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.
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Reading Proficiency
71%
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Math Proficiency
68%
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Science Proficiency
77%
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Social Studies Proficiency
79%
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Enrollment
14,006
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Per-Pupil Spending
-
Attendance Rate
94%
Assessments
Student Achievement by Proficiency Level
Reading
Reading Performance: All Students
Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.
Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.
Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.
Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Overall Student Performance: Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 9 | 70 | 61 | 30 | 9 | 71 | 62 | 29 | 10 | 71 | 61 | 29 |
Female | 10 | 74 | 64 | 26 | 11 | 75 | 64 | 25 | 11 | 74 | 63 | 26 |
Male | 8 | 67 | 59 | 33 | 8 | 67 | 59 | 33 | 9 | 68 | 59 | 32 |
American Indian | 13 | 74 | 61 | 26 | 17 | 78 | 61 | 22 | 19 | 86 | 67 | 14 |
Asian | 21 | 81 | 60 | 19 | 16 | 88 | 72 | 12 | 25 | 86 | 62 | 14 |
Black | 7 | 65 | 59 | 35 | 7 | 67 | 60 | 33 | 8 | 67 | 60 | 33 |
Hispanic | 13 | 79 | 66 | 21 | 10 | 77 | 67 | 23 | 13 | 81 | 68 | 19 |
Native Hawaiian | 11 | 95 | 84 | 5 | 8 | 79 | 71 | 21 | 15 | 77 | 62 | 23 |
White | 16 | 84 | 68 | 16 | 16 | 84 | 68 | 16 | 17 | 83 | 67 | 17 |
Two or more races | 13 | 81 | 69 | 19 | 16 | 80 | 65 | 20 | 15 | 77 | 61 | 23 |
Students with Disabilities | 7 | 38 | 30 | 62 | 7 | 37 | 30 | 63 | 13 | 43 | 30 | 57 |
Economically Disadvantaged | 7 | 65 | 58 | 35 | 6 | 64 | 58 | 36 | 6 | 64 | 58 | 36 |
English Learners | - | 45 | 45 | 55 | 6 | 54 | 49 | 46 | 5 | 52 | 48 | 48 |
Grade 3 English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 11 | 69 | 58 | 31 | 11 | 65 | 53 | 35 | 15 | 66 | 51 | 34 |
Female | 11 | 70 | 59 | 30 | 12 | 67 | 55 | 33 | 17 | 70 | 53 | 30 |
Male | 11 | 69 | 58 | 31 | 11 | 62 | 51 | 38 | 12 | 62 | 50 | 38 |
American Indian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
Asian | < | < | < | < | 17 | 83 | 67 | 17 | 36 | 93 | 57 | 7 |
Black | 9 | 63 | 53 | 37 | 9 | 60 | 51 | 40 | 11 | 61 | 50 | 39 |
Hispanic | 3 | 68 | 65 | 32 | 4 | 59 | 56 | 41 | 20 | 78 | 59 | 22 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
White | 18 | 89 | 70 | 11 | 18 | 81 | 62 | 19 | 21 | 76 | 55 | 24 |
Two or more races | 12 | 88 | 76 | 12 | 14 | 76 | 62 | 24 | 32 | 76 | 43 | 24 |
Students with Disabilities | 21 | 54 | 33 | 46 | 15 | 45 | 30 | 55 | 22 | 50 | 28 | 50 |
Economically Disadvantaged | 8 | 64 | 56 | 36 | 6 | 55 | 49 | 45 | 9 | 58 | 48 | 42 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 4 English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 14 | 73 | 58 | 27 | 13 | 73 | 61 | 27 | 11 | 65 | 54 | 35 |
Female | 15 | 77 | 62 | 23 | 13 | 75 | 62 | 25 | 11 | 67 | 56 | 33 |
Male | 13 | 68 | 55 | 32 | 12 | 72 | 60 | 28 | 11 | 63 | 52 | 37 |
American Indian | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
Asian | 20 | 80 | 60 | 20 | 20 | 80 | 60 | 20 | 36 | 93 | 57 | 7 |
Black | 12 | 68 | 56 | 32 | 10 | 68 | 58 | 32 | 9 | 60 | 52 | 40 |
Hispanic | 23 | 77 | 54 | 23 | 19 | 73 | 54 | 27 | 4 | 86 | 82 | 14 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
White | 17 | 83 | 67 | 17 | 20 | 87 | 67 | 13 | 20 | 80 | 59 | 20 |
Two or more races | 28 | 91 | 63 | 9 | 19 | 86 | 67 | 14 | 17 | 69 | 52 | 31 |
Students with Disabilities | 14 | 47 | 33 | 53 | 10 | 48 | 38 | 52 | 14 | 42 | 28 | 58 |
Economically Disadvantaged | 11 | 68 | 57 | 32 | 8 | 65 | 57 | 35 | 6 | 57 | 51 | 43 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 5 English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 14 | 71 | 57 | 29 | 17 | 76 | 59 | 24 | 15 | 73 | 58 | 27 |
Female | 14 | 74 | 60 | 26 | 20 | 80 | 60 | 20 | 17 | 76 | 59 | 24 |
Male | 13 | 68 | 55 | 32 | 14 | 72 | 58 | 28 | 13 | 70 | 57 | 30 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
Asian | < | < | < | < | < | < | < | < | < | < | < | < |
Black | 10 | 67 | 57 | 33 | 14 | 72 | 57 | 28 | 12 | 68 | 56 | 32 |
Hispanic | 25 | 86 | 61 | 14 | 18 | 76 | 58 | 24 | 19 | 74 | 55 | 26 |
Native Hawaiian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
White | 27 | 84 | 57 | 16 | 23 | 85 | 62 | 15 | 26 | 88 | 62 | 12 |
Two or more races | 13 | 74 | 62 | 26 | 29 | 91 | 63 | 9 | 11 | 79 | 68 | 21 |
Students with Disabilities | 9 | 40 | 31 | 60 | 10 | 42 | 32 | 58 | 16 | 50 | 34 | 50 |
Economically Disadvantaged | 10 | 66 | 56 | 34 | 12 | 68 | 56 | 32 | 10 | 64 | 54 | 36 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 6 English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 13 | 71 | 58 | 29 | 11 | 72 | 61 | 28 | 12 | 76 | 64 | 24 |
Female | 16 | 74 | 59 | 26 | 12 | 77 | 65 | 23 | 14 | 80 | 66 | 20 |
Male | 10 | 67 | 57 | 33 | 11 | 68 | 57 | 32 | 10 | 72 | 63 | 28 |
American Indian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | 40 | 80 | 40 | 20 | < | < | < | < | < | < | < | < |
Black | 9 | 66 | 57 | 34 | 8 | 69 | 61 | 31 | 10 | 73 | 63 | 27 |
Hispanic | 15 | 82 | 67 | 18 | 15 | 85 | 71 | 15 | 22 | 72 | 50 | 28 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
White | 23 | 84 | 60 | 16 | 22 | 82 | 61 | 18 | 15 | 86 | 70 | 14 |
Two or more races | 18 | 64 | 45 | 36 | 17 | 71 | 54 | 29 | 19 | 89 | 69 | 11 |
Students with Disabilities | 6 | 38 | 32 | 62 | 5 | 28 | 23 | 72 | 10 | 40 | 30 | 60 |
Economically Disadvantaged | 8 | 66 | 57 | 34 | 7 | 68 | 61 | 32 | 7 | 70 | 63 | 30 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 7 English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 5 | 71 | 66 | 29 | 6 | 67 | 61 | 33 | 8 | 70 | 62 | 30 |
Female | 6 | 77 | 72 | 23 | 9 | 72 | 63 | 28 | 9 | 74 | 65 | 26 |
Male | 3 | 64 | 60 | 36 | 4 | 62 | 58 | 38 | 7 | 66 | 59 | 34 |
American Indian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
Asian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
Black | 3 | 67 | 64 | 33 | 5 | 61 | 56 | 39 | 6 | 66 | 60 | 34 |
Hispanic | 11 | 81 | 70 | 19 | - | 77 | 77 | 23 | 18 | 85 | 68 | 15 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
White | 8 | 80 | 72 | 20 | 13 | 83 | 70 | 17 | 13 | 83 | 70 | 17 |
Two or more races | 13 | 83 | 71 | 17 | 6 | 77 | 71 | 23 | 10 | 77 | 68 | 23 |
Students with Disabilities | - | 24 | 24 | 76 | 2 | 27 | 24 | 73 | 11 | 34 | 23 | 66 |
Economically Disadvantaged | 4 | 70 | 66 | 30 | 2 | 62 | 60 | 38 | 5 | 64 | 59 | 36 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 8 English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 5 | 58 | 53 | 42 | 5 | 60 | 56 | 40 | 5 | 63 | 59 | 37 |
Female | 6 | 61 | 55 | 39 | 5 | 68 | 63 | 32 | 5 | 65 | 60 | 35 |
Male | 4 | 55 | 51 | 45 | 4 | 51 | 48 | 49 | 4 | 61 | 57 | 39 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | < | < | < | < | 20 | 90 | 70 | 10 | < | < | < | < |
Black | 3 | 51 | 47 | 49 | 3 | 55 | 52 | 45 | 4 | 57 | 53 | 43 |
Hispanic | 5 | 73 | 68 | 27 | 9 | 70 | 61 | 30 | 4 | 78 | 74 | 22 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
White | 10 | 79 | 68 | 21 | 6 | 79 | 72 | 21 | 9 | 82 | 73 | 18 |
Two or more races | 3 | 77 | 74 | 23 | 13 | 65 | 53 | 35 | 5 | 70 | 65 | 30 |
Students with Disabilities | - | 13 | 13 | 87 | 4 | 22 | 18 | 78 | 6 | 31 | 25 | 69 |
Economically Disadvantaged | 4 | 54 | 50 | 46 | 2 | 52 | 50 | 48 | 1 | 55 | 53 | 45 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
EOC English Reading Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 3 | 81 | 77 | 19 | 2 | 86 | 83 | 14 | 3 | 86 | 83 | 14 |
Female | 4 | 83 | 79 | 17 | 3 | 88 | 84 | 12 | 2 | 86 | 84 | 14 |
Male | 3 | 78 | 76 | 22 | 1 | 84 | 82 | 16 | 4 | 86 | 82 | 14 |
American Indian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
Black | 2 | 77 | 75 | 23 | 1 | 85 | 84 | 15 | 2 | 85 | 83 | 15 |
Hispanic | 10 | 84 | 74 | 16 | 4 | 93 | 89 | 7 | - | 94 | 94 | 6 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
White | 7 | 90 | 82 | 10 | 7 | 87 | 80 | 13 | 7 | 89 | 82 | 11 |
Two or more races | 3 | 94 | 91 | 6 | 10 | 100 | 90 | 0 | 10 | 77 | 67 | 23 |
Students with Disabilities | 3 | 52 | 49 | 48 | 1 | 56 | 54 | 44 | 9 | 53 | 44 | 47 |
Economically Disadvantaged | 1 | 73 | 72 | 27 | 1 | 83 | 82 | 17 | 2 | 84 | 82 | 16 |
English Learners | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
LEGEND | < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups |
Writing
Writing Performance: All Students
Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.
Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.
Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.
Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Overall Student Performance: Writing Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 7 | 64 | 57 | 36 | 8 | 69 | 61 | 31 | 8 | 65 | 58 | 35 |
Female | 8 | 69 | 61 | 31 | 11 | 76 | 64 | 24 | 10 | 70 | 60 | 30 |
Male | 5 | 59 | 54 | 41 | 5 | 62 | 57 | 38 | 5 | 61 | 55 | 39 |
American Indian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
Asian | < | < | < | < | 31 | 92 | 62 | 8 | 21 | 86 | 64 | 14 |
Black | 4 | 59 | 55 | 41 | 6 | 66 | 60 | 34 | 6 | 62 | 56 | 38 |
Hispanic | 8 | 72 | 64 | 28 | 11 | 75 | 65 | 25 | 5 | 70 | 65 | 30 |
Native Hawaiian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
White | 17 | 78 | 61 | 22 | 15 | 78 | 63 | 22 | 12 | 76 | 64 | 24 |
Two or more races | 9 | 80 | 70 | 20 | 15 | 80 | 65 | 20 | 9 | 59 | 50 | 41 |
Students with Disabilities | 4 | 34 | 30 | 66 | 3 | 33 | 29 | 67 | 6 | 28 | 22 | 72 |
Economically Disadvantaged | 4 | 55 | 51 | 45 | 5 | 62 | 58 | 38 | 5 | 58 | 54 | 42 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 8 Writing Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 6 | 50 | 44 | 50 | 8 | 57 | 49 | 43 | 6 | 49 | 43 | 51 |
Female | 8 | 57 | 49 | 43 | 11 | 66 | 55 | 34 | 9 | 56 | 47 | 44 |
Male | 4 | 43 | 39 | 57 | 4 | 46 | 42 | 54 | 3 | 43 | 40 | 57 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | < | < | < | < | 30 | 90 | 60 | 10 | < | < | < | < |
Black | 3 | 43 | 40 | 57 | 6 | 53 | 47 | 47 | 5 | 43 | 38 | 57 |
Hispanic | 10 | 67 | 56 | 33 | 6 | 61 | 56 | 39 | - | 52 | 52 | 48 |
Native Hawaiian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
White | 15 | 71 | 56 | 29 | 13 | 65 | 52 | 35 | 10 | 68 | 58 | 32 |
Two or more races | 9 | 66 | 57 | 34 | 12 | 70 | 58 | 30 | 3 | 49 | 46 | 51 |
Students with Disabilities | - | 14 | 14 | 86 | 2 | 19 | 17 | 81 | 5 | 22 | 17 | 78 |
Economically Disadvantaged | 3 | 40 | 36 | 60 | 5 | 50 | 45 | 50 | 3 | 39 | 36 | 61 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
EOC Writing Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 8 | 76 | 69 | 24 | 9 | 81 | 72 | 19 | 9 | 79 | 69 | 21 |
Female | 9 | 80 | 71 | 20 | 12 | 86 | 73 | 14 | 11 | 81 | 70 | 19 |
Male | 7 | 73 | 67 | 27 | 6 | 76 | 70 | 24 | 8 | 76 | 69 | 24 |
American Indian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Black | 4 | 74 | 69 | 26 | 6 | 78 | 72 | 22 | 8 | 78 | 70 | 22 |
Hispanic | 6 | 78 | 72 | 22 | 17 | 93 | 76 | 7 | 9 | 84 | 75 | 16 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
White | 18 | 83 | 65 | 17 | 17 | 87 | 70 | 13 | 14 | 83 | 70 | 17 |
Two or more races | 10 | 92 | 82 | 8 | 19 | 94 | 75 | 6 | 16 | 71 | 55 | 29 |
Students with Disabilities | 7 | 54 | 46 | 46 | 5 | 54 | 49 | 46 | 8 | 35 | 27 | 65 |
Economically Disadvantaged | 5 | 72 | 67 | 28 | 5 | 77 | 72 | 23 | 6 | 75 | 69 | 25 |
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
Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.
Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.
The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.
Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.
Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Overall Student Performance: Math Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 11 | 72 | 61 | 28 | 8 | 71 | 62 | 29 | 9 | 68 | 59 | 32 |
Female | 11 | 75 | 64 | 25 | 8 | 74 | 66 | 26 | 9 | 70 | 62 | 30 |
Male | 10 | 69 | 59 | 31 | 9 | 67 | 58 | 33 | 10 | 66 | 56 | 34 |
American Indian | 18 | 73 | 55 | 27 | 9 | 73 | 64 | 27 | 25 | 95 | 70 | 5 |
Asian | 34 | 90 | 56 | 10 | 25 | 84 | 59 | 16 | 31 | 93 | 62 | 7 |
Black | 8 | 68 | 60 | 32 | 6 | 67 | 61 | 33 | 6 | 64 | 58 | 36 |
Hispanic | 14 | 80 | 66 | 20 | 11 | 75 | 63 | 25 | 12 | 75 | 64 | 25 |
Native Hawaiian | 25 | 88 | 63 | 13 | 7 | 81 | 74 | 19 | 7 | 85 | 78 | 15 |
White | 18 | 82 | 64 | 18 | 15 | 80 | 65 | 20 | 17 | 80 | 63 | 20 |
Two or more races | 13 | 78 | 65 | 22 | 11 | 75 | 63 | 25 | 15 | 70 | 55 | 30 |
Students with Disabilities | 9 | 42 | 33 | 58 | 9 | 39 | 30 | 61 | 15 | 42 | 27 | 58 |
Economically Disadvantaged | 7 | 67 | 60 | 33 | 5 | 64 | 59 | 36 | 5 | 62 | 57 | 38 |
English Learners | 10 | 63 | 53 | 38 | 11 | 65 | 54 | 35 | 6 | 63 | 57 | 37 |
Grade 3 Mathematics Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 15 | 74 | 59 | 26 | 9 | 65 | 56 | 35 | 15 | 65 | 51 | 35 |
Female | 15 | 75 | 61 | 25 | 7 | 65 | 58 | 35 | 13 | 66 | 52 | 34 |
Male | 16 | 73 | 57 | 27 | 11 | 65 | 53 | 35 | 16 | 65 | 49 | 35 |
American Indian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
Asian | < | < | < | < | 33 | 75 | 42 | 25 | 31 | 92 | 62 | 8 |
Black | 12 | 70 | 58 | 30 | 7 | 62 | 55 | 38 | 10 | 58 | 49 | 42 |
Hispanic | 6 | 81 | 75 | 19 | 11 | 67 | 56 | 33 | 22 | 78 | 56 | 22 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
White | 26 | 86 | 60 | 14 | 18 | 77 | 59 | 23 | 26 | 83 | 57 | 17 |
Two or more races | 33 | 79 | 46 | 21 | 9 | 64 | 55 | 36 | 28 | 75 | 47 | 25 |
Students with Disabilities | 22 | 57 | 35 | 43 | 13 | 43 | 29 | 57 | 24 | 47 | 24 | 53 |
Economically Disadvantaged | 10 | 69 | 60 | 31 | 6 | 56 | 50 | 44 | 9 | 57 | 49 | 43 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 4 Mathematics Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 21 | 80 | 59 | 20 | 19 | 76 | 57 | 24 | 15 | 68 | 52 | 32 |
Female | 22 | 82 | 60 | 18 | 16 | 75 | 60 | 25 | 14 | 68 | 54 | 32 |
Male | 20 | 77 | 57 | 23 | 22 | 77 | 55 | 23 | 17 | 67 | 51 | 33 |
American Indian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
Asian | 50 | 100 | 50 | 0 | 40 | 90 | 50 | 10 | 38 | 100 | 62 | 0 |
Black | 17 | 76 | 59 | 24 | 13 | 72 | 59 | 28 | 12 | 64 | 52 | 36 |
Hispanic | 31 | 83 | 53 | 17 | 15 | 73 | 58 | 27 | 13 | 69 | 56 | 31 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
White | 30 | 88 | 58 | 12 | 36 | 89 | 53 | 11 | 28 | 77 | 50 | 23 |
Two or more races | 25 | 84 | 59 | 16 | 32 | 77 | 45 | 23 | 18 | 75 | 57 | 25 |
Students with Disabilities | 17 | 53 | 36 | 47 | 22 | 57 | 35 | 43 | 19 | 44 | 26 | 56 |
Economically Disadvantaged | 17 | 76 | 59 | 24 | 11 | 69 | 58 | 31 | 8 | 62 | 53 | 38 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 5 Mathematics Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 19 | 74 | 55 | 26 | 14 | 72 | 58 | 28 | 16 | 65 | 49 | 35 |
Female | 19 | 77 | 57 | 23 | 16 | 77 | 61 | 23 | 15 | 66 | 51 | 34 |
Male | 19 | 71 | 53 | 29 | 13 | 68 | 54 | 32 | 17 | 64 | 47 | 36 |
American Indian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
Asian | < | 100 | < | 0 | 27 | 82 | 55 | 18 | < | 100 | < | 0 |
Black | 15 | 71 | 56 | 29 | 11 | 69 | 58 | 31 | 11 | 59 | 49 | 41 |
Hispanic | 34 | 89 | 55 | 11 | 21 | 79 | 58 | 21 | 10 | 72 | 62 | 28 |
Native Hawaiian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
White | 31 | 83 | 52 | 17 | 21 | 78 | 57 | 22 | 31 | 82 | 50 | 18 |
Two or more races | 13 | 73 | 60 | 28 | 23 | 83 | 60 | 17 | 26 | 71 | 45 | 29 |
Students with Disabilities | 14 | 42 | 29 | 58 | 8 | 36 | 28 | 64 | 19 | 39 | 20 | 61 |
Economically Disadvantaged | 12 | 70 | 58 | 30 | 9 | 65 | 56 | 35 | 8 | 57 | 48 | 43 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 6 Mathematics Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 13 | 82 | 69 | 18 | 11 | 78 | 68 | 22 | 10 | 76 | 66 | 24 |
Female | 15 | 86 | 71 | 14 | 11 | 82 | 72 | 18 | 12 | 78 | 66 | 22 |
Male | 12 | 79 | 67 | 21 | 10 | 75 | 64 | 25 | 9 | 74 | 66 | 26 |
American Indian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | 30 | 100 | 70 | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Black | 10 | 79 | 69 | 21 | 8 | 76 | 69 | 24 | 9 | 75 | 65 | 25 |
Hispanic | 11 | 94 | 83 | 6 | 24 | 93 | 68 | 7 | 19 | 69 | 50 | 31 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
White | 23 | 89 | 66 | 11 | 19 | 83 | 65 | 17 | 10 | 81 | 71 | 19 |
Two or more races | 16 | 81 | 66 | 19 | 11 | 77 | 66 | 23 | 14 | 77 | 63 | 23 |
Students with Disabilities | 11 | 52 | 42 | 48 | 9 | 40 | 31 | 60 | 13 | 47 | 34 | 53 |
Economically Disadvantaged | 9 | 79 | 70 | 21 | 7 | 74 | 68 | 26 | 6 | 70 | 64 | 30 |
English Learners | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
Grade 7 Mathematics Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | - | 29 | 29 | 71 | 2 | 16 | 14 | 84 | 5 | 23 | 18 | 77 |
Female | - | 36 | 36 | 64 | 3 | 20 | 17 | 80 | 3 | 26 | 23 | 74 |
Male | - | 21 | 21 | 79 | 1 | 14 | 12 | 86 | 6 | 20 | 14 | 80 |
Asian | < | < | < | < | < | < | < | < | ||||
Black | - | 25 | 25 | 75 | 2 | 15 | 12 | 85 | 4 | 20 | 17 | 80 |
Hispanic | - | 33 | 33 | 67 | < | < | < | < | < | < | < | < |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
White | - | 44 | 44 | 56 | - | 26 | 26 | 74 | 11 | 32 | 20 | 68 |
Two or more races | - | 28 | 28 | 72 | < | < | < | < | - | 23 | 23 | 77 |
Students with Disabilities | - | 6 | 6 | 94 | 6 | 11 | 6 | 89 | 16 | 23 | 8 | 77 |
Economically Disadvantaged | - | 27 | 27 | 73 | - | 11 | 11 | 89 | 1 | 15 | 15 | 85 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 8 Mathematics Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 1 | 53 | 53 | 47 | 1 | 52 | 52 | 48 | 2 | 55 | 53 | 45 |
Female | 1 | 60 | 59 | 40 | 1 | 60 | 59 | 40 | 1 | 59 | 57 | 41 |
Male | - | 47 | 47 | 53 | 1 | 44 | 44 | 56 | 2 | 52 | 50 | 48 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
Black | - | 50 | 50 | 50 | 1 | 50 | 49 | 50 | 2 | 51 | 50 | 49 |
Hispanic | 8 | 67 | 58 | 33 | - | 59 | 59 | 41 | - | 63 | 63 | 38 |
Native Hawaiian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
White | - | 62 | 62 | 38 | 2 | 63 | 61 | 37 | 2 | 69 | 67 | 31 |
Two or more races | - | 81 | 81 | 19 | - | 54 | 54 | 46 | - | 54 | 54 | 46 |
Students with Disabilities | 1 | 19 | 18 | 81 | 4 | 23 | 19 | 77 | 10 | 30 | 20 | 70 |
Economically Disadvantaged | - | 50 | 50 | 50 | - | 48 | 48 | 52 | - | 51 | 50 | 49 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Algebra I Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 2 | 83 | 81 | 17 | 1 | 83 | 81 | 17 | 2 | 81 | 79 | 19 |
Female | 3 | 87 | 83 | 13 | 1 | 84 | 83 | 16 | 2 | 85 | 83 | 15 |
Male | 1 | 80 | 79 | 20 | 1 | 81 | 80 | 19 | 1 | 76 | 75 | 24 |
American Indian | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
Asian | < | 100 | < | 0 | < | < | < | < | - | 83 | 83 | 17 |
Black | 1 | 80 | 79 | 20 | 1 | 80 | 80 | 20 | 1 | 79 | 78 | 21 |
Hispanic | 7 | 90 | 83 | 10 | - | 81 | 81 | 19 | 5 | 90 | 85 | 10 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 3 | 93 | 89 | 7 | 3 | 91 | 88 | 9 | 5 | 87 | 83 | 13 |
Two or more races | 10 | 95 | 86 | 5 | 3 | 91 | 88 | 9 | 8 | 80 | 72 | 20 |
Students with Disabilities | - | 64 | 64 | 36 | - | 60 | 60 | 40 | - | 52 | 52 | 48 |
Economically Disadvantaged | 2 | 81 | 79 | 19 | 1 | 78 | 77 | 22 | 1 | 78 | 77 | 22 |
English Learners | < | 100 | < | 0 | < | < | < | < | < | < | < | < |
Geometry Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 3 | 71 | 69 | 29 | 3 | 79 | 76 | 21 | 3 | 80 | 77 | 20 |
Female | 3 | 71 | 68 | 29 | 4 | 80 | 77 | 20 | 3 | 80 | 77 | 20 |
Male | 2 | 71 | 69 | 29 | 2 | 77 | 74 | 23 | 3 | 79 | 76 | 21 |
Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
Black | 1 | 67 | 66 | 33 | 1 | 76 | 75 | 24 | 2 | 78 | 77 | 22 |
Hispanic | 2 | 72 | 70 | 28 | 7 | 79 | 71 | 21 | 7 | 80 | 73 | 20 |
Native Hawaiian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
White | 9 | 85 | 77 | 15 | 5 | 84 | 79 | 16 | 7 | 87 | 80 | 13 |
Two or more races | - | 82 | 82 | 18 | 11 | 89 | 78 | 11 | 7 | 71 | 64 | 29 |
Students with Disabilities | - | 40 | 40 | 60 | - | 51 | 51 | 49 | - | 56 | 56 | 44 |
Economically Disadvantaged | 2 | 66 | 64 | 34 | 1 | 75 | 74 | 25 | 2 | 78 | 76 | 22 |
English Learners | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
Algebra II Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 10 | 90 | 80 | 10 | 7 | 88 | 80 | 12 | 9 | 87 | 79 | 13 |
Female | 12 | 89 | 77 | 11 | 7 | 87 | 80 | 13 | 9 | 86 | 77 | 14 |
Male | 9 | 91 | 83 | 9 | 8 | 88 | 80 | 12 | 8 | 89 | 81 | 11 |
Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Black | 8 | 90 | 82 | 10 | 6 | 87 | 81 | 13 | 3 | 85 | 83 | 15 |
Hispanic | 10 | 90 | 80 | 10 | 5 | 81 | 76 | 19 | 16 | 88 | 72 | 12 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 14 | 87 | 73 | 13 | 10 | 89 | 79 | 11 | 19 | 93 | 74 | 7 |
Two or more races | 14 | 93 | 79 | 7 | 11 | 89 | 79 | 11 | 21 | 84 | 63 | 16 |
Students with Disabilities | - | 90 | 90 | 10 | < | < | < | < | < | < | < | < |
Economically Disadvantaged | 8 | 88 | 80 | 12 | 6 | 89 | 83 | 11 | 4 | 84 | 80 | 16 |
LEGEND | < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups |
Science
Science Performance: All Students
Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.
Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.
Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.
Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Overall Student Performance: Science Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 7 | 75 | 68 | 25 | 7 | 75 | 68 | 25 | 8 | 77 | 69 | 23 |
Female | 7 | 75 | 69 | 25 | 7 | 77 | 70 | 23 | 7 | 77 | 71 | 23 |
Male | 7 | 74 | 67 | 26 | 8 | 73 | 66 | 27 | 9 | 76 | 67 | 24 |
American Indian | < | < | < | < | 17 | 100 | 83 | 0 | 14 | 79 | 64 | 21 |
Asian | 24 | 84 | 60 | 16 | 33 | 85 | 53 | 15 | 22 | 97 | 75 | 3 |
Black | 5 | 70 | 65 | 30 | 5 | 72 | 67 | 28 | 5 | 72 | 67 | 28 |
Hispanic | 13 | 79 | 66 | 21 | 10 | 76 | 66 | 24 | 9 | 86 | 77 | 14 |
Native Hawaiian | - | 92 | 92 | 8 | - | 90 | 90 | 10 | 10 | 100 | 90 | 0 |
White | 13 | 88 | 75 | 12 | 13 | 86 | 73 | 14 | 15 | 90 | 75 | 10 |
Two or more races | 10 | 85 | 76 | 15 | 14 | 82 | 68 | 18 | 12 | 83 | 72 | 17 |
Students with Disabilities | 3 | 42 | 39 | 58 | 3 | 36 | 33 | 64 | 7 | 46 | 39 | 54 |
Economically Disadvantaged | 6 | 69 | 63 | 31 | 4 | 69 | 64 | 31 | 4 | 70 | 65 | 30 |
English Learners | - | 37 | 37 | 63 | - | 25 | 25 | 75 | 5 | 58 | 53 | 42 |
Grade 5 Science Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 16 | 73 | 57 | 27 | 13 | 69 | 56 | 31 | 14 | 73 | 59 | 27 |
Female | 15 | 73 | 58 | 27 | 13 | 70 | 57 | 30 | 12 | 71 | 59 | 29 |
Male | 16 | 73 | 57 | 27 | 13 | 67 | 55 | 33 | 15 | 75 | 60 | 25 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
Asian | < | < | < | < | 40 | 80 | 40 | 20 | < | 100 | < | 0 |
Black | 12 | 69 | 57 | 31 | 9 | 65 | 55 | 35 | 9 | 67 | 58 | 33 |
Hispanic | 24 | 81 | 57 | 19 | 21 | 65 | 44 | 35 | 9 | 91 | 81 | 9 |
Native Hawaiian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
White | 28 | 86 | 58 | 14 | 19 | 79 | 60 | 22 | 26 | 89 | 62 | 11 |
Two or more races | 15 | 79 | 64 | 21 | 26 | 88 | 62 | 12 | 24 | 86 | 62 | 14 |
Students with Disabilities | 4 | 41 | 37 | 59 | 3 | 31 | 28 | 69 | 12 | 47 | 34 | 53 |
Economically Disadvantaged | 12 | 68 | 56 | 32 | 8 | 58 | 51 | 42 | 7 | 65 | 58 | 35 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Grade 8 Science Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 4 | 61 | 57 | 39 | 4 | 64 | 59 | 36 | 4 | 63 | 60 | 37 |
Female | 3 | 60 | 57 | 40 | 4 | 68 | 64 | 32 | 4 | 62 | 59 | 38 |
Male | 4 | 62 | 57 | 38 | 4 | 58 | 54 | 42 | 4 | 64 | 61 | 36 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | < | < | < | < | 27 | 82 | 55 | 18 | < | 100 | < | 0 |
Black | 2 | 54 | 52 | 46 | 3 | 58 | 55 | 42 | 2 | 55 | 53 | 45 |
Hispanic | 10 | 73 | 63 | 28 | 9 | 66 | 57 | 34 | 8 | 72 | 64 | 28 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
White | 10 | 81 | 71 | 19 | 7 | 83 | 76 | 17 | 6 | 86 | 80 | 14 |
Two or more races | - | 85 | 85 | 15 | 7 | 77 | 70 | 23 | 6 | 69 | 63 | 31 |
Students with Disabilities | - | 22 | 22 | 78 | 2 | 26 | 23 | 74 | 4 | 34 | 30 | 66 |
Economically Disadvantaged | 3 | 57 | 54 | 43 | 2 | 56 | 54 | 44 | 1 | 53 | 52 | 47 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Biology Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 4 | 80 | 76 | 20 | 6 | 79 | 73 | 21 | 8 | 80 | 72 | 20 |
Female | 5 | 82 | 77 | 18 | 6 | 80 | 74 | 20 | 7 | 81 | 74 | 19 |
Male | 3 | 78 | 75 | 22 | 6 | 77 | 71 | 23 | 9 | 78 | 69 | 22 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
Asian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
Black | 2 | 76 | 74 | 24 | 4 | 77 | 73 | 23 | 6 | 77 | 71 | 23 |
Hispanic | 7 | 81 | 74 | 19 | 3 | 78 | 76 | 22 | 14 | 77 | 63 | 23 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 9 | 93 | 84 | 7 | 12 | 89 | 76 | 11 | 16 | 91 | 75 | 9 |
Two or more races | 3 | 86 | 83 | 14 | 14 | 68 | 54 | 32 | 5 | 84 | 79 | 16 |
Students with Disabilities | 2 | 44 | 42 | 56 | 3 | 37 | 33 | 63 | 4 | 50 | 46 | 50 |
Economically Disadvantaged | 1 | 74 | 72 | 26 | 3 | 77 | 74 | 23 | 6 | 74 | 69 | 26 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
Chemistry Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 5 | 81 | 76 | 19 | 5 | 88 | 83 | 12 | 7 | 90 | 83 | 10 |
Female | 6 | 80 | 74 | 20 | 4 | 88 | 84 | 12 | 6 | 90 | 84 | 10 |
Male | 4 | 83 | 78 | 17 | 8 | 89 | 81 | 11 | 9 | 90 | 81 | 10 |
Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Black | 3 | 78 | 75 | 22 | 3 | 88 | 85 | 12 | 5 | 89 | 85 | 11 |
Hispanic | 8 | 67 | 58 | 33 | - | 70 | 70 | 30 | 6 | 81 | 75 | 19 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 9 | 92 | 82 | 8 | 12 | 89 | 77 | 11 | 12 | 93 | 81 | 7 |
Two or more races | < | < | < | < | - | 90 | 90 | 10 | 19 | 88 | 69 | 13 |
Students with Disabilities | < | < | < | < | 20 | 70 | 50 | 30 | < | < | < | < |
Economically Disadvantaged | 4 | 79 | 75 | 21 | 4 | 85 | 80 | 15 | 5 | 88 | 83 | 12 |
Earth Science Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 4 | 83 | 79 | 17 | 6 | 85 | 80 | 15 | 5 | 85 | 81 | 15 |
Female | 3 | 84 | 81 | 16 | 6 | 86 | 80 | 14 | 3 | 87 | 84 | 13 |
Male | 5 | 82 | 77 | 18 | 6 | 85 | 79 | 15 | 7 | 84 | 78 | 16 |
Asian | < | < | < | < | < | 100 | < | 0 | < | < | < | < |
Black | 2 | 80 | 78 | 20 | 2 | 82 | 79 | 18 | 2 | 82 | 80 | 18 |
Hispanic | 8 | 88 | 81 | 12 | 11 | 97 | 86 | 3 | 5 | 100 | 95 | 0 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 8 | 93 | 85 | 7 | 14 | 93 | 78 | 7 | 11 | 93 | 83 | 7 |
Two or more races | 19 | 97 | 77 | 3 | 13 | 94 | 81 | 6 | 13 | 97 | 84 | 3 |
Students with Disabilities | 2 | 59 | 56 | 41 | - | 49 | 49 | 51 | 1 | 54 | 53 | 46 |
Economically Disadvantaged | 3 | 81 | 78 | 19 | 3 | 83 | 79 | 17 | 2 | 83 | 81 | 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
Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.
Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.
Virginia’s History and Social Science Standards of Learning are designed to
- develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
- instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
- enable students to understand the basic values, principles, and operation of American constitutional democracy;
- prepare students for informed, responsible, and participatory citizenship;
- develop students’ skills in debate, discussion, and writing; and
- provide students with a framework for continuing education in history and the social sciences.
Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Overall Student Performance: History Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 16 | 81 | 65 | 19 | 18 | 83 | 65 | 17 | 17 | 79 | 62 | 21 |
Female | 16 | 82 | 66 | 18 | 16 | 82 | 67 | 18 | 16 | 79 | 63 | 21 |
Male | 17 | 80 | 63 | 20 | 20 | 83 | 64 | 17 | 18 | 78 | 61 | 22 |
American Indian | 18 | 76 | 59 | 24 | 27 | 87 | 60 | 13 | < | < | < | < |
Asian | 48 | 88 | 39 | 12 | 57 | 93 | 36 | 7 | 48 | 93 | 46 | 7 |
Black | 12 | 77 | 65 | 23 | 13 | 79 | 66 | 21 | 13 | 75 | 62 | 25 |
Hispanic | 18 | 86 | 69 | 14 | 27 | 83 | 56 | 17 | 26 | 83 | 57 | 17 |
Native Hawaiian | 27 | 100 | 73 | 0 | 10 | 80 | 70 | 20 | 9 | 91 | 82 | 9 |
White | 26 | 89 | 63 | 11 | 29 | 93 | 64 | 7 | 27 | 89 | 63 | 11 |
Two or more races | 29 | 95 | 66 | 5 | 28 | 90 | 62 | 10 | 22 | 83 | 61 | 17 |
Students with Disabilities | 5 | 51 | 46 | 49 | 9 | 60 | 51 | 40 | 9 | 50 | 41 | 50 |
Economically Disadvantaged | 14 | 76 | 62 | 24 | 14 | 78 | 64 | 22 | 11 | 73 | 62 | 27 |
English Learners | 13 | 57 | 43 | 43 | 36 | 57 | 21 | 43 | 5 | 71 | 67 | 29 |
VA & US History Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 7 | 81 | 74 | 19 | 9 | 85 | 76 | 15 | 9 | 82 | 73 | 18 |
Female | 7 | 81 | 75 | 19 | 8 | 84 | 76 | 16 | 8 | 82 | 73 | 18 |
Male | 7 | 81 | 74 | 19 | 10 | 87 | 77 | 13 | 10 | 83 | 73 | 17 |
American Indian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | < | < | < | < | < | 100 | < | 0 | < | 100 | < | 0 |
Black | 5 | 78 | 73 | 22 | 6 | 83 | 77 | 17 | 7 | 81 | 74 | 19 |
Hispanic | 13 | 83 | 71 | 17 | 15 | 81 | 67 | 19 | 11 | 93 | 82 | 7 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 13 | 91 | 77 | 9 | 15 | 92 | 77 | 8 | 15 | 86 | 72 | 14 |
Two or more races | 16 | 97 | 81 | 3 | 22 | 96 | 74 | 4 | 24 | 76 | 52 | 24 |
Students with Disabilities | 1 | 53 | 52 | 47 | 3 | 56 | 53 | 44 | 4 | 45 | 41 | 55 |
Economically Disadvantaged | 4 | 75 | 71 | 25 | 7 | 83 | 77 | 17 | 8 | 79 | 72 | 21 |
English Learners | < | < | < | < | < | < | < | < | < | 100 | < | 0 |
World History I Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 13 | 82 | 69 | 18 | 10 | 79 | 69 | 21 | 9 | 77 | 68 | 23 |
Female | 12 | 81 | 69 | 19 | 9 | 78 | 69 | 22 | 10 | 79 | 69 | 21 |
Male | 14 | 83 | 69 | 17 | 11 | 80 | 69 | 20 | 8 | 75 | 67 | 25 |
American Indian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
Asian | < | < | < | < | < | < | < | < | 33 | 92 | 58 | 8 |
Black | 9 | 79 | 70 | 21 | 6 | 74 | 68 | 26 | 6 | 74 | 68 | 26 |
Hispanic | 9 | 86 | 77 | 14 | 30 | 92 | 62 | 8 | 22 | 75 | 53 | 25 |
Native Hawaiian | < | 100 | < | 0 | < | < | < | < | < | 100 | < | 0 |
White | 25 | 90 | 65 | 10 | 18 | 93 | 75 | 7 | 15 | 89 | 74 | 11 |
Two or more races | 30 | 93 | 63 | 7 | 15 | 91 | 76 | 9 | 19 | 86 | 67 | 14 |
Students with Disabilities | 5 | 51 | 46 | 49 | 3 | 59 | 56 | 41 | 1 | 49 | 48 | 51 |
Economically Disadvantaged | 10 | 77 | 67 | 23 | 8 | 74 | 66 | 26 | 6 | 72 | 66 | 28 |
English Learners | < | < | < | < | < | < | < | < | < | < | < | < |
World History II Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 11 | 87 | 76 | 13 | 14 | 90 | 76 | 10 | 15 | 86 | 71 | 14 |
Female | 9 | 85 | 75 | 15 | 12 | 88 | 77 | 12 | 12 | 84 | 72 | 16 |
Male | 13 | 91 | 78 | 9 | 18 | 93 | 75 | 7 | 19 | 88 | 70 | 12 |
American Indian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
Asian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
Black | 5 | 84 | 80 | 16 | 9 | 89 | 80 | 11 | 9 | 83 | 74 | 17 |
Hispanic | 21 | 93 | 71 | 7 | 10 | 75 | 65 | 25 | 29 | 92 | 63 | 8 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 24 | 93 | 69 | 7 | 26 | 95 | 69 | 5 | 28 | 96 | 69 | 4 |
Two or more races | 28 | 96 | 68 | 4 | 42 | 92 | 50 | 8 | 14 | 86 | 73 | 14 |
Students with Disabilities | 20 | 100 | 80 | 0 | < | < | < | < | < | < | < | < |
Economically Disadvantaged | 4 | 83 | 78 | 17 | 9 | 89 | 80 | 11 | 10 | 80 | 70 | 20 |
English Learners | < | 100 | < | 0 | ||||||||
Geography Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | < | < | < | < | ||||||||
Female | < | < | < | < | ||||||||
White | < | < | < | < | ||||||||
Civics & Econ Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 11 | 74 | 63 | 26 | 31 | 89 | 57 | 11 | 16 | 81 | 65 | 19 |
Female | 11 | 77 | 66 | 23 | 30 | 90 | 60 | 10 | 16 | 81 | 65 | 19 |
Male | 10 | 70 | 60 | 30 | 33 | 88 | 54 | 13 | 15 | 80 | 65 | 20 |
American Indian | < | < | < | < | < | 100 | < | 0 | ||||
Asian | 60 | 100 | 40 | 0 | < | 100 | < | 0 | ||||
Black | 8 | 70 | 62 | 30 | 31 | 89 | 58 | 11 | 12 | 76 | 64 | 24 |
Hispanic | 10 | 82 | 73 | 18 | < | 100 | < | 0 | 22 | 78 | 57 | 22 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
White | 17 | 84 | 66 | 16 | 33 | 100 | 67 | 0 | 25 | 95 | 70 | 5 |
Two or more races | 25 | 92 | 67 | 8 | < | < | < | < | 19 | 86 | 68 | 14 |
Students with Disabilities | 1 | 36 | 35 | 64 | < | < | < | < | 1 | 46 | 45 | 54 |
Economically Disadvantaged | 10 | 72 | 62 | 28 | 35 | 87 | 52 | 13 | 10 | 75 | 65 | 25 |
English Learners | < | < | < | < | < | < | < | < | ||||
VA Studies Performance | 2015-2016 | 2016-2017 | 2017-2018 | |||||||||
Student Subgroup | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed | Advanced | Passed | Proficient | Failed |
All Students | 38 | 85 | 47 | 15 | 34 | 81 | 47 | 19 | 30 | 72 | 42 | 28 |
Female | 39 | 89 | 50 | 11 | 31 | 81 | 50 | 19 | 28 | 71 | 43 | 29 |
Male | 38 | 82 | 45 | 18 | 37 | 82 | 45 | 18 | 31 | 72 | 41 | 28 |
American Indian | < | 100 | < | 0 | < | 100 | < | 0 | < | < | < | < |
Asian | < | 100 | < | 0 | 70 | 90 | 20 | 10 | 71 | 100 | 29 | 0 |
Black | 33 | 82 | 49 | 18 | 27 | 77 | 50 | 23 | 25 | 68 | 43 | 32 |
Hispanic | 47 | 94 | 47 | 6 | 48 | 76 | 28 | 24 | 44 | 78 | 33 | 22 |
Native Hawaiian | < | 100 | < | 0 | < | 100 | < | 0 | < | 100 | < | 0 |
White | 50 | 92 | 43 | 8 | 51 | 93 | 42 | 7 | 44 | 83 | 40 | 17 |
Two or more races | 50 | 100 | 50 | 0 | 48 | 87 | 39 | 13 | 39 | 82 | 43 | 18 |
Students with Disabilities | 13 | 51 | 38 | 49 | 11 | 60 | 49 | 40 | 8 | 43 | 34 | 57 |
Economically Disadvantaged | 33 | 82 | 49 | 18 | 25 | 74 | 49 | 26 | 19 | 65 | 46 | 35 |
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.
2015-2016 | 2016-2017 | 2017-2018 | |
---|---|---|---|
Percent of Kindergarten Students Meeting Literacy Benchmarks | Division: 83.77 State: 89.72 | Division: 78.6 State: 88.34 | Division: 81.71 State: 88.19 |
Number of recently arrived English language learners exempted from state reading assessments
2015-2016 | 2016-2017 | 2017-2018 | |
---|---|---|---|
State | 3,462 | 4,227 | 2,762 |
Division | 5 | 6 | 5 |
Number of recently arrived English language learners exempted from state reading assessments |
Enrollment
Fall Membership by Grade
Grade | 2016-2017 | 2017-2018 | 2018-2019 |
---|---|---|---|
Pre-kindergarten | 647 | 639 | 562 |
Kindergarten | 1,222 | 1,157 | 1,124 |
Grade 1 | 1,247 | 1,171 | 1,134 |
Grade 2 | 1,167 | 1,217 | 1,120 |
Grade 3 | 1,204 | 1,123 | 1,161 |
Grade 4 | 1,116 | 1,147 | 1,082 |
Grade 5 | 1,030 | 1,111 | 1,089 |
Grade 6 | 1,031 | 962 | 1,054 |
Grade 7 | 964 | 983 | 910 |
Grade 8 | 1,029 | 926 | 963 |
Grade 9 | 1,139 | 1,125 | 1,060 |
Grade 10 | 1,027 | 1,010 | 962 |
Grade 11 | 880 | 882 | 867 |
Grade 12 | 911 | 886 | 918 |
Total Students | 14,614 | 14,339 | 14,006 |
Fall Membership by Grade | |||
LEGEND | < = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available |
Fall Membership by Subgroups
2018 Fall Membership By Subgroup: Racial and Ethnic Groups
The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.
The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.
A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
- Is eligible for Free/Reduced Meals;
- Receives Temporary Assistance for Needy Families;
- Is eligible for Medicaid; or
- Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup | |||
---|---|---|---|
Subgroup | 2016-2017 | 2017-2018 | 2018-2019 |
All Students | 14614 | 14339 | 14006 |
Female | 7274 | 7119 | 6961 |
Male | 7340 | 7220 | 7045 |
American Indian | 43 | 50 | 57 |
Asian | 122 | 125 | 129 |
Black | 10470 | 10305 | 10176 |
Hispanic | 452 | 485 | 463 |
Native Hawaiian | 40 | 46 | 55 |
White | 2979 | 2818 | 2648 |
Two or more races | 508 | 510 | 478 |
Students with Disabilities | 1586 | 1610 | 1638 |
Students without Disabilities | 13028 | 12729 | 12368 |
Economically Disadvantaged | 7835 | 9143 | 8713 |
Not Economically Disadvantaged | 6779 | 5196 | 5293 |
English Learners | 100 | 121 | 132 |
Not English Learners | 14514 | 14218 | 13874 |
Homeless | 68 | 67 | 65 |
Foster Care | 12 | 16 | 11 |
Military Connected | 839 | 628 | 707 |
LEGEND | < = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups |
College & Career Readiness
Diplomas and Completion
Class of 2018: All Students
Division
State
Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.
To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.
To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.
The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as “Standard and Other Diplomas.”
Status of the Students in the 2017-2018 Cohort | |||||||
---|---|---|---|---|---|---|---|
Student Subgroup | Type | Advanced Diplomas | Standard Diplomas | Other Diplomas | GED's | Dropouts | Other Non-Graduates |
All Students | Division | 344 | 452 | 37 | 20 | 74 | 42 |
State | 50983 | 36022 | 2734 | 1046 | 5399 | 1777 | |
Female | Division | 200 | 221 | 13 | 3 | 23 | 15 |
State | 27838 | 15824 | 920 | 366 | 1921 | 654 | |
Male | Division | 144 | 231 | 24 | 17 | 51 | 27 |
State | 23145 | 20198 | 1814 | 680 | 3478 | 1123 | |
American Indian | Division | < | < | < | < | < | < |
State | 144 | 124 | 9 | 2 | 27 | 8 | |
Asian | Division | < | < | < | < | 0 | < |
State | 5026 | 1195 | 70 | 18 | 91 | 37 | |
Black | Division | 227 | 363 | 28 | 8 | 55 | 29 |
State | 7955 | 11092 | 1113 | 243 | 1359 | 742 | |
Hispanic | Division | 12 | 11 | 0 | 0 | 1 | 2 |
State | 5086 | 5584 | 317 | 105 | 2171 | 325 | |
Native Hawaiian | Division | < | < | < | < | 0 | < |
State | 82 | 60 | 1 | 2 | 3 | 4 | |
White | Division | 84 | 62 | 6 | 12 | 15 | 9 |
State | 30222 | 16424 | 1138 | 618 | 1586 | 589 | |
Two or more races | Division | 16 | 16 | 3 | 0 | 2 | 1 |
State | 2468 | 1543 | 86 | 58 | 162 | 72 | |
Students with Disabilities | Division | 4 | 46 | 37 | 2 | 7 | 1 |
State | 1056 | 6507 | 2734 | 137 | 1105 | 108 | |
Economically Disadvantaged | Division | 132 | 277 | 18 | 9 | 17 | 32 |
State | 10704 | 17348 | 1682 | 460 | 2637 | 1090 | |
English Learners | Division | < | < | < | < | < | < |
State | 1418 | 3759 | 272 | 31 | 1845 | 117 | |
Homeless | Division | 4 | 11 | 0 | 0 | 0 | 0 |
State | 232 | 695 | 90 | 42 | 302 | 61 | |
Foster Care | Division | < | < | < | < | 0 | < |
State | 35 | 175 | 31 | 10 | 56 | 15 | |
Military Connected | Division | 15 | 14 | 1 | 0 | 0 | 0 |
State | 1941 | 1108 | 47 | 11 | 38 | 25 | |
LEGEND |
< = A group below state definition for personally identifiable results
- = No data for group * = Data not yet available |
Four-Year Virginia On-Time Graduation Rate
On-Time Graduation Rate Over Time
All Students
The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.
Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.
Status of Students After Four Years of High School | ||||||||
---|---|---|---|---|---|---|---|---|
Students Subgroup | Students in Cohort | Graduates | On-Time Graduation Rate | Completers | Completion Rate | Cohort Dropouts | Cohort Dropout Rate | |
All Students | 969 | 833 | 86 | 853 | 88 | 74 | 7.6 | |
Female | 475 | 434 | 91.4 | 437 | 92 | 23 | 4.8 | |
Male | 494 | 399 | 80.8 | 416 | 84.2 | 51 | 10.3 | |
American Indian | 0 | < | < | < | < | < | < | |
Asian | 0 | < | 100 | < | 100 | 0 | 0 | |
Black | 710 | 618 | 87 | 626 | 88.2 | 55 | 7.7 | |
Hispanic | 26 | 23 | 88.5 | 23 | 88.5 | 1 | 3.8 | |
Native Hawaiian | 0 | < | < | < | < | 0 | 0 | |
White | 188 | 152 | 80.9 | 164 | 87.2 | 15 | 8 | |
Two or more races | 38 | 35 | 92.1 | 35 | 92.1 | 2 | 5.3 | |
Students with Disabilities | 97 | 87 | 89.7 | 89 | 91.8 | 7 | 7.2 | |
Economically Disadvantaged | 485 | 427 | 88 | 436 | 89.9 | 17 | 3.5 | |
English Learners | 0 | < | < | < | < | < | < | |
Homeless | 15 | 15 | 100 | 15 | 100 | 0 | 0 | |
Foster Care | 0 | < | 100 | < | 100 | 0 | 0 | |
Military Connected | 30 | 30 | 100 | 30 | 100 | 0 | 0 | |
LEGEND | < = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated) Gap Group 2 = Black Students Gap Group 3 = Hispanic Students Unduplicated = Students are able to be in two gap groups |
Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs
Advanced Program Information | |||
---|---|---|---|
Count/Percentage | |||
Program Type | 2015-2016 | 2016-2017 | 2017-2018 |
Advanced Placement Test Taken | 153 / 3.84% | 152 / 3.84% | - |
Advanced Placement Course Enrollment | 171 / 4.29% | 168 / 4.25% | 179 / 4.59% |
Dual Enrollment | 307 / 7.71% | 320 / 8.09% | 330 / 8.46% |
Governor's School Enrollment | 27 / .68% | 23 / .58% | 21 / .54% |
IB Course Enrollment | - | - | - |
Senior Enrolled in IB Program | - | - | - |
LEGEND |
< = A group below state definition for personally identifiable results
- = No data for group * = Data not yet available |
Postsecondary Enrollment
2015-2016 Postsecondary Enrollment: All Students
Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.
The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2015-2016 FGI cohort year (students entering high school in 2012) | ||||
---|---|---|---|---|
Total number of students in the cohort earning a federally recognized high school diploma | Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma | |||
Type | Total | Total HE | Remaining Percent | |
All Students | Division | 844 | 432 | 49 |
State | 82483 | 57560 | 30 | |
Female | Division | 464 | 263 | 43 |
State | 41546 | 31230 | 25 | |
Male | Division | 380 | 169 | 56 |
State | 40937 | 26330 | 36 | |
Asian | Division | 0 | < | 100 |
State | 5492 | 4724 | 14 | |
Black | Division | 616 | 319 | 48 |
State | 18272 | 11640 | 36 | |
Hispanic | Division | 24 | < | 100 |
State | 8548 | 5341 | 38 | |
White | Division | 155 | 76 | 51 |
State | 46319 | 33154 | 28 | |
Two or more races | Division | 42 | 22 | 48 |
State | 3521 | 2499 | 29 | |
Students with Disabilities | Division | 53 | 14 | 74 |
State | 5986 | 3008 | 50 | |
Economically Disadvantaged | Division | 399 | 203 | 49 |
State | 23516 | 13119 | 44 | |
English Learners | Division | 0 | < | 100 |
State | 5120 | 3136 | 39 | |
LEGEND | < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status. |
Career & Technical Education
Students Earning One or More CTE Credentials: All Students
Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
- State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
- Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
- Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
- Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education | ||||||||||
---|---|---|---|---|---|---|---|---|---|---|
Count | ||||||||||
2015-2016 | 2016-2017 | 2017-2018 | ||||||||
NOCTI Assessments | Division | 5 | 19 | 14 | ||||||
  | State | 4139 | 3623 | 3479 | ||||||
State Licensures | Division | 6 | 9 | 12 | ||||||
  | State | 2440 | 2279 | 1843 | ||||||
Industry Certification | Division | 215 | 263 | 322 | ||||||
  | State | 99894 | 109275 | 103743 | ||||||
Workplace Readiness | Division | 467 | 1140 | 882 | ||||||
  | State | 30775 | 42313 | 49889 | ||||||
Total Credentials Earned | Division | 693 | 1431 | 1230 | ||||||
  | State | 137248 | 157490 | 158954 | ||||||
Students Earning One or More Credentials | Division | 653 | 1310 | 1149 | ||||||
  | State | 109089 | 126113 | 127648 | ||||||
Armed Services Vocational Aptitude Battery Examination | Division | 103 | 80 | 58 | ||||||
  | State | 1514 | 1431 | 1530 | ||||||
CTE Completers | Division | 492 | 561 | 441 | ||||||
  | State | 42404 | 40516 | 41438 | ||||||
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 | |||
---|---|---|---|
2014-2015 | 2015-2016 | 2016-2017 | |
Percentage of fiscal year division operating expenditures for instructional costs |
67.3 | 65.6 | 66.7 |
Statewide Expenditures
The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.
Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.
School State - Percentage of Expenditures | |||
---|---|---|---|
2014-2015 | 2015-2016 | 2016-2017 | |
Percentage of fiscal year state operating expenditures for instructional costs |
67.1 | 66.9 | 67.2 |
Sources of Financial Support and Total Per Pupil Expenditures for Operations
Division Per-Pupil Spending
School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.
School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.
Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.
The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending | |||
---|---|---|---|
Local Funding | State | Federal | 2014-2015 | 3,620.00 | 6,042.00 | 1,199.00 | 2015-2016 | 3,631.00 | 6,107.00 | 1,158.00 | 2016-2017 | 3,391.00 | 6,375.00 | 1,465.00 |
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.
School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.
State - Per-Pupil Spending | |||
---|---|---|---|
Local Funding | State | Federal | 2014-2015 | 5,950.00 | 4,802.00 | 771.00 | 2015-2016 | 6,101.00 | 4,831.00 | 812.00 | 2016-2017 | 6,268.00 | 5,033.00 | 871.00 |
Learning Climate
Chronic Absenteeism
Chronic Absenteeism 2017-2018 School Year:
Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.
Absenteeism by Subgroup | ||||||
---|---|---|---|---|---|---|
2015-2016 | 2016-2017 | 2017-2018 | ||||
Subgroup | Below 10% | 10% or Above | Below 10% | 10% or Above | Below 10% | 10% or Above |
All Students | 11831 | 2130 | 11164 | 2484 | 11016 | 2515 |
Female | 5928 | 979 | 5661 | 1147 | 5589 | 1173 |
Male | 5903 | 1151 | 5503 | 1337 | 5427 | 1342 |
American Indian | 34 | 3 | 31 | 5 | 43 | 5 |
Asian | 98 | 9 | 108 | 8 | 108 | 6 |
Black | 8375 | 1587 | 7907 | 1850 | 7848 | 1885 |
Hispanic | 391 | 51 | 360 | 70 | 368 | 83 |
Native Hawaiian | 36 | 4 | 34 | 8 | 37 | 5 |
White | 2492 | 410 | 2327 | 464 | 2211 | 449 |
Two or more races | 405 | 66 | 397 | 79 | 401 | 82 |
Students with Disabilities | 1213 | 371 | 1136 | 448 | 1127 | 447 |
Economically Disadvantaged | 8278 | 1718 | 6723 | 1931 | 6386 | 1876 |
English Learners | 96 | 16 | 99 | 23 | 102 | 20 |
Homeless | 108 | 60 | 139 | 99 | 122 | 109 |
LEGEND | < = A group below state definition for personally identifiable
results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups |
Standards of Accreditation (SOA) Offenses Data
2017-2018 Offenses | ||||
---|---|---|---|---|
Number of Offenses | ||||
Offenses Against Student | 175 | |||
Offenses Against Staff | 115 | |||
Weapons Offenses | 55 | |||
Property Offenses | 133 | |||
All Other Offenses | 104 | |||
Other Offenses Against Persons | 1,248 | |||
Disorderly or Disruptive Behavior Offenses | 4,727 | |||
Alcohol, Tobacco, and Other Drug Offenses | 74 | |||
Technology Offenses | 72 | |||
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 | ||||
---|---|---|---|---|
2016-2017 | 2017-2018 | |||
Subgroup | % Population | % Short Term Suspensions | % Population | % Short Term Suspensions |
American Indian | 0.294 | 0.26 | 0.349 | 0.09 |
Asian | 0.835 | 0.03 | 0.872 | 0.26 |
Black | 71.658 | 87.17 | 71.867 | 86.27 |
Hispanic | 3.094 | 1.9 | 3.382 | 1.37 |
Native Hawaiian | 0.274 | 0.03 | 0.321 | 0.06 |
White | 20.389 | 8.02 | 19.653 | 8.9 |
Two or more races | 3.477 | 2.59 | 3.557 | 3.06 |
LEGEND | < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups |
Long Term Suspensions
Long Term Supensions:
Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long Term Suspensions | ||||
---|---|---|---|---|
2016-2017 | 2017-2018 | |||
Subgroup | % Population | % Long Term Suspensions | % Population | % Long Term Suspensions |
American Indian | 0.294 | 0.349 | ||
Asian | 0.835 | 0.872 | ||
Black | 71.658 | 100 | 71.867 | |
Hispanic | 3.094 | 3.382 | ||
Native Hawaiian | 0.274 | 0.321 | ||
White | 20.389 | 19.653 | ||
Two or more races | 3.477 | 3.557 | ||
LEGEND | < = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups |
Expulsions
Expulsions:
Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.
An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions | ||||
---|---|---|---|---|
2016-2017 | 2017-2018 | |||
Subgroup | % Population | % Expulsions | % Population | % Expulsions |
American Indian | 0.294 | 0.349 | ||
Asian | 0.835 | 0.872 | ||
Black | 71.658 | 85.71 | 71.867 | 92.31 |
Hispanic | 3.094 | 3.382 | ||
Native Hawaiian | 0.274 | 0.321 | ||
White | 20.389 | 7.14 | 19.653 | 7.69 |
Two or more races | 3.477 | 7.14 | 3.557 | |
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
Student-Teacher Ratio
2016-2017 Grades K-7 Student Teacher Ratio: 13.53 : 1














2016-2017 Grades 8-12 Student Teacher Ratio: 12.83 : 1













Teacher Quality
Teacher Quality | ||||||
---|---|---|---|---|---|---|
Teachers Not Properly 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 | 1.4% | 4.1% | 11.6% | 12.1% | 6.7% | 5.3% |
High Poverty | 1.6% | 4.6% | 12.4% | 13.6% | 7.3% | 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% |
LEGEND | < = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available |
Provisionally Licensed Teachers
Provisionally Licensed Teachers | ||
---|---|---|
2016-2017 | 2017-2018 | |
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.
This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.
Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.
Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.
Teacher Educational Attainment
Teacher Educational Attainment: 2017-2018
The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.
Teacher Educational Attainment | ||||
---|---|---|---|---|
Bachelor's Degree | Master's Degree | Doctoral Degree | Other | |
2015-2016 | 41% | 55% | 1% | 3% |
2016-2017 | 44% | 52% | 1% | 3% |
2017-2018 | 46% | 51% | 1% | 2% |
LEGEND | < = A group below state definition
for personally identifiable results - = No data for group * = Data not yet available |
Every Student Succeeds Act
ESSA Annual Targets and Long-Term Goals: Reading
Student Group | Current Rate | Three-Year Rate | Annual Target | Long Term Goal |
---|---|---|---|---|
All Students | 72% | 72% | 73% | 75% |
Asian | 87% | 86% | 87% | 75% |
Black | 68% | 67% | 60% | 75% |
Hispanic | 82% | 79% | 63% | 75% |
White | 83% | 84% | 81% | 75% |
Economically Disadvantaged | 64% | 65% | 62% | 75% |
English Learners | 51% | 52% | 53% | 75% |
Students with Disabilities | 42% | 42% | 39% | 75% |
< = Results suppressed to protect student privacy
— = Not applicable or no students
ESSA Annual Targets and Long-Term Goals: Mathematics
Student Group | Current Rate | Three-Year Rate | Annual Target | Long Term Goal |
---|---|---|---|---|
All Students | 68% | 70% | 74% | 70% |
Asian | 93% | 88% | 89% | 70% |
Black | 64% | 66% | 60% | 70% |
Hispanic | 75% | 77% | 64% | 70% |
White | 79% | 80% | 81% | 70% |
Economically Disadvantaged | 61% | 64% | 63% | 70% |
English Learners | 62% | 60% | 57% | 70% |
Students with Disabilities | 42% | 43% | 42% | 70% |
< = Results suppressed to protect student privacy
— = Not applicable or no students
ESSA Pass Rates: Science
Student Group | Current Rate |
---|---|
All Students | 73% |
Asian | 100% |
Black | 68% |
Hispanic | 83% |
White | 88% |
Economically Disadvantaged | 65% |
English Learners | 50% |
Students with Disabilities | 40% |
< = Results suppressed to protect student privacy
— = Not applicable or no students
Growth in Reading and Mathematics
Student Group | Growth English Reading | Growth Mathematics |
---|---|---|
All Students | 74% | 70% |
Asian | 88% | 93% |
Black | 70% | 66% |
Hispanic | 84% | 76% |
White | 85% | 81% |
Economically Disadvantaged | 67% | 63% |
English Learners | 60% | 61% |
Students with Disabilities | 53% | 51% |
< = Results suppressed to protect student privacy
— = Not applicable or no students
Federal Graduation Indicator
Student Group | Current Rate | Annual Target | Long Term Goal |
---|---|---|---|
All Students | 81% | 84% | 84% |
Asian | < | 90% | 84% |
Black | 79% | 82% | 84% |
Hispanic | 89% | 81% | 84% |
White | 84% | 86% | 84% |
Economically Disadvantaged | 80% | 78% | 84% |
English Learners | < | 65% | 84% |
Students with Disabilities | 48% | 56% | 84% |
Homeless | 73% | - | - |
Foster Care | < | - | - |
< = Results suppressed to protect student privacy
— = Not applicable or no students
Chronic Absenteeism
Student Group | Current Rate | Three-Year Rate | Annual Target | Long Term Goal |
---|---|---|---|---|
All Students | 19% | 17% | 9% | 10% |
Asian | 5% | 7% | 5% | 10% |
Black | 19% | 18% | 9% | 10% |
Hispanic | 18% | 15% | 9% | 10% |
White | 17% | 16% | 9% | 10% |
Economically Disadvantaged | 23% | 20% | 13% | 10% |
English Learners | 16% | 16% | 8% | 10% |
Students with Disabilities | 28% | 27% | 14% | 10% |
< = Results suppressed to protect student privacy
— = Not applicable or no students
- 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.
English Learner Progress and Proficiency
English Learners | Percent | Annual Target | Long Term Goal |
---|---|---|---|
English Learner Progress | 53% | 46% | 58% |
English Learner Proficiency | 9% | - | - |
— = Not applicable or no students
English Learners | Numerator | Denominator | Rate |
---|---|---|---|
English Learner Progress | 31 | 59 | 53% |
English Learner Proficiency | 7 | 82 | 9% |
ESSA Participation Rates
Student Group | English Reading Participation | Mathematics Participation | Science Participation |
---|---|---|---|
All Students | 99% | 98% | 97% |
Asian | 100% | 98% | 100% |
Black | 99% | 98% | 97% |
Hispanic | 99% | 100% | 96% |
White | 99% | 98% | 97% |
Economically Disadvantaged | 99% | 98% | 97% |
Not Economically Disadvantaged | 99% | 98% | 97% |
English Learners | 100% | 100% | 94% |
Students with Disabilities | 96% | 95% | 93% |
Students without Disabilities | 99% | 99% | 98% |
Female | 99% | 99% | 97% |
Male | 98% | 98% | 97% |
Migrant | - | - | - |
< = Results suppressed to protect student privacy
— = Not applicable or no students