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Pulaski County Public Schools

General school information

Division: Pulaski County Public Schools
Address: 202 N Washington Ave Pulaski, VA 24301-5008
Superintendent: Dr. Kevin Siers
Region: 7
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 11 76 65 24 13 78 65 22 11 76 65 24
Female 13 79 66 21 14 81 67 19 12 80 67 20
Male 9 73 63 27 11 75 63 25 10 73 62 27
American Indian < < < < < < < < < < < <
Asian < < < < < 100 < 0 20 100 80 0
Black 6 55 49 45 10 62 51 38 5 68 63 32
Hispanic 3 71 68 29 8 60 53 40 6 58 53 42
White 12 78 66 22 13 80 67 20 12 78 66 22
Two or more races 8 64 57 36 7 72 65 28 8 67 60 33
Students with Disabilities 4 35 32 65 6 38 32 62 6 36 30 64
Economically Disadvantaged 7 68 61 32 8 69 61 31 7 68 61 32
English Learners - 43 43 57 - 42 42 58 - 7 7 93
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 8 75 66 25 15 71 56 29 14 70 56 30
Female 9 78 68 22 14 78 64 22 14 70 55 30
Male 8 71 64 29 15 64 49 36 13 70 58 30
Asian < < < < < 100 < 0 < 100 < 0
Black 4 50 46 50 14 50 36 50 - 64 64 36
Hispanic - 62 62 38 16 53 37 47 < < < <
White 10 79 70 21 16 73 57 27 15 71 56 29
Two or more races 5 47 42 53 - 76 76 24 10 52 43 48
Students with Disabilities 7 37 30 63 11 30 20 70 5 35 30 65
Economically Disadvantaged 5 69 63 31 10 65 55 35 10 63 53 37
English Learners < < < < < < < < < < < <
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 76 61 24 17 79 62 21 15 75 60 25
Female 17 81 64 19 20 83 63 17 15 79 65 21
Male 12 70 58 30 14 75 61 25 16 71 56 29
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 67 60 33 12 76 64 24 7 73 67 27
Hispanic - 90 90 10 15 38 23 62 6 50 44 50
White 15 77 62 23 19 83 64 17 17 77 60 23
Two or more races 14 57 43 43 6 56 50 44 10 75 65 25
Students with Disabilities - 31 31 69 12 47 35 53 13 40 27 60
Economically Disadvantaged 9 69 60 31 14 73 60 27 10 69 58 31
English Learners < 100 < 0 < < < < < < < <
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 20 82 62 18 26 84 58 16 20 86 66 14
Female 22 83 62 17 28 86 58 14 22 91 69 9
Male 18 81 63 19 24 81 57 19 19 81 63 19
Black 8 75 67 25 31 92 62 8 14 86 73 14
Hispanic < 100 < 0 < < < < 14 64 50 36
White 21 82 62 18 28 84 56 16 23 87 65 13
Two or more races 13 75 63 25 6 69 63 31 - 84 84 16
Students with Disabilities 11 45 34 55 5 56 51 44 12 53 41 47
Economically Disadvantaged 11 77 66 23 18 80 63 20 11 80 69 20
English Learners < 100 < 0 < 100 < 0 < < < <
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 16 70 54 30 12 75 62 25 12 80 68 20
Female 18 70 52 30 14 79 66 21 13 83 70 17
Male 14 70 56 30 12 71 59 29 10 75 66 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 14 52 38 48 8 38 31 62 - 75 75 25
Hispanic 10 60 50 40 < 100 < 0 < < < <
White 16 72 56 28 13 77 64 23 12 81 69 19
Two or more races 11 63 53 37 12 65 53 35 6 56 50 44
Students with Disabilities 2 29 27 71 8 31 23 69 2 34 32 66
Economically Disadvantaged 9 59 50 41 5 64 58 36 9 77 68 23
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 7 77 70 23 14 78 64 22 11 78 66 22
Female 13 83 70 17 16 82 66 18 12 80 68 20
Male 3 73 70 27 12 74 62 26 11 76 65 24
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Black - 40 40 60 16 63 47 37 17 67 50 33
Hispanic < < < < 9 64 55 36 < < < <
White 9 79 70 21 13 79 66 21 11 79 68 21
Two or more races - 77 77 23 17 78 61 22 16 63 47 37
Students with Disabilities 2 28 26 72 11 39 28 61 6 33 27 67
Economically Disadvantaged 4 69 65 31 9 69 60 31 5 69 63 31
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 6 69 63 31 9 71 62 29 6 66 61 34
Female 8 72 65 28 10 75 65 25 6 68 61 32
Male 4 65 61 35 8 69 60 31 5 65 60 35
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 44 39 56 - 40 40 60 - 45 45 55
Hispanic < < < < < < < < - 33 33 67
White 5 72 67 28 10 72 63 28 6 69 63 31
Two or more races < < < < 9 77 68 23 7 60 53 40
Students with Disabilities 4 25 21 75 6 18 12 82 3 24 21 76
Economically Disadvantaged 5 56 51 44 6 59 53 41 3 51 49 49
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 5 81 76 19 5 83 78 17 1 79 77 21
Female 5 86 81 14 5 83 78 17 2 86 84 14
Male 4 76 72 24 4 82 78 18 1 72 72 28
American Indian < 100 < 0 < < < < < < < <
Black - 59 59 41 2 59 57 41 - 67 67 33
Hispanic - 90 90 10 - 65 65 35 - 58 58 42
White 5 82 77 18 5 86 80 14 2 80 79 20
Two or more races < < < < 3 76 73 24 < < < <
Students with Disabilities 2 49 48 51 - 43 43 57 - 32 32 68
Economically Disadvantaged 2 72 70 28 2 72 69 28 - 69 69 31
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 8 68 60 32 13 72 59 28 18 71 54 29
Female 10 77 67 23 16 79 62 21 26 80 54 20
Male 7 60 54 40 10 66 56 34 10 64 54 36
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 43 43 57 - 45 45 55 7 56 49 44
Hispanic - 53 53 47 - 60 60 40 10 55 45 45
White 9 71 62 29 13 73 60 27 18 74 56 26
Two or more races 15 62 46 38 19 76 57 24 20 53 33 47
Students with Disabilities 2 33 32 67 - 20 20 80 3 23 20 77
Economically Disadvantaged 5 57 52 43 6 59 54 41 12 61 49 39
English Learners < < < < < < < < < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 60 53 40 10 67 57 33 14 63 49 37
Female 10 70 59 30 19 77 57 23 19 71 51 29
Male 5 51 47 49 3 59 56 41 9 57 47 43
American Indian < < < < < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 45 45 55 - 30 30 70 5 48 43 52
Hispanic < < < < < < < < 10 30 20 70
White 7 62 55 38 11 67 57 33 14 66 52 34
Two or more races < < < < 18 77 59 23 20 47 27 53
Students with Disabilities - 21 21 79 - 10 10 90 5 18 13 82
Economically Disadvantaged 6 50 44 50 4 52 49 48 8 49 42 51
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 9 75 66 25 15 76 61 24 21 80 59 20
Female 9 82 73 18 14 80 66 20 31 88 56 12
Male 8 68 59 32 16 72 56 28 12 73 61 27
American Indian < 100 < 0 < < < <
Black - 41 41 59 - 52 52 48 9 64 55 36
Hispanic < < < < < < < < 10 80 70 20
White 10 78 68 22 16 78 62 22 23 83 60 17
Two or more races < < < < 20 73 53 27 20 60 40 40
Students with Disabilities 3 43 40 57 - 29 29 71 - 29 29 71
Economically Disadvantaged 4 63 59 37 7 66 59 34 16 73 57 27
English Learners < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 10 78 68 22 11 76 65 24 13 76 64 24
Female 11 81 70 19 12 80 68 20 13 80 68 20
Male 10 75 66 25 11 73 62 27 12 72 60 28
American Indian - 77 77 23 - 85 85 15 - 70 70 30
Asian 42 100 58 0 < 100 < 0 73 100 27 0
Black 4 64 60 36 6 59 54 41 6 63 57 37
Hispanic 6 69 64 31 8 68 59 32 9 66 57 34
White 11 80 69 20 12 78 66 22 13 78 65 22
Two or more races 8 75 67 25 6 73 67 27 8 68 60 32
Students with Disabilities 6 43 37 57 7 39 32 61 7 36 30 64
Economically Disadvantaged 7 72 65 28 8 68 60 32 7 69 62 31
English Learners - 64 64 36 - 58 58 42 - 30 30 70
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 8 74 65 26 14 73 60 27 16 75 59 25
Female 10 72 62 28 14 73 59 27 15 75 60 25
Male 7 76 69 24 14 74 60 26 17 74 58 26
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 4 54 50 46 - 57 57 43 7 64 57 36
Hispanic 7 50 43 50 10 67 57 33 < < < <
White 10 78 69 22 15 76 60 24 17 77 60 23
Two or more races - 50 50 50 10 62 52 38 10 62 52 38
Students with Disabilities 7 46 39 54 13 49 36 51 5 26 21 74
Economically Disadvantaged 5 66 61 34 10 66 56 34 10 69 59 31
English Learners < < < < < < < < < < < <
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 82 61 18 21 80 59 20 19 79 60 21
Female 24 84 61 16 19 80 61 20 17 81 64 19
Male 18 79 61 21 24 81 57 19 21 77 57 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 87 80 13 20 68 48 32 13 50 38 50
Hispanic 20 80 60 20 15 62 46 38 7 73 67 27
White 22 82 60 18 23 83 61 17 20 80 60 20
Two or more races 21 79 57 21 11 67 56 33 20 90 70 10
Students with Disabilities 10 40 31 60 17 48 31 52 15 50 35 50
Economically Disadvantaged 16 76 61 24 16 74 58 26 13 77 64 23
English Learners < 100 < 0 < < < < < < < <
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 22 86 63 14 26 86 61 14 24 84 60 16
Female 26 87 62 13 28 90 62 10 21 87 65 13
Male 20 85 65 15 23 82 59 18 26 82 55 18
Black 8 67 58 33 8 92 85 8 14 64 50 36
Hispanic < < < < < < < < 14 57 43 43
White 24 87 63 13 27 87 60 13 27 87 60 13
Two or more races 13 81 69 19 13 69 56 31 5 89 84 11
Students with Disabilities 10 51 41 49 13 56 44 44 14 57 43 43
Economically Disadvantaged 12 81 69 19 23 82 59 18 10 77 67 23
English Learners < < < < < 100 < 0 < < < <
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 12 74 62 26 6 76 70 24 12 75 64 25
Female 12 81 69 19 6 79 73 21 14 79 65 21
Male 12 68 56 32 6 73 67 27 9 71 62 29
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 10 67 57 33 - 54 54 46 - 58 58 42
Hispanic 9 45 36 55 < 100 < 0 < < < <
White 12 75 64 25 7 76 69 24 12 79 67 21
Two or more races 16 79 63 21 - 78 78 22 - 33 33 67
Students with Disabilities 5 27 22 73 6 32 26 68 5 34 29 66
Economically Disadvantaged 10 67 57 33 2 65 63 35 8 71 63 29
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 10 67 57 33 9 67 58 33 7 60 54 40
Female 11 75 63 25 8 71 62 29 9 66 57 34
Male 9 61 52 39 9 64 55 36 5 56 51 44
American Indian < 100 < 0 < 100 < 0 < < < <
Black - 30 30 70 - 58 58 42 - 45 45 55
Hispanic < < < < 9 45 36 55 < < < <
White 11 68 57 32 9 68 59 32 7 63 56 37
Two or more races 5 71 67 29 7 67 60 33 10 35 25 65
Students with Disabilities 4 15 11 85 5 23 18 77 8 16 8 84
Economically Disadvantaged 4 59 54 41 6 58 51 42 3 52 50 48
English Learners < < < < < < < < < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 70 68 30 4 76 72 24 4 65 62 35
Female 1 80 79 20 3 83 80 17 - 71 71 29
Male 3 62 58 38 4 71 67 29 6 61 55 39
Black - 53 53 47 - 60 60 40 - 68 68 32
Hispanic < < < < < < < < - 45 45 55
White 3 73 70 27 4 76 72 24 5 67 62 33
Two or more races < < < < - 75 75 25 - 55 55 45
Students with Disabilities - 29 29 71 4 32 28 68 5 26 21 74
Economically Disadvantaged 1 65 64 35 4 69 65 31 3 56 52 44
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 4 91 87 9 7 83 77 17 10 85 75 15
Female 4 94 90 6 10 92 82 8 13 91 79 9
Male 4 88 84 12 4 75 72 25 7 79 72 21
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 89 89 11 - 43 43 57 9 82 73 18
Hispanic - 82 82 18 8 85 77 15 14 64 50 36
White 5 91 87 9 7 86 79 14 10 86 77 14
Two or more races 6 100 94 0 < 100 < 0 - 80 80 20
Students with Disabilities 1 74 72 26 1 45 43 55 - 53 53 48
Economically Disadvantaged 2 88 86 12 3 77 73 23 3 77 74 23
English Learners < 100 < 0 < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 75 72 25 4 66 62 34 4 73 69 27
Female 4 78 74 22 4 71 67 29 5 81 76 19
Male 4 73 69 27 4 60 56 40 3 65 62 35
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 64 64 36 4 44 40 56 - 37 37 63
Hispanic < < < < - 53 53 47 - 64 64 36
White 4 76 72 24 4 67 63 33 3 75 72 25
Two or more races - 73 73 27 - 72 72 28 15 85 69 15
Students with Disabilities - 42 42 58 1 27 26 73 - 25 25 75
Economically Disadvantaged 1 62 61 38 3 54 51 46 2 66 64 34
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 5 79 74 21 11 86 75 14 17 91 74 9
Female 6 80 75 20 8 86 77 14 17 92 75 8
Male 4 78 74 22 14 86 71 14 18 90 73 10
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < 15 77 62 23 10 100 90 0
Hispanic < 100 < 0 < < < < < 100 < 0
White 5 82 77 18 10 87 77 13 19 91 72 9
Two or more races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < 8 67 58 33
Economically Disadvantaged 4 71 68 29 9 81 72 19 14 87 72 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

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 12 81 69 19 14 82 68 18 11 78 67 22
Female 10 82 72 18 14 84 70 16 10 80 70 20
Male 14 80 66 20 13 79 66 21 12 77 65 23
American Indian - 90 90 10 - 80 80 20 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 4 61 56 39 4 65 61 35 7 60 54 40
Hispanic 5 60 55 40 4 68 64 32 9 65 56 35
White 13 83 70 17 15 84 69 16 12 80 69 20
Two or more races 15 78 64 22 8 72 64 28 7 78 71 22
Students with Disabilities 3 46 43 54 4 41 37 59 4 39 35 61
Economically Disadvantaged 8 73 66 27 10 73 63 27 5 67 62 33
English Learners 10 40 30 60 - 18 18 82 - 23 23 77
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 30 85 55 15 27 87 60 13 21 86 65 14
Female 26 81 55 19 28 89 60 11 20 89 69 11
Male 33 88 55 12 26 85 59 15 23 83 60 17
Black 33 50 17 50 8 85 77 15 14 82 68 18
Hispanic < < < < < < < < 21 57 36 43
White 30 87 57 13 29 88 60 12 23 88 65 12
Two or more races 25 75 50 25 25 63 38 38 11 84 74 16
Students with Disabilities 12 51 39 49 15 65 50 35 12 57 45 43
Economically Disadvantaged 19 79 60 21 24 83 59 17 13 79 67 21
English Learners < < < < < 100 < 0 < < < <
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 7 74 67 26 9 78 69 22 7 71 64 29
Female 6 77 70 23 8 81 73 19 6 70 64 30
Male 7 72 64 28 9 75 66 25 8 72 64 28
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 61 61 39 - 50 50 50 5 57 52 43
Hispanic - 40 40 60 < < < < 8 58 50 42
White 7 76 69 24 10 78 68 22 7 73 66 27
Two or more races < < < < - 82 82 18 13 67 53 33
Students with Disabilities 2 40 38 60 2 33 31 67 4 28 25 72
Economically Disadvantaged 3 64 61 36 4 69 65 31 4 57 52 43
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 7 83 76 17 14 82 67 18 9 76 67 24
Female 4 84 79 16 16 82 67 18 6 79 73 21
Male 9 82 74 18 13 81 68 19 11 74 62 26
Asian < 100 < 0 < 100 < 0
Black - 74 74 26 5 64 59 36 5 53 47 47
Hispanic - 60 60 40 - 73 73 27 8 58 50 42
White 7 85 77 15 16 84 68 16 9 79 70 21
Two or more races 6 81 75 19 7 67 60 33 < < < <
Students with Disabilities - 45 45 55 2 37 35 63 - 40 40 60
Economically Disadvantaged 5 74 69 26 10 71 60 29 3 66 64 34
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 79 69 21 11 90 79 10 11 87 76 13
Female 7 83 76 17 9 92 82 8 9 86 77 14
Male 14 74 60 26 14 88 74 12 13 88 75 12
American Indian < 100 < 0
Black < < < < < 100 < 0 8 83 75 17
Hispanic < < < < < < < < < 100 < 0
White 11 82 71 18 12 92 80 8 12 87 75 13
Two or more races < < < < 9 64 55 36 < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 6 75 70 25 14 88 74 12 5 78 73 22
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 8 83 75 17 7 75 69 25 7 75 68 25
Female 7 85 78 15 6 77 71 23 8 77 69 23
Male 9 81 72 19 7 74 67 26 6 73 67 27
American Indian < < < < < < < < < 100 < 0
Black - 62 62 38 5 47 42 53 - 29 29 71
Hispanic - 58 58 42 6 53 47 47 - 67 67 33
White 9 86 77 14 7 79 72 21 8 78 70 22
Two or more races 15 85 69 15 < < < < 4 78 74 22
Students with Disabilities 2 41 39 59 - 34 34 66 - 29 29 71
Economically Disadvantaged 4 75 71 25 3 65 63 35 2 63 61 37
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 22 85 63 15 25 85 60 15 23 81 59 19
Female 20 85 65 15 23 85 62 15 22 82 61 18
Male 25 84 60 16 28 85 57 15 24 80 57 20
American Indian < < < < < < < < < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 9 71 61 29 15 77 62 23 18 66 48 34
Hispanic 17 78 61 22 13 72 59 28 11 72 61 28
White 24 86 62 14 27 87 60 13 24 83 59 17
Two or more races 13 91 77 9 19 77 59 23 16 74 58 26
Students with Disabilities 5 54 48 46 8 52 45 48 6 47 41 53
Economically Disadvantaged 16 77 61 23 17 77 60 23 16 72 56 28
English Learners < < < < - 50 50 50 - 25 25 75
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 16 78 62 22 17 84 66 16 21 85 64 15
Female 15 78 63 22 10 79 69 21 20 85 64 15
Male 18 78 60 22 24 87 63 13 21 86 64 14
American Indian < 100 < 0 < < < <
Black 5 59 55 41 12 72 60 28 12 72 60 28
Hispanic < < < < < < < < - 80 80 20
White 17 79 62 21 19 86 67 14 23 88 65 12
Two or more races < < < < 6 69 63 31 18 65 47 35
Students with Disabilities 3 51 47 49 - 50 50 50 5 58 53 42
Economically Disadvantaged 8 68 60 32 10 74 64 26 13 77 64 23
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 19 88 68 12 20 80 60 20 12 74 62 26
Female 20 88 69 12 17 79 63 21 12 75 64 25
Male 19 87 68 13 24 80 57 20 12 73 61 27
American Indian < 100 < 0 < < < < < < < <
Black 4 74 70 26 12 59 47 41 - 43 43 57
Hispanic - 67 67 33 < < < < - 53 53 47
White 22 89 67 11 20 82 62 18 14 78 63 22
Two or more races 17 92 75 8 < < < < 4 73 69 27
Students with Disabilities - 62 62 38 5 45 39 55 2 40 39 60
Economically Disadvantaged 13 82 69 18 13 72 59 28 8 63 55 37
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 26 95 69 5 27 91 64 9 23 90 67 10
Female 13 92 79 8 25 93 68 7 16 91 74 9
Male 41 98 57 2 29 89 60 11 31 89 58 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 14 93 79 7 7 93 86 7 < < < <
Hispanic < < < < < < < < < 100 < 0
White 27 95 68 5 30 91 61 9 23 90 68 10
Two or more races 17 100 83 0 < 100 < 0 < < < <
Students with Disabilities < < < < 11 39 28 61 < < < <
Economically Disadvantaged 21 89 68 11 16 81 65 19 13 86 72 14
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 16 81 65 19 24 84 60 16 17 79 62 21
Female 17 83 67 17 24 84 60 16 19 80 62 20
Male 15 80 64 20 24 84 60 16 16 78 62 22
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 56 44 44 - 73 73 27 16 63 47 37
Hispanic < < < < < < < < 9 64 55 36
White 16 83 67 17 25 85 60 15 17 81 64 19
Two or more races < < < < 29 81 52 19 25 75 50 25
Students with Disabilities - 43 43 57 2 54 52 46 - 29 29 71
Economically Disadvantaged 14 71 58 29 17 77 60 23 11 65 55 35
English Learners < < < < < 100 < 0 < < < <
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 36 86 50 14 37 87 50 13 40 83 43 17
Female 34 87 53 13 36 90 54 10 40 84 44 16
Male 38 85 47 15 39 84 45 16 41 82 41 18
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 21 71 50 29 29 88 58 13 40 73 33 27
Hispanic 50 90 40 10 8 58 50 42 31 77 46 23
White 37 86 49 14 41 89 48 11 41 84 43 16
Two or more races 13 93 80 7 17 72 56 28 32 79 47 21
Students with Disabilities 17 51 34 49 13 57 45 43 17 55 38 45
Economically Disadvantaged 26 81 55 19 27 81 54 19 32 76 44 24
English Learners < 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

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: 89.37 State: 89.72 Division: 91.3 State: 88.34 Division: 84.03 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division521
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten105125131
Kindergarten305285321
Grade 1312292269
Grade 2331310280
Grade 3341340293
Grade 4305323339
Grade 5321300325
Grade 6335313285
Grade 7286333325
Grade 8283290314
Grade 9369303324
Grade 10372347302
Grade 11366361331
Grade 12315348354
Total Students4,3464,2704,193
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 Students434642704193
Female210520692021
Male224122012172
American Indian131612
Asian211621
Black255264239
Hispanic139137140
Native Hawaiian111
White371036203521
Two or more races207216259
Students with Disabilities643677663
Not Students with Disabilities370335933530
Economically Disadvantaged229522032108
Not Economically Disadvantaged205120672085
English Learners323643
Not English Learners431442344150
Homeless215356
Military Connected514854
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 152 178 17 6 11 2
State 50979 36013 2733 1046 5404 1786
Female Division 89 74 4 2 3 0
State 27837 15823 920 366 1922 656
Male Division 63 104 13 4 8 2
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 8 13 3 0 2 1
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 134 150 11 6 8 1
State 30218 16420 1139 617 1589 596
Two or more races Division 7 8 2 0 1 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 2 40 17 1 5 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 33 92 14 4 9 1
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students36634794.835496.7113
Female17216797.116998.331.7
Male19418092.818595.484.1
Asian0<100<10000
Black272488.92592.627.4
Hispanic0<100<10000
White31029595.230197.182.6
Two or more races181794.41794.415.6
Students with Disabilities665989.46090.957.6
Economically Disadvantaged15313990.814494.195.9
Homeless0<<<<<<
Foster Care0<<<<<<
Military Connected0<100<10000
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 Taken90 / 6.33%88 / 6.48%94 / 7.17%
Advanced Placement Course Enrollment167 / 11.74%149 / 10.96%194 / 14.8%
Dual Enrollment271 / 19.06%309 / 22.74%321 / 24.49%
Governor’s School Enrollment18 / 1.27%16 / 1.18%23 / 1.75%
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 273 164 40
State 82482 57560 30
Female Division 151 93 38
State 41546 31230 25
Male Division 122 71 42
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 247 148 40
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 23 < 100
State 5986 3008 50
Economically Disadvantaged Division 108 50 54
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 AssessmentsDivision4724-
 State413936233471
State LicensuresDivision2624-
 State179019641412
Industry CertificationDivision151489-
 State100544109590103892
Workplace ReadinessDivision210126161
 State307754231350242
Total Credentials EarnedDivision434663161
 State137248157490159017
Students Earning One or More CredentialsDivision367527161
 State109089126113127744
CTE CompletersDivision238232206
 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 78 131 86 65.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 58 74 41 55.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 73 87 47 54%
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
64 65.1 65

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
2014-20153,420.005,868.001,000.00
2015-20163,438.005,889.001,073.00
2016-20173,806.006,199.001,017.00

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 Students4014275122126390932312511837673211321433644359116159
Female19641295847193013362581828153646817661734777
Male20501466479197919063601939168687518781866982
American Indian12300140001410011001
Asian15210181211510018100
Black23119111222026151621325131421029813
Hispanic124913128113312613651201357
Native Hawaiian0000000000000000
White3443228105106333326796943205256101116307428293125
Two or more races1871445195189419325128210341013
Students with Disabilities588753145600733131583763348539842360
Economically Disadvantaged2075207101108194223093841850246114112165926375107
English Learners28300352003263140431
Homeless611391562118960129125620518
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 78
Offenses Against Staff 27
Weapons Offenses 10
Property Offenses 21
All Other Offenses <
Other Offenses Against Persons 192
Disorderly or Disruptive Behavior Offenses 222
Alcohol, Tobacco, and Other Drug Offenses 81
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3391.280.2990.330.375
Asian0.3610.4830.160.375
Black5.75612.845.86715.336.18313.5
Hispanic2.8222.393.1984.573.2083.66
Native Hawaiian0.0450.0230.023
White86.1476.1585.36673.2584.77872.77
Two or more races4.5377.344.7636.365.05910.07
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
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3390.2990.375
Asian0.3610.4830.375
Black5.7565.8676.183
Hispanic2.8223.1983.208
Native Hawaiian0.0450.0230.023
White86.1485.36684.778
Two or more races4.5374.7635.059100
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
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3390.2990.375
Asian0.3610.4830.375
Black5.7565.8676.183
Hispanic2.8223.1983.208
Native Hawaiian0.0450.0230.023
White86.1485.36684.778
Two or more races4.5374.7635.059
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 50.9253.6754.55
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 47.3945.0749.96
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 79.3777.0777.23
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: 10.98 : 1

student 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: 12.08 : 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
Provisional5%4%
Provisional Special Education1%1%
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
2015-201650%46%1%3%
2016-201749%46%1%4%
2017-201850%46%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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