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Prince Edward County Public Schools

General school information

Division: Prince Edward County Public Schools
Division Number: 73
Address: 35 Eagle Drive Farmville, VA 23901-9011
Superintendent: Dr. Barbara A Johnson
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 51 62 38 9 54 64 36 9 51 61 39
Female 13 53 66 34 12 54 66 34 12 53 65 35
Male 10 49 59 41 7 54 61 39 6 50 56 44
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 40 50 90 10 29 57 86 14 7 73 80 20
Black 6 48 55 45 5 49 54 46 5 49 53 47
Hispanic 12 53 65 35 9 47 56 44 6 47 53 47
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 18 56 74 26 15 63 78 22 16 55 71 29
Two or more races 19 30 48 52 11 53 63 37 12 43 55 45
Students with Disabilities 9 18 26 74 5 18 23 77 8 12 20 80
Students without Disabilities 12 55 67 33 10 60 69 31 9 57 66 34
Economically Disadvantaged 6 49 55 45 5 51 57 43 4 48 52 48
Not Economically Disadvantaged 22 55 78 22 18 61 79 21 17 56 74 26
English Learners < < < < 5 35 40 60 4 46 50 50
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 37 47 53 15 43 58 42 11 41 52 48
Female 12 40 52 48 17 46 63 37 14 40 54 46
Male 6 35 42 58 13 40 53 47 10 42 51 49
Asian < < 100 0 < < 100 0 < < < <
Black 6 29 36 64 8 43 52 48 6 44 50 50
Hispanic < < < < < < < < < < < <
White 15 48 62 38 25 50 75 25 18 42 60 40
Two or more races 10 30 40 60 < < < < < < < <
Students with Disabilities - 22 22 78 - 14 14 86 8 17 25 75
Students without Disabilities 11 39 50 50 18 48 66 34 12 43 55 45
Economically Disadvantaged 6 34 39 61 7 47 54 46 6 36 41 59
Not Economically Disadvantaged 22 50 72 28 31 36 67 33 19 48 68 32
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 47 60 40 8 52 60 40 15 48 62 38
Female 15 52 67 33 11 49 60 40 20 49 68 32
Male 13 42 55 45 6 54 60 40 9 47 56 44
Asian < < 100 0
Black 6 46 52 48 8 44 51 49 11 46 57 43
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 29 52 81 19 12 57 69 31 19 51 70 30
Two or more races < < < < - 67 67 33 < < < <
Students with Disabilities - 36 36 64 5 19 24 76 13 - 13 88
Students without Disabilities 15 48 63 37 9 56 65 35 15 57 72 28
Economically Disadvantaged 7 45 53 47 8 46 54 46 4 48 52 48
Not Economically Disadvantaged 29 50 79 21 10 61 71 29 31 47 78 22
English Learners < < < < < < < < < < < <
Foster Care < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 48 61 39 12 39 51 49 8 40 48 52
Female 21 48 69 31 14 44 59 41 11 42 53 47
Male 8 47 55 45 11 35 45 55 5 39 44 56
Black 5 48 53 47 5 32 37 63 2 40 43 57
Hispanic < < < < < < < < < < < <
White 20 50 70 30 19 57 76 24 19 37 56 44
Two or more races < < < < < < < < - 36 36 64
Students with Disabilities 6 17 22 78 6 13 19 81 13 13 25 75
Students without Disabilities 15 52 67 33 13 43 56 44 8 43 51 49
Economically Disadvantaged 7 48 54 46 7 36 43 57 3 40 43 57
Not Economically Disadvantaged 30 48 78 23 30 48 79 21 15 42 57 43
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 56 70 30 14 49 63 37 8 57 66 34
Female 14 53 67 33 24 46 70 30 12 64 76 24
Male 15 60 75 25 6 51 57 43 5 52 57 43
Asian < < < < < < 100 0 < < 100 0
Black 10 53 64 36 6 49 56 44 3 54 57 43
Hispanic < < < < < < < < < < < <
White 18 64 82 18 24 48 72 28 17 60 77 23
Two or more races < < < < < < < < < < < <
Students with Disabilities 20 - 20 80 5 10 15 85 7 20 27 73
Students without Disabilities 14 60 74 26 15 55 70 30 9 62 70 30
Economically Disadvantaged 10 57 67 33 7 46 53 47 5 51 56 44
Not Economically Disadvantaged 29 54 83 17 30 56 86 14 12 65 77 23
English Learners < < < < < < < < < < < <
Foster Care < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 53 69 31 10 65 75 25 13 50 63 37
Female 16 55 71 29 11 67 78 22 18 52 70 30
Male 16 51 67 33 9 64 72 28 9 47 56 44
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 53 60 40 4 62 66 34 8 45 53 48
Hispanic < < < < < < < < < < < <
White 25 53 77 23 19 69 88 12 20 57 77 23
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 15 15 30 70 14 21 36 64 6 11 17 83
Students without Disabilities 16 60 76 24 10 70 79 21 14 55 69 31
Economically Disadvantaged 11 51 63 38 5 65 70 30 3 51 54 46
Not Economically Disadvantaged 26 58 84 16 28 66 94 6 29 47 76 24
English Learners < < < < < < 100 0 < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 43 51 49 5 58 63 37 4 57 61 39
Female 10 46 56 44 6 57 63 37 4 61 65 35
Male 5 41 47 53 3 60 63 38 4 53 58 42
American Indian < < 100 0
Asian < < 100 0 < < < < < < < <
Black 6 36 43 58 3 47 49 51 2 48 50 50
Hispanic < < 100 0 < < < < < < < <
White 9 50 59 41 7 74 81 19 8 72 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities 10 5 14 86 7 15 22 78 7 7 13 87
Students without Disabilities 7 50 57 43 4 68 72 28 4 63 67 33
Economically Disadvantaged 1 40 41 59 3 50 53 47 3 46 49 51
Not Economically Disadvantaged 17 49 66 34 8 75 82 18 5 75 81 19
English Learners < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 72 78 22 3 69 72 28 5 67 72 28
Female 5 73 78 22 5 65 70 30 9 61 70 30
Male 8 71 79 21 - 74 74 26 - 75 75 25
Asian < < < < < < 100 0
Black 3 68 72 28 1 63 64 36 1 63 64 36
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 12 76 88 12 5 81 86 14 9 74 82 18
Two or more races < < < <
Students with Disabilities 13 31 44 56 - 40 40 60 5 20 25 75
Students without Disabilities 6 77 82 18 3 72 75 25 5 74 79 21
Economically Disadvantaged - 75 75 25 - 67 67 33 1 65 66 34
Not Economically Disadvantaged 13 68 82 18 7 72 79 21 11 72 83 17
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 52 67 33 11 55 66 34 13 48 61 39
Female 16 55 71 29 13 54 67 33 19 42 61 39
Male 13 50 63 37 10 55 65 35 6 55 61 39
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black 8 52 60 40 7 53 60 40 7 45 52 48
Hispanic < < < < 6 56 63 38 < < < <
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 25 51 76 24 16 58 74 26 19 54 73 27
Two or more races < < 100 0 < < < <
Students with Disabilities 18 16 34 66 2 25 27 73 6 9 15 85
Students without Disabilities 14 57 71 29 13 59 72 28 14 54 67 33
Economically Disadvantaged 6 48 54 46 7 50 56 44 6 48 54 46
Not Economically Disadvantaged 23 56 79 21 19 63 83 18 23 49 71 29
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 42 53 47 12 44 56 44 8 45 53 47
Female 15 45 61 39 14 44 58 42 12 43 55 45
Male 8 39 47 53 10 43 53 47 4 48 52 48
American Indian < < < <
Asian < < 100 0 < < < < < < < <
Black 9 38 47 53 8 36 44 56 6 39 44 56
Hispanic < < < < < < < < < < < <
White 16 44 60 40 14 54 68 32 12 56 68 32
Two or more races < < 100 0 < < 100 0
Students with Disabilities 5 18 23 77 4 14 18 82 13 - 13 87
Students without Disabilities 13 46 59 41 14 50 64 36 7 50 58 42
Economically Disadvantaged 6 36 42 58 8 37 45 55 5 42 47 53
Not Economically Disadvantaged 18 50 68 32 20 57 76 24 13 50 63 37
English Learners < < < < < < < < < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 61 78 22 11 64 75 25 18 52 70 30
Female 16 62 79 21 12 63 75 25 27 41 69 31
Male 18 60 78 23 10 65 75 25 8 63 71 29
Asian < < < < < < 100 0
Black 8 63 71 29 7 65 72 28 8 53 62 38
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 32 58 90 10 17 62 78 22 25 53 78 22
Two or more races < < < <
Students with Disabilities 38 13 50 50 - 44 44 56 - 16 16 84
Students without Disabilities 15 66 81 19 12 66 78 22 21 58 79 21
Economically Disadvantaged 5 62 68 32 6 62 67 33 8 55 63 38
Not Economically Disadvantaged 26 60 87 13 19 68 87 13 34 47 81 19
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 54 64 36 8 49 58 42 7 54 61 39
Female 10 56 67 33 9 55 63 37 7 57 64 36
Male 9 52 61 39 8 44 53 47 6 51 57 43
American Indian < < < < < < 100 0 < < < <
Asian 43 50 93 7 18 65 82 18 14 76 90 10
Black 4 54 59 41 4 48 51 49 4 50 53 47
Hispanic 12 53 65 35 11 46 57 43 6 49 55 45
Native Hawaiian < < 100 0 < < < < < < < <
White 17 54 70 30 15 52 67 33 11 60 71 29
Two or more races 10 55 65 35 10 53 63 38 7 49 56 44
Students with Disabilities 8 16 24 76 6 13 19 81 8 15 23 77
Students without Disabilities 10 59 69 31 9 55 64 36 6 59 66 34
Economically Disadvantaged 6 54 59 41 5 47 52 48 3 49 53 47
Not Economically Disadvantaged 19 54 73 27 16 55 71 29 12 61 73 27
English Learners < < < < - 48 48 52 7 43 50 50
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 49 54 46 8 58 65 35 14 65 79 21
Female 4 54 58 42 7 63 70 30 12 62 74 26
Male 5 44 49 51 9 51 60 40 15 68 83 17
Asian < < 100 0 < < < < < < 100 0
Black 4 43 47 53 5 54 59 41 11 64 76 24
Hispanic < < < < < < < < < < < <
White 5 60 65 35 11 70 82 18 18 68 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 17 22 78 - 10 10 90 17 17 33 67
Students without Disabilities 4 54 58 42 9 66 75 25 14 69 83 17
Economically Disadvantaged 4 47 51 49 5 56 62 38 8 66 74 26
Not Economically Disadvantaged 6 57 63 37 13 60 73 27 23 65 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 45 72 28 19 55 73 27 17 60 77 23
Female 32 48 81 19 23 56 79 21 17 64 82 18
Male 24 42 66 34 15 53 68 32 17 56 73 27
Asian < < 100 0
Black 16 54 70 30 10 58 68 33 11 62 73 27
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 54 27 80 20 31 46 77 23 26 59 85 15
Two or more races < < < < 17 75 92 8 < < < <
Students with Disabilities - 36 36 64 14 29 43 57 13 8 21 79
Students without Disabilities 31 46 76 24 19 58 78 22 18 70 88 12
Economically Disadvantaged 21 48 69 31 17 58 75 25 10 59 68 32
Not Economically Disadvantaged 42 37 79 21 22 49 71 29 29 63 92 8
English Learners < < 100 0 < < < < < < < <
Foster Care < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 42 62 38 11 37 48 52 4 44 48 52
Female 24 42 66 34 13 46 59 41 4 46 49 51
Male 16 43 59 41 9 29 39 61 5 43 48 53
Black 5 45 50 50 5 34 39 61 4 37 41 59
Hispanic < < < < < < < < < < < <
White 36 40 75 25 21 43 64 36 7 57 64 36
Two or more races < < < < < < < < - 45 45 55
Students with Disabilities 6 6 12 88 6 - 6 94 13 13 25 75
Students without Disabilities 21 48 69 31 11 42 53 47 3 48 51 49
Economically Disadvantaged 10 43 53 47 6 35 41 59 1 39 40 60
Not Economically Disadvantaged 41 41 83 17 27 42 70 30 9 52 61 39
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 63 74 26 6 49 55 45 8 52 61 39
Female 14 59 73 27 8 58 66 34 11 64 74 26
Male 7 68 75 25 5 42 46 54 7 42 49 51
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 66 69 31 1 43 44 56 3 48 51 49
Hispanic < < < < < < < < < < < <
White 20 62 82 18 13 55 68 32 15 62 77 23
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 10 20 30 70 - 15 15 85 7 7 13 87
Students without Disabilities 11 66 77 23 7 54 61 39 9 57 66 34
Economically Disadvantaged 8 61 69 31 4 42 46 54 5 46 51 49
Not Economically Disadvantaged 21 71 91 9 12 65 77 23 12 59 71 29
English Learners < < 100 0 < < < < < < < <
Foster Care < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 53 56 44 2 35 37 63 1 51 52 48
Female 2 58 60 40 - 34 34 66 2 68 71 29
Male 5 46 51 49 4 36 40 60 - 38 38 63
Black 3 50 53 47 - 33 33 67 - 50 50 50
Hispanic < < < < < < < < < < < <
White 3 53 57 43 6 39 45 55 4 52 56 44
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 12 12 24 76 7 7 14 86 - 6 6 94
Students without Disabilities 1 62 63 37 1 39 40 60 1 60 61 39
Economically Disadvantaged 3 51 54 46 1 34 35 65 1 51 53 47
Not Economically Disadvantaged 5 60 65 35 6 38 44 56 - 48 48 52
English Learners < < < < < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 61 63 37 5 63 68 32 1 54 54 46
Female 4 65 68 32 6 66 72 28 - 51 51 49
Male 1 58 59 41 3 60 64 36 1 57 58 42
American Indian < < < <
Asian < < 100 0 < < < <
Black 4 55 59 41 1 66 67 33 - 51 51 49
Hispanic < < < < < < < < < < < <
White - 65 65 35 7 65 72 28 2 63 65 35
Two or more races < < 100 0 < < 100 0
Students with Disabilities 10 14 24 76 4 8 13 88 7 20 27 73
Students without Disabilities 1 70 71 29 5 76 81 19 - 58 58 42
Economically Disadvantaged - 60 60 40 3 62 66 34 1 45 46 54
Not Economically Disadvantaged 7 64 70 30 9 67 76 24 - 68 68 32
English Learners < < < < < < < < < < < <
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 58 63 37 1 43 44 56 3 53 56 44
Female 3 60 63 37 2 51 53 47 6 53 59 41
Male 8 55 63 37 1 35 36 64 - 53 53 47
Asian < < 100 0 < < < < < < 100 0
Black - 57 57 43 1 38 39 61 2 44 46 54
Hispanic < < < < - 60 60 40 10 60 70 30
Native Hawaiian < < < < < < 100 0
White 13 56 69 31 3 45 47 53 3 64 67 33
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 7 18 25 75 - - - 100 - 31 31 69
Students without Disabilities 5 65 70 30 2 51 52 48 4 57 61 39
Economically Disadvantaged 1 57 58 42 - 40 40 60 1 50 51 49
Not Economically Disadvantaged 15 58 73 27 5 52 57 43 8 60 68 32
English Learners < < < < < < < < < < < <
Military Connected < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 49 54 46 12 41 54 46 1 39 40 60
Female 5 52 56 44 9 43 53 47 3 42 45 55
Male 5 48 52 48 16 39 55 45 - 36 36 64
Asian < < < < < < 100 0 < < 100 0
Black - 49 49 51 3 37 40 60 - 33 33 67
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < <
White 10 49 59 41 22 46 68 32 3 41 45 55
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < 27 18 45 55 - - - 100
Students without Disabilities 5 51 56 44 11 43 54 46 2 43 44 56
Economically Disadvantaged - 47 47 53 5 37 42 58 - 26 26 74
Not Economically Disadvantaged 11 52 63 37 24 47 71 29 3 55 58 42
English Learners < < < <
Military Connected < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 80 20 13 72 86 14 8 75 83 17
Female 8 70 78 22 11 74 85 15 6 77 83 17
Male 8 73 81 19 16 70 86 14 10 72 82 18
Asian < < 100 0 < < 100 0
Black - 73 73 27 6 82 88 12 2 69 71 29
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 16 70 86 14 21 64 86 14 15 78 93 8
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 9 72 81 19 14 72 85 15 6 77 82 18
Economically Disadvantaged - 79 79 21 6 79 85 15 2 70 72 28
Not Economically Disadvantaged 18 62 80 20 20 65 86 14 12 80 92 8
English Learners < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 60 68 32 6 58 64 36 6 54 60 40
Female 9 60 69 31 7 57 64 36 4 53 58 42
Male 8 60 68 32 5 59 63 37 8 54 63 37
American Indian < < < <
Asian < < < < < < 100 0 18 64 82 18
Black 3 56 59 41 1 51 52 48 2 46 48 52
Hispanic 11 63 74 26 3 57 60 40 4 61 65 35
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 14 66 80 20 12 68 81 19 14 61 74 26
Two or more races < < < < 7 67 73 27 - 86 86 14
Students with Disabilities 3 27 29 71 4 17 21 79 4 16 21 79
Students without Disabilities 9 65 74 26 6 64 70 30 7 58 65 35
Economically Disadvantaged 3 56 59 41 2 52 55 45 4 49 53 47
Not Economically Disadvantaged 17 66 82 18 12 68 80 20 11 61 72 28
English Learners < < < < < < < < - 31 31 69
Military Connected < < < < < < < <
Foster Care < < < < < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 46 59 41 4 43 48 52 7 48 56 44
Female 14 47 60 40 8 48 56 44 6 53 59 41
Male 11 46 57 43 1 40 41 59 9 44 53 48
Black 3 41 44 56 1 30 32 68 2 40 43 57
Hispanic < < < < < < < < < < < <
White 21 55 75 25 9 63 72 28 17 49 66 34
Two or more races < < < < < < < < - 82 82 18
Students with Disabilities - 17 17 83 6 19 25 75 13 13 25 75
Students without Disabilities 14 51 65 35 4 47 51 49 7 52 59 41
Economically Disadvantaged 5 46 51 49 2 35 37 63 5 46 51 49
Not Economically Disadvantaged 30 48 78 23 12 70 82 18 11 52 63 37
English Learners < < < < < < < <
Military Connected < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 67 76 24 12 56 68 32 5 57 62 38
Female 10 63 73 27 9 56 65 35 4 56 60 40
Male 8 71 79 21 15 56 71 29 7 58 64 36
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 9 60 69 31 3 52 55 45 1 49 50 50
Hispanic < < < < < < < < < < 100 0
White 11 75 85 15 23 60 82 18 12 68 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities 10 33 43 57 11 7 19 81 - 27 27 73
Students without Disabilities 9 73 82 18 12 66 78 22 6 60 66 34
Economically Disadvantaged 5 66 70 30 7 53 60 40 4 54 58 42
Not Economically Disadvantaged 16 70 86 14 22 61 82 18 7 61 68 32
English Learners < < < < < < < < < < < <
Foster Care < < < < < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 60 68 32 2 63 65 35 7 50 58 42
Female 9 58 67 33 3 59 62 38 6 40 45 55
Male 6 63 68 32 1 67 68 32 9 60 69 31
Asian < < < < < < 100 0 < < 100 0
Black - 61 61 39 1 56 57 43 2 40 42 58
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 15 61 76 24 5 73 77 23 14 58 72 28
Two or more races < < < < < < < <
Students with Disabilities - 8 8 92 - 11 11 89 8 8 17 83
Students without Disabilities 8 64 72 28 2 69 71 29 7 56 63 37
Economically Disadvantaged 1 59 60 40 1 59 60 40 1 47 49 51
Not Economically Disadvantaged 16 62 78 22 4 69 74 26 17 56 73 27
English Learners < < < < < < < <
Military Connected < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 75 87 13 17 70 87 13 24 64 88 12
Female 9 78 87 13 24 55 79 21 13 81 94 6
Male 18 68 86 14 5 95 100 0 35 47 82 18
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 4 76 80 20 - 83 83 17 17 67 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 20 74 94 6 28 60 88 12 31 63 94 6
Students without Disabilities 12 75 87 13 17 70 87 13 24 64 88 12
Economically Disadvantaged 6 72 78 22 - 83 83 17 30 50 80 20
Not Economically Disadvantaged 17 77 94 6 30 60 90 10 22 70 91 9
Military Connected < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 52 52 48 3 62 64 36 2 57 59 41
Female - 50 50 50 3 63 67 33 1 55 56 44
Male - 54 54 46 1 60 61 39 3 61 64 36
Asian < < 100 0 < < 100 0 < < 100 0
Black - 45 45 55 - 51 51 49 - 51 51 49
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White - 69 69 31 6 81 87 13 6 69 75 25
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 22 22 78 - 14 14 86 - 19 19 81
Students without Disabilities - 62 62 38 3 69 72 28 2 63 66 34
Economically Disadvantaged - 46 46 54 1 54 55 45 1 50 51 49
Not Economically Disadvantaged - 70 70 30 5 75 81 19 4 73 78 22
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 61 77 23 12 54 66 34 10 48 59 41
Female 16 61 77 23 12 54 66 34 9 51 60 40
Male 17 61 78 22 12 54 66 34 11 46 57 43
American Indian < < < < < < < < < < 100 0
Asian < < < < 40 50 90 10 40 40 80 20
Black 9 61 70 30 4 52 56 44 5 43 49 51
Hispanic 21 63 84 16 17 57 73 27 8 56 64 36
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 24 62 86 14 21 56 77 23 17 55 72 28
Two or more races < < 100 0 7 71 79 21 10 60 70 30
Students with Disabilities 5 29 35 65 2 23 26 74 6 16 22 78
Students without Disabilities 18 65 83 17 13 58 71 29 11 53 64 36
Economically Disadvantaged 10 63 73 27 7 51 58 42 7 44 51 49
Not Economically Disadvantaged 25 59 84 16 21 59 80 20 15 56 71 29
English Learners < < < < < < < < - 33 33 67
Military Connected < < < < < < < <
Foster Care < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 76 83 17 7 65 72 28 - 29 29 71
Female 4 76 80 20 5 70 75 25 - 28 28 73
Male 11 76 87 13 10 60 69 31 - 30 30 70
Asian < < < <
Black 1 75 76 24 2 66 68 32 - 24 24 76
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0
White 16 76 93 7 14 66 79 21 - 36 36 64
Two or more races < < < <
Students with Disabilities < < < < < < < < - 6 6 94
Students without Disabilities 8 80 87 13 8 68 76 24 - 35 35 65
Economically Disadvantaged 3 76 78 22 3 64 67 33 - 29 29 71
Not Economically Disadvantaged 12 76 88 12 13 67 80 20 - 29 29 71
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 64 76 24 2 45 47 53 11 49 60 40
Female 14 57 71 29 2 46 48 52 8 55 63 37
Male 10 71 81 19 2 44 46 54 14 43 57 43
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 65 66 34 1 34 35 65 5 44 48 52
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 19 66 85 15 5 55 60 40 20 58 78 22
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 4 30 35 65 - 8 8 92 6 19 26 74
Students without Disabilities 13 69 83 17 3 52 55 45 12 55 67 33
Economically Disadvantaged 4 65 69 31 1 35 36 64 5 45 51 49
Not Economically Disadvantaged 26 61 88 12 5 63 68 32 24 57 81 19
English Learners < < < < < < < <
Military Connected < < 100 0 < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34 11 55 66 34 7 59 66 34
Female 5 62 68 32 15 52 66 34 7 58 64 36
Male 8 55 63 37 7 60 67 33 7 60 67 33
Asian < < < < < < 100 0 < < 100 0
Black 4 54 59 41 2 51 53 47 2 49 51 49
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 10 67 77 23 13 67 80 20 13 67 79 21
Two or more races < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 60 66 34 12 56 67 33 7 59 66 34
Economically Disadvantaged 1 59 61 39 4 49 53 47 8 49 57 43
Not Economically Disadvantaged 13 60 73 27 19 62 81 19 6 68 74 26
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 65 78 22 15 55 70 30 8 62 70 30
Female 13 67 81 19 14 53 67 33 9 64 73 27
Male 14 62 76 24 15 58 73 27 7 61 68 32
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 10 61 71 29 4 55 58 42 6 59 64 36
Hispanic < < < < < < < < < < 100 0
White 21 66 87 13 29 53 82 18 10 69 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 33 33 67 8 12 19 81 - 14 14 86
Students without Disabilities 15 69 85 15 16 64 80 20 9 67 76 24
Economically Disadvantaged 7 64 71 29 6 56 62 38 5 60 65 35
Not Economically Disadvantaged 24 65 89 11 32 54 86 14 12 67 79 21
English Learners < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 40 46 86 14 27 47 74 26 16 39 55 45
Female 48 43 92 8 31 44 74 26 14 41 55 45
Male 34 47 81 19 24 51 75 25 19 36 55 45
Asian < < 100 0 < < 100 0
Black 28 50 78 22 13 55 68 32 11 34 45 55
Hispanic < < < < < < < < < < < <
White 56 39 94 6 52 31 83 17 26 40 66 34
Two or more races < < 100 0 < < < < 9 55 64 36
Students with Disabilities 6 39 44 56 - 40 40 60 - 15 15 85
Students without Disabilities 45 46 91 9 30 48 79 21 18 41 59 41
Economically Disadvantaged 31 52 83 17 18 52 70 30 15 34 48 52
Not Economically Disadvantaged 63 29 93 7 56 31 88 13 19 46 65 35
English Learners < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division---
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten8881116
Kindergarten170152137
Grade 1155147154
Grade 2155148146
Grade 3161146149
Grade 4144163151
Grade 5146138164
Grade 6153147143
Grade 7144154147
Grade 8151154153
Grade 9163185175
Grade 10190166172
Grade 11161138130
Grade 12153141142
Total Students2,1342,0602,079

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students213420602079
Female105210451014
Male108210151065
American Indian235
Asian302733
Black121211511136
Hispanic777476
Native Hawaiian568
White755742754
Two or more races535767
Students with Disabilities300288291
Students without Disabilities183417721788
Economically Disadvantaged142213081227
Not Economically Disadvantaged712752852
English Learners313539
Not English Learners210320252040
Homeless3--
Military Connected1288
Foster Care101215
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 50 78 14 3 10 4
State 50983 36029 2739 1053 5386 1766
Female Division 32 41 7 1 2 0
State 27838 15825 923 368 1911 652
Male Division 18 37 7 2 8 4
State 23145 20204 1816 685 3475 1114
Black Division 24 48 9 1 5 2
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < < <
State 5087 5586 317 107 2168 323
White Division 26 27 5 2 4 2
State 30221 16421 1144 621 1576 587
Students with Disabilities Division 0 5 14 0 4 2
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 22 50 9 2 3 0
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < < <
State 1418 3765 269 32 1842 117
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1591428914793106
Female838096819822
Male7662826687811
Black898191839356
Hispanic<<<<<<<
White665888619246
Students with Disabilities2519762184416
Economically Disadvantaged868194839734
English Learners<<<<<<<
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken35 / 5.25%5 / .79%26 / 4.2%
Advanced Placement Course Enrollment46 / 6.9%29 / 4.6%32 / 5.17%
Dual Enrollment151 / 22.64%148 / 23.49%133 / 21.49%
Governor's School Enrollment11 / 1.65%13 / 2.06%12 / 1.94%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision1287541
State85,89957,72533
FemaleDivision734933
State43,22531,59927
MaleDivision552653
State42,67426,12639
BlackDivision724340
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision533142
State46,44832,34030
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision724143
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
Native HawaiianDivision--100
State1428739
Two or more racesDivision--100
State3,9902,71532
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
State LicensuresDivision683
 State2,4402,2791,881
Industry CertificationDivision198236246
 State99,894109,275104,601
Total Credentials EarnedDivision204250271
 State137,248157,490160,248
Students Earning One or More CredentialsDivision152213199
 State109,089126,113128,672
CTE CompletersDivision1158876
 State42,40440,51641,438
NOCTI AssessmentsDivision-6-
 State4,1393,6233,525
Workplace ReadinessDivision--22
 State30,77542,31350,241
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,030.006,354.001,131.00
State6,084.004,849.00812.00
2016-2017Division3,284.006,780.001,214.00
State6,248.005,052.00871.00
2017-2018Division4,088.006,871.001,328.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,6274051,6363481,565376
Female803186819178788178
Male824219817170777198
American Indian<<<<<<
Asian251240300
Black909245889206841222
Hispanic581359135313
Native Hawaiian<<<<<<
White585139606121578131
Two or more races437508539
Students with Disabilities219642196016569
Economically Disadvantaged1,0903111,020265900279
English Learners266303445
Homeless<<--<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 61
Offenses Against Staff 14
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 117
Disorderly or Disruptive Behavior Offenses 132
Alcohol, Tobacco, and Other Drug Offenses 13
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian1.40.31.3
Black56.872.355.972.6
Hispanic3.62.23.60.5
Native Hawaiian0.20.3
White35.421.73622.6
Two or more races2.53.62.84.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian1.41.3
Black56.866.755.950
Hispanic3.63.650
Native Hawaiian0.20.3
White35.433.336
Two or more races2.52.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian1.41.3
Black56.855.9
Hispanic3.63.6
Native Hawaiian0.20.3
White35.436
Two or more races2.52.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 67.275.586.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 37.559.161.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 6971.275.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 9.97 : 1

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

2017-2018 Grades 8-12 Student Teacher Ratio: 10.48 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) 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
  All Teachers Special Education Teachers
Division19.8%2.3%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201749%46%3%2%
2017-201851%44%2%3%
2018-201952%42%2%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students66%65%73%75%
Asian92%90%87%75%
Black56%58%60%75%
Hispanic56%62%63%75%
White80%77%81%75%
Economically Disadvantaged58%58%62%75%
English Learners42%35%53%75%
Students with Disabilities24%26%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students65%68%74%70%
Asian85%92%89%70%
Black58%62%60%70%
Hispanic64%70%64%70%
White75%76%81%70%
Economically Disadvantaged59%61%63%70%
English Learners53%53%57%70%
Students with Disabilities24%29%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students66%
Asian<
Black54%
Hispanic58%
White82%
Economically Disadvantaged57%
English Learners<
Students with Disabilities28%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students69%68%
Asian92%85%
Black61%60%
Hispanic67%67%
White81%79%
Economically Disadvantaged63%63%
English Learners53%53%
Students with Disabilities36%38%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students85%84%84%
Asian<90%84%
Black80%82%84%
Hispanic<81%84%
White93%86%84%
Economically Disadvantaged83%78%84%
English Learners<65%84%
Students with Disabilities33%56%84%
Homeless<--
Foster Care---

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students18%18%9%10%
Asian-5%5%10%
Black19%19%9%10%
Hispanic18%18%9%10%
White17%18%9%10%
Economically Disadvantaged21%21%13%10%
English Learners9%13%8%10%
Students with Disabilities22%22%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress48%46%58%
English Learner Proficiency16%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress132748%
English Learner Proficiency63816%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%97%
Asian100%100%<
Black99%99%98%
Hispanic100%100%100%
White99%98%96%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged99%98%96%
English Learners100%100%<
Students with Disabilities94%96%88%
Students without Disabilities100%99%99%
Female99%99%97%
Male99%99%97%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness