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.

Accountability

Enrollment

College & Career Readiness

Learning Climate

Teacher Quality

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

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Attendance Rate

94%

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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

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	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

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	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

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	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

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	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.

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:

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:

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

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