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Prince George County Public Schools

General school information

Division: Prince George County Public Schools
Address: 6410 Courts Rd Prince George, VA 23875
Superintendent: Renee Williams
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


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 15 84 69 16 15 85 70 15 15 83 68 17
Female 17 86 69 14 18 87 69 13 18 87 69 13
Male 12 82 69 18 13 83 71 17 11 78 67 22
American Indian 13 80 67 20 17 83 67 17 9 73 64 27
Asian 20 93 73 8 26 88 62 12 24 86 62 14
Black 10 80 71 20 10 80 71 20 10 76 66 24
Hispanic 14 83 69 17 14 85 71 15 14 83 68 17
Native Hawaiian 27 77 50 23 21 82 61 18 18 97 79 3
White 17 86 68 14 18 88 69 12 17 86 69 14
Two or more races 17 87 69 13 21 93 72 7 16 87 70 13
Students with Disabilities 11 50 39 50 11 54 44 46 9 50 41 50
Economically Disadvantaged 9 78 69 22 10 79 69 21 10 78 67 22
English Learners 5 64 60 36 5 76 71 24 6 73 67 27
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 15 85 71 15 21 85 63 15 20 81 61 19
Female 17 85 68 15 24 86 62 14 24 86 61 14
Male 13 86 73 14 18 84 66 16 16 77 61 23
Asian < 100 < 0 < < < < < < < <
Black 14 86 72 14 14 79 65 21 16 76 60 24
Hispanic 13 78 65 22 18 85 67 15 22 84 62 16
Native Hawaiian < < < < < < < < < 100 < 0
White 14 86 71 14 25 88 64 12 22 83 62 17
Two or more races 24 93 69 7 34 91 57 9 23 83 60 18
Students with Disabilities 18 66 48 34 17 63 46 37 13 60 47 40
Economically Disadvantaged 10 84 73 16 11 81 70 19 13 77 64 23
English Learners 14 64 50 36 7 86 79 14 7 67 60 33
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 19 83 64 17 22 89 67 11 20 84 64 16
Female 22 87 65 13 25 91 65 9 25 88 63 12
Male 16 80 64 20 19 86 68 14 14 80 65 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 79 69 21 17 86 69 14 12 81 69 19
Hispanic 16 79 63 21 19 92 74 8 16 78 62 22
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 27 87 60 13 24 89 64 11 25 87 62 13
Two or more races 11 86 76 14 36 96 61 4 18 85 68 15
Students with Disabilities 10 57 46 43 11 64 53 36 11 62 51 38
Economically Disadvantaged 12 79 67 21 17 84 67 16 14 80 66 20
English Learners < 100 < 0 10 70 60 30 10 80 70 20
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 21 83 62 17 25 88 63 12 20 85 65 15
Female 24 90 66 10 29 89 60 11 26 87 61 13
Male 19 78 58 22 20 86 66 14 15 83 68 17
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < < < < < < < <
Black 16 82 66 18 14 81 66 19 20 80 60 20
Hispanic 22 91 69 9 19 88 69 12 22 91 69 9
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 24 83 59 17 30 89 59 11 19 86 67 14
Two or more races 18 86 68 14 37 100 63 0 35 92 58 8
Students with Disabilities 21 52 30 48 11 54 43 46 13 65 52 35
Economically Disadvantaged 14 82 67 18 17 81 64 19 18 81 64 19
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 15 79 64 21 13 80 67 20 15 80 65 20
Female 18 79 62 21 15 85 70 15 18 85 68 15
Male 13 79 67 21 11 75 64 25 12 75 63 25
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 11 76 65 24 4 76 72 24 9 71 62 29
Hispanic 10 79 69 21 15 81 66 19 12 78 66 22
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 18 81 63 19 19 82 63 18 21 85 65 15
Two or more races 21 82 61 18 7 86 79 14 15 90 75 10
Students with Disabilities 7 32 25 68 9 36 27 64 9 40 31 60
Economically Disadvantaged 9 69 59 31 7 72 65 28 9 71 62 29
English Learners < < < < < < < < - 85 85 15
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 15 89 74 11 14 88 74 12 14 83 69 17
Female 16 90 74 10 17 89 72 11 16 89 73 11
Male 14 88 74 12 11 87 76 13 11 77 66 23
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < < < < < 100 < 0
Black 11 86 75 14 9 88 79 12 11 78 68 22
Hispanic 11 91 81 9 13 85 73 15 19 81 62 19
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 18 91 73 9 18 89 71 11 16 86 70 14
Two or more races 18 93 75 7 16 84 68 16 7 86 79 14
Students with Disabilities 12 55 43 45 8 63 56 37 11 37 26 63
Economically Disadvantaged 6 87 80 13 7 83 76 17 9 80 71 20
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 9 77 68 23 8 78 70 22 8 79 72 21
Female 11 81 69 19 10 78 68 22 9 85 76 15
Male 7 73 67 27 5 78 73 22 6 73 67 27
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < < < < < < < <
Black 4 70 66 30 6 72 66 28 2 69 67 31
Hispanic 11 70 59 30 6 75 69 25 5 81 75 19
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 11 82 71 18 9 81 72 19 11 85 74 15
Two or more races 14 80 66 20 8 92 85 8 10 81 71 19
Students with Disabilities 4 37 33 63 6 51 44 49 3 51 48 49
Economically Disadvantaged 4 64 60 36 1 68 66 32 5 73 69 27
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 8 89 81 11 4 90 85 10 5 86 81 14
Female 11 91 80 9 6 92 86 8 7 88 81 12
Male 6 87 82 13 3 87 84 13 2 84 81 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 4 83 79 17 3 80 77 20 2 77 75 23
Hispanic 11 92 81 8 5 89 84 11 - 88 88 12
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 11 93 82 7 5 95 90 5 8 91 83 9
Two or more races 16 89 74 11 3 100 97 0 - 94 94 6
Students with Disabilities 3 53 49 47 15 48 33 53 2 39 36 61
Economically Disadvantaged 5 83 78 17 1 87 86 13 2 83 80 17
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 78 63 22 14 76 62 24 14 77 63 23
Female 19 84 65 16 17 82 65 18 18 83 66 17
Male 10 71 61 29 12 71 59 29 11 70 59 30
American Indian < 100 < 0 < < < < < 100 < 0
Asian 27 87 60 13 < < < < 42 75 33 25
Black 9 72 63 28 9 70 61 30 7 67 61 33
Hispanic 14 69 55 31 8 74 65 26 10 74 64 26
Native Hawaiian < 100 < 0 - 67 67 33 < 100 < 0
White 18 82 64 18 19 81 62 19 19 85 65 15
Two or more races 17 85 67 15 20 75 55 25 18 71 54 29
Students with Disabilities 6 34 28 66 10 38 28 62 4 28 25 72
Economically Disadvantaged 6 66 60 34 6 59 53 41 8 68 61 32
English Learners - 50 50 50 - 58 58 42 - 43 43 57
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 11 69 58 31 7 65 58 35 10 68 57 32
Female 16 79 63 21 7 71 64 29 13 76 63 24
Male 7 59 52 41 6 58 51 42 7 59 52 41
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < < < < < < < <
Black 9 64 55 36 4 55 51 45 6 56 50 44
Hispanic 11 58 47 42 2 66 64 34 8 69 62 31
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 12 73 61 27 9 71 61 29 13 75 63 25
Two or more races 21 82 61 18 4 54 50 46 13 56 44 44
Students with Disabilities 4 29 24 71 5 33 28 67 3 22 18 78
Economically Disadvantaged 6 59 53 41 2 46 44 54 5 56 51 44
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 18 86 67 14 22 87 66 13 19 87 68 13
Female 23 89 66 11 27 92 66 8 22 91 69 9
Male 13 82 69 18 17 82 66 18 15 82 67 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 10 79 69 21 13 82 70 18 7 78 71 22
Hispanic 17 80 63 20 16 84 68 16 12 78 66 22
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 24 91 66 9 28 91 63 9 27 95 68 5
Two or more races 11 89 78 11 34 93 59 7 25 92 67 8
Students with Disabilities 8 41 33 59 17 45 29 55 4 38 33 63
Economically Disadvantaged 6 75 69 25 12 79 67 21 11 83 72 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

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 83 68 17 13 82 68 18 13 77 65 23
Female 15 85 69 15 13 84 70 16 14 81 67 19
Male 15 80 66 20 13 79 66 21 12 74 63 26
American Indian 19 88 69 13 - 75 75 25 - 64 64 36
Asian 40 94 55 6 29 95 66 5 24 90 66 10
Black 9 78 69 22 6 76 70 24 7 71 64 29
Hispanic 16 84 68 16 12 85 73 15 14 79 65 21
Native Hawaiian 20 77 57 23 23 87 64 13 19 100 81 0
White 18 85 67 15 18 84 66 16 16 81 65 19
Two or more races 17 87 69 13 14 85 71 15 14 79 65 21
Students with Disabilities 11 49 38 51 9 49 40 51 9 46 38 54
Economically Disadvantaged 10 77 67 23 8 75 67 25 8 71 63 29
English Learners 8 70 62 30 5 74 68 26 3 72 69 28
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 13 87 74 13 15 82 67 18 15 78 63 22
Female 9 85 76 15 16 82 66 18 14 79 65 21
Male 16 89 73 11 13 82 68 18 16 76 60 24
Asian < 100 < 0 < < < < < < < <
Black 8 87 79 13 7 78 71 22 14 73 59 27
Hispanic 13 80 67 20 11 89 78 11 14 86 71 14
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 15 88 72 12 20 81 62 19 16 78 63 22
Two or more races 10 93 83 7 21 88 67 12 15 73 58 28
Students with Disabilities 20 69 49 31 9 55 45 45 18 52 34 48
Economically Disadvantaged 8 82 74 18 6 78 72 22 9 74 65 26
English Learners 7 73 67 27 7 86 79 14 7 73 67 27
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 36 92 56 8 26 91 65 9 25 85 60 15
Female 38 95 57 5 25 93 69 7 26 86 60 14
Male 34 89 55 11 27 88 61 12 24 85 61 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 26 88 62 12 10 89 79 11 13 82 69 18
Hispanic 35 96 61 4 29 96 67 4 25 84 59 16
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 41 93 52 7 35 91 56 9 31 87 56 13
Two or more races 38 92 54 8 24 86 62 14 23 83 60 18
Students with Disabilities 18 62 44 38 9 61 52 39 16 61 44 39
Economically Disadvantaged 27 88 61 12 14 84 70 16 16 80 64 20
English Learners < 100 < 0 10 80 70 20 10 80 70 20
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 25 87 61 13 22 87 65 13 20 81 61 19
Female 27 89 63 11 25 91 66 9 21 84 63 16
Male 24 84 60 16 20 83 63 17 19 78 59 22
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 30 90 60 10 < 100 < 0
Black 16 86 70 14 7 76 68 24 11 75 64 25
Hispanic 27 87 60 13 20 93 74 7 18 86 68 14
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 29 88 58 12 33 92 59 8 26 83 57 17
Two or more races 26 81 56 19 21 89 68 11 19 92 73 8
Students with Disabilities 22 51 29 49 13 52 39 48 8 56 48 44
Economically Disadvantaged 18 87 70 13 15 82 67 18 11 74 62 26
English Learners < < < < 10 90 80 10 < < < <
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 14 86 72 14 14 87 73 13 13 81 69 19
Female 16 85 69 15 13 89 76 11 14 86 72 14
Male 12 88 76 12 15 85 70 15 11 76 65 24
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 80 73 20 8 86 78 14 5 71 66 29
Hispanic 9 88 79 12 12 94 82 6 16 82 66 18
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 18 88 70 12 19 87 68 13 17 86 69 14
Two or more races 21 91 70 9 10 87 77 13 13 90 78 10
Students with Disabilities 5 40 34 60 11 42 31 58 9 36 27 64
Economically Disadvantaged 6 79 73 21 7 81 74 19 7 72 66 28
English Learners < < < < < < < < - 85 85 15
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 7 77 70 23 7 76 70 24 8 71 63 29
Female 6 77 71 23 8 75 68 25 8 80 71 20
Male 7 76 69 24 5 77 72 23 7 64 56 36
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 72 65 28 6 69 63 31 5 63 58 37
Hispanic 8 77 69 23 - 78 78 22 9 77 68 23
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 5 79 74 21 8 78 70 22 10 76 66 24
Two or more races 4 81 77 19 10 83 72 17 4 65 62 35
Students with Disabilities 13 44 32 56 7 44 38 56 11 35 24 65
Economically Disadvantaged 4 69 65 31 3 64 61 36 5 63 57 37
English Learners < < < < - 70 70 30 < < < <
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 2 56 54 44 1 63 62 37 1 58 57 42
Female 1 56 55 44 2 65 63 35 1 58 57 42
Male 2 56 54 44 1 62 61 38 1 58 57 42
Asian < < < < < 100 < 0 < 100 < 0
Black - 48 48 52 2 63 61 37 2 48 46 52
Hispanic 4 58 54 42 - 56 56 44 - 61 61 39
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 2 57 54 43 1 62 61 38 1 64 62 36
Two or more races - 83 83 17 - 76 76 24 - 64 64 36
Students with Disabilities 4 30 26 70 7 42 36 58 3 27 24 73
Economically Disadvantaged - 56 56 44 - 55 55 45 1 55 53 45
English Learners < 100 < 0 < < < < < < < <
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 8 78 69 22 6 78 73 22 5 75 70 25
Female 12 82 70 18 6 83 77 17 6 78 73 22
Male 4 73 69 27 5 74 68 26 3 70 67 30
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 5 75 70 25 2 70 68 30 1 73 72 27
Hispanic 14 83 69 17 2 76 74 24 4 70 66 30
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 9 78 69 22 8 83 75 17 5 75 70 25
Two or more races 9 70 61 30 9 76 67 24 17 72 55 28
Students with Disabilities - 43 43 57 - 43 43 57 - 69 69 31
Economically Disadvantaged 4 69 65 31 2 71 69 29 2 68 65 32
English Learners < < < < < < < < - 91 91 9
Geometry 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 68 24 6 73 68 27 5 69 64 31
Female 6 82 76 18 7 76 69 24 7 69 62 31
Male 9 71 61 29 5 71 66 29 4 69 65 31
Asian 40 90 50 10 < 100 < 0 < < < <
Black 4 64 60 36 2 65 63 35 2 55 53 45
Hispanic 5 82 77 18 10 77 67 23 10 67 56 33
Native Hawaiian < < < < < < < < < 100 < 0
White 10 83 73 17 7 78 71 22 7 77 70 23
Two or more races 15 90 75 10 10 86 76 14 4 78 74 22
Students with Disabilities - 41 41 59 - 41 41 59 - 26 26 74
Economically Disadvantaged 7 67 60 33 6 67 61 33 2 55 53 45
English Learners < 100 < 0 < < < < - 30 30 70
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 15 94 78 6 19 96 78 4 18 96 77 4
Female 13 94 81 6 14 99 85 1 20 96 77 4
Male 18 93 75 7 25 93 69 7 16 95 78 5
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 93 85 7 10 94 84 6 10 95 85 5
Hispanic 17 88 71 13 21 96 75 4 26 91 65 9
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 19 94 75 6 23 98 75 2 21 97 76 3
Two or more races 10 100 90 0 11 95 84 5 26 95 68 5
Students with Disabilities < < < < < 100 < 0 13 88 75 13
Economically Disadvantaged 5 88 83 12 13 97 84 3 14 96 83 4
English Learners < 100 < 0 < 100 < 0 < 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

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 84 70 16 13 86 73 14 9 83 74 17
Female 13 84 71 16 13 86 73 14 9 84 75 16
Male 15 84 69 16 13 86 73 14 10 83 72 17
American Indian < 100 < 0 18 91 73 9 < < < <
Asian 24 91 67 9 23 90 67 10 17 74 57 26
Black 7 77 70 23 5 79 73 21 5 76 71 24
Hispanic 12 81 68 19 11 86 75 14 3 83 79 17
Native Hawaiian 13 73 60 27 - 84 84 16 10 71 62 29
White 18 89 70 11 18 89 72 11 13 88 75 12
Two or more races 18 90 72 10 18 96 78 4 15 86 72 14
Students with Disabilities 5 49 44 51 7 57 50 43 4 55 51 45
Economically Disadvantaged 9 80 71 20 8 80 72 20 4 76 71 24
English Learners - 60 60 40 - 69 69 31 - 61 61 39
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 26 88 61 12 24 86 62 14 13 81 69 19
Female 25 89 64 11 25 87 62 13 14 82 68 18
Male 27 86 58 14 24 85 61 15 12 81 69 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 10 70 60 30 < < < <
Black 17 84 67 16 9 79 71 21 8 77 69 23
Hispanic 25 87 62 13 20 83 63 17 5 88 83 12
Native Hawaiian < < < < < 100 < 0 < < < <
White 31 90 58 10 35 90 55 10 18 83 66 17
Two or more races 30 93 63 7 29 95 66 5 15 85 69 15
Students with Disabilities 14 57 43 43 10 53 44 47 7 51 44 49
Economically Disadvantaged 19 87 68 13 16 78 63 22 6 77 71 23
English Learners < < < < - 70 70 30 < < < <
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 5 79 73 21 5 82 77 18 5 81 76 19
Female 5 79 73 21 4 78 74 22 4 82 78 18
Male 6 79 74 21 5 86 81 14 7 80 73 20
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 2 69 67 31 2 75 73 25 2 71 69 29
Hispanic 2 70 67 30 2 80 78 20 - 83 83 17
Native Hawaiian < 100 < 0 < < < < < < < <
White 7 85 78 15 6 85 79 15 7 87 80 13
Two or more races 17 90 73 10 8 96 88 4 13 80 67 20
Students with Disabilities 1 43 41 57 5 55 50 45 3 49 46 51
Economically Disadvantaged 2 70 68 30 1 75 74 25 4 73 69 27
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 14 84 71 16 12 85 73 15 8 81 72 19
Female 13 87 74 13 13 85 73 15 11 82 72 18
Male 14 82 67 18 11 84 72 16 6 79 73 21
American Indian < 100 < 0 < < < < < < < <
Asian < < < < < 100 < 0 < 100 < 0
Black 3 75 71 25 5 77 72 23 6 71 65 29
Hispanic 9 89 80 11 12 83 71 17 2 76 74 24
Native Hawaiian < < < < < < < < < < < <
White 21 89 68 11 15 89 74 11 11 87 76 13
Two or more races 19 90 71 10 18 95 77 5 16 88 72 12
Students with Disabilities - 37 37 63 - 53 53 47 4 54 50 46
Economically Disadvantaged 3 80 77 20 6 80 74 20 4 74 69 26
English Learners < < < < - 50 50 50 - 73 73 27
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 79 67 21 12 91 79 9 10 86 76 14
Female 8 76 67 24 10 91 81 9 8 87 79 13
Male 16 83 67 17 14 90 76 10 12 84 72 16
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 72 65 28 4 85 81 15 4 80 76 20
Hispanic 13 70 57 30 8 96 88 4 6 72 67 28
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 15 84 69 16 18 92 74 8 12 93 80 7
Two or more races 7 79 71 21 9 96 87 4 20 87 67 13
Students with Disabilities < < < < < < < < - 40 40 60
Economically Disadvantaged 6 76 70 24 8 92 85 8 4 77 73 23
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 14 90 76 10 10 88 79 12 10 87 77 13
Female 13 90 77 10 11 88 77 12 7 86 79 14
Male 15 91 76 9 8 88 81 12 14 89 75 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 7 84 77 16 4 79 74 21 4 82 78 18
Hispanic 10 84 73 16 6 94 89 6 5 90 86 10
Native Hawaiian < < < < < 100 < 0 < < < <
White 19 96 77 4 13 92 79 8 15 91 76 9
Two or more races 6 94 89 6 19 96 78 4 11 93 81 7
Students with Disabilities 4 59 56 41 4 61 58 39 2 67 66 33
Economically Disadvantaged 11 84 73 16 5 82 77 18 3 79 76 21
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 89 62 11 28 90 63 10 24 88 64 12
Female 24 89 65 11 25 91 66 9 22 88 66 12
Male 31 90 59 10 31 90 59 10 26 88 62 12
American Indian 30 100 70 0 18 91 73 9 < < < <
Asian 34 94 60 6 40 93 53 7 23 85 62 15
Black 19 84 64 16 19 86 67 14 18 84 66 16
Hispanic 27 90 63 10 28 91 63 9 27 92 65 8
Native Hawaiian 29 93 64 7 17 78 61 22 33 86 52 14
White 32 92 61 8 32 92 60 8 26 89 64 11
Two or more races 35 92 57 8 37 95 59 5 30 88 58 12
Students with Disabilities 14 64 49 36 14 65 51 35 13 60 47 40
Economically Disadvantaged 22 85 63 15 23 85 62 15 19 83 64 17
English Learners 16 72 56 28 10 84 74 16 13 77 65 23
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 12 86 74 14 12 90 78 10 8 85 77 15
Female 10 81 72 19 10 91 81 9 6 87 81 13
Male 15 90 76 10 13 89 75 11 11 83 72 17
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 - 90 90 10
Black 7 78 72 22 5 83 78 17 3 78 75 22
Hispanic 11 95 84 5 11 94 83 6 9 88 79 12
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 16 90 73 10 17 93 76 7 12 91 79 9
Two or more races 25 88 63 13 14 100 86 0 17 67 50 33
Students with Disabilities 8 73 65 27 3 46 43 54 4 45 41 55
Economically Disadvantaged 7 78 71 22 5 84 78 16 7 81 75 19
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 24 88 64 12 18 86 68 14 15 86 71 14
Female 19 87 68 13 18 87 69 13 14 87 73 13
Male 30 89 59 11 19 85 65 15 16 85 68 15
American Indian < 100 < 0 < < < < < 100 < 0
Asian 60 90 30 10 < 100 < 0 < 100 < 0
Black 13 79 66 21 13 78 65 22 8 83 75 17
Hispanic 15 87 72 13 15 90 76 10 16 93 77 7
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 32 94 61 6 21 90 69 10 19 86 68 14
Two or more races 28 94 67 6 31 88 58 12 11 85 74 15
Students with Disabilities 11 56 44 44 10 61 51 39 2 56 54 44
Economically Disadvantaged 15 83 68 17 10 78 67 22 6 77 71 23
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 19 90 71 10 25 95 70 5 16 87 71 13
Female 11 89 77 11 19 94 75 6 9 84 75 16
Male 28 92 63 8 32 96 64 4 24 91 67 9
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 8 87 79 13 13 95 82 5 13 86 73 14
Hispanic 16 84 68 16 24 100 76 0 21 85 65 15
Native Hawaiian < 100 < 0 < < < < < < < <
White 26 92 66 8 30 94 64 6 14 88 74 13
Two or more races 26 96 70 4 33 92 58 8 38 90 52 10
Students with Disabilities < < < < 15 62 46 38 26 83 57 17
Economically Disadvantaged 9 78 70 22 20 95 76 5 9 83 74 17
English Learners < 100 < 0 < 100 < 0 < < < <
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 20 88 69 12 18 87 69 13 21 90 69 10
Female 20 91 71 9 13 86 73 14 21 91 71 9
Male 19 85 66 15 24 88 64 12 21 88 67 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 15 83 68 17 12 85 73 15 9 84 75 16
Hispanic 11 85 74 15 10 80 69 20 13 89 75 11
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 23 91 68 9 23 89 66 11 29 93 64 7
Two or more races 27 90 63 10 20 92 72 8 23 93 70 7
Students with Disabilities 3 52 48 48 5 63 57 38 10 61 52 39
Economically Disadvantaged 11 82 71 18 9 80 71 20 13 85 73 15
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 63 96 33 4 64 95 31 5 54 90 36 10
Female 63 98 35 2 63 97 34 3 56 89 33 11
Male 63 94 31 6 65 93 29 7 52 91 39 9
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 50 90 40 10 < < < <
Black 57 95 38 5 52 91 39 9 53 87 34 13
Hispanic 69 98 30 2 63 93 30 7 64 100 36 0
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 64 96 32 4 72 97 25 3 51 89 38 11
Two or more races 67 96 29 4 70 100 30 0 58 96 38 4
Students with Disabilities 28 77 49 23 31 76 45 24 26 62 36 38
Economically Disadvantaged 55 96 41 4 56 92 36 8 47 86 39 14
English Learners < 100 < 0 27 91 64 9 < < < <
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: 81.96 State: 89.72 Division: 81.78 State: 88.34 Division: 76.34 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division335
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten119113100
Kindergarten439485450
Grade 1475461484
Grade 2505466468
Grade 3480512492
Grade 4502483507
Grade 5469516501
Grade 6536473529
Grade 7498517450
Grade 8503496497
Grade 9504491476
Grade 10533510470
Grade 11462460442
Grade 12430463462
Total Students6,4556,4466,328
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

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students645564466328
Female324831963167
Male320732503161
American Indian322222
Asian816762
Black202720601994
Hispanic704717743
Native Hawaiian535950
White314631093036
Two or more races412412421
Students with Disabilities810802762
Not Students with Disabilities564556445566
Economically Disadvantaged300330302974
Not Economically Disadvantaged345234163354
English Learners101125133
Not English Learners635463216195
Homeless16189
Military Connected202416011478
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 242 189 10 3 21 20
State 50979 36013 2733 1046 5404 1786
Female Division 142 80 3 1 9 6
State 27837 15823 920 366 1922 656
Male Division 100 109 7 2 12 14
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 68 79 5 0 8 12
State 7955 11090 1111 244 1359 744
Hispanic Division 18 19 1 1 1 0
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 130 78 4 2 10 6
State 30218 16420 1139 617 1589 596
Two or more races Division 20 8 0 0 2 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 31 10 0 7 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 52 73 4 2 10 14
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < < <
State 1418 3757 272 31 1847 115
Military Connected Division 49 51 0 0 3 5
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 Students48544190.944491.5214.3
Female24122593.422693.893.7
Male24421688.521889.3124.9
American Indian0<100<10000
Asian0<100<10000
Black17215288.415288.484.7
Hispanic4038953997.512.5
Native Hawaiian0<<<<00
White23021292.221493104.3
Two or more races312890.32890.326.5
Students with Disabilities494285.74285.7714.3
Economically Disadvantaged15512983.213184.5106.5
English Learners0<<<<<<
Military Connected10810092.610092.632.8
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 2015-20162016-20172017-2018
Advanced Placement Test Taken2 / .1%111 / 5.77%48 / 2.59%
Advanced Placement Course Enrollment2 / .1%114 / 5.93%50 / 2.7%
Dual Enrollment253 / 13.12%141 / 7.33%166 / 8.97%
Governor’s School Enrollment23 / 1.19%21 / 1.09%21 / 1.14%
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 399 245 39
State 82482 57560 30
Female Division 206 151 27
State 41546 31230 25
Male Division 193 94 51
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 130 87 33
State 18272 11640 36
Hispanic Division 36 11 69
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 209 132 37
State 46319 33154 28
Two or more races Division 21 14 33
State 3521 2499 29
Students with Disabilities Division 30 16 47
State 5986 3008 50
Economically Disadvantaged Division 139 78 44
State 23515 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
2015-20162016-20172017-2018
NOCTI AssessmentsDivision332741
 State413936233471
State LicensuresDivision9913
 State179019641412
Industry CertificationDivision724467517
 State100544109590103892
Workplace ReadinessDivision111103109
 State307754231350242
Total Credentials EarnedDivision877606680
 State137248157490159017
Students Earning One or More CredentialsDivision635489522
 State109089126113127744
CTE CompletersDivision254126177
 State424044051640514
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 115 220 162 73.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 115 214 154 72%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 102 200 121 60.5%
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
68.6 66.8 62.9

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.

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
2014-20151,958.006,024.001,362.00
2015-20162,650.006,117.001,361.00
2016-20172,740.006,155.001,616.00

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
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students6290410148195607445416822260414551782216075448163216
Female3123216741043050226821082989235909830432167899
Male31671947491302422886114305222088123303223285117
American Indian30020259121722121100
Asian90312834107060166100
Black20041304766191612856721961125477919171475669
Hispanic671431118698551622679641824769762013
Native Hawaiian43302493015651163321
White30492067598289922382117285422095105281918975122
Two or more races4032512940432128404331510420311011
Students with Disabilities719652531751722843759763552758663644
Economically Disadvantaged2822251111126270927912715527783021271532763291121142
English Learners863128973512618341421630
Homeless1261223412761317625
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 18
Offenses Against Staff <
Weapons Offenses <
Property Offenses 27
All Other Offenses 22
Other Offenses Against Persons 208
Disorderly or Disruptive Behavior Offenses 408
Alcohol, Tobacco, and Other Drug Offenses 29
Technology Offenses 30
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4960.730.3410.3480.36
Asian1.2550.151.0390.320.980.18
Black31.40248.9831.95850.4831.51148.47
Hispanic10.90610.211.1237.5611.7418.62
Native Hawaiian0.8210.440.9150.160.79
White48.73732.9448.23135.3747.97736.27
Two or more races6.3836.566.3926.116.6536.1
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4960.3410.348
Asian1.2551.0390.98
Black31.4025031.9582031.51150
Hispanic10.9063011.12311.74116.67
Native Hawaiian0.8210.9150.79
White48.7372048.2318047.97733.33
Two or more races6.3836.3926.653
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4960.3410.348
Asian1.2551.0390.98
Black31.40231.95831.511100
Hispanic10.90611.12311.741
Native Hawaiian0.8210.9150.79
White48.73748.23110047.977
Two or more races6.3836.3926.653
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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 39.1939.2740.74
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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 40.6843.1146.5
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
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 75.6376.3977.13
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: 13.61 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.85 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional6%5%
Provisional Special Education1%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
2015-201656%42%0%2%
2016-201757%41%0%2%
2017-201855%42%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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