All Students

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

Enrollment

Fall Membership by Grade

Fall Membership by Subgroup

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2017: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

Postsecondary Enrollment

2014-2015 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Advanced Placement Participation and Achievement

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 School Year:

Attendance Rate