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Pulaski County Public Schools

General school information

Division: Pulaski County Public Schools
Division Number: 77
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 18 54 71 29 17 42 58 42
Female 16 62 79 21 26 54 80 20 25 43 68 32
Male 10 56 66 34 10 54 64 36 9 41 51 49
American Indian < < 100 0 < < < < < < < <
Black - 45 45 55 7 49 56 44 9 36 45 55
Hispanic - 60 60 40 10 45 55 45 < < 100 0
White 13 60 73 27 18 56 74 26 17 43 60 40
Two or more races 19 57 76 24 20 33 53 47 14 29 43 57
Students with Disabilities - 20 20 80 3 20 23 77 2 9 11 89
Students without Disabilities 15 66 82 18 20 60 81 19 19 48 67 33
Economically Disadvantaged 6 54 59 41 12 49 61 39 10 36 46 54
Not Economically Disadvantaged 18 63 81 19 22 58 80 20 22 46 68 32
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 57 67 33 14 49 63 37 17 42 58 42
Female 19 57 77 23 19 51 71 29 25 43 68 32
Male 3 56 59 41 9 47 57 43 9 41 51 49
American Indian < < 100 0 < < 100 0 < < < <
Black - 30 30 70 5 43 48 52 9 36 45 55
Hispanic < < < < 10 20 30 70 < < 100 0
White 11 57 67 33 14 52 66 34 17 43 60 40
Two or more races 18 59 77 23 20 27 47 53 14 29 43 57
Students with Disabilities - 10 10 90 5 13 18 82 2 9 11 89
Students without Disabilities 13 66 79 21 15 57 72 28 19 48 67 33
Economically Disadvantaged 4 49 52 48 8 42 49 51 10 36 46 54
Not Economically Disadvantaged 16 64 80 20 19 55 74 26 22 46 68 32
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 76 24 13 64 76 24 11 68 79 21
Female 12 68 80 20 13 68 80 20 11 71 82 18
Male 11 62 73 27 12 60 72 28 10 65 76 24
American Indian - 85 85 15 - 70 70 30 < < < <
Asian < < 100 0 73 27 100 0 42 50 92 8
Black 6 54 59 41 6 57 63 37 3 61 64 36
Hispanic 8 59 68 32 9 57 66 34 13 60 73 27
Native Hawaiian < < < < < < 100 0 < < 100 0
White 12 66 78 22 13 65 78 22 11 70 81 19
Two or more races 6 67 73 27 8 60 68 32 5 61 66 34
Students with Disabilities 7 32 39 61 7 30 36 64 3 42 45 55
Students without Disabilities 12 72 84 16 14 70 83 17 12 73 85 15
Economically Disadvantaged 8 60 68 32 7 62 69 31 5 66 71 29
Not Economically Disadvantaged 14 71 85 15 17 65 82 18 15 70 85 15
English Learners - 58 58 42 - 30 30 70 - 35 35 65
Military Connected 21 61 82 18 3 81 83 17
Foster Care - - - 100 - 40 40 60
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 60 73 27 16 59 75 25 12 71 82 18
Female 14 59 73 27 15 60 75 25 12 72 84 16
Male 14 60 74 26 17 58 74 26 11 69 81 19
Asian < < 100 0 < < 100 0 < < 100 0
Black - 57 57 43 7 57 64 36 - 68 68 32
Hispanic 10 57 67 33 < < < < 25 58 83 17
White 15 60 76 24 17 60 77 23 13 72 85 15
Two or more races 10 52 62 38 10 52 62 38 - 68 68 32
Students with Disabilities 13 36 49 51 5 21 26 74 - 52 52 48
Students without Disabilities 14 63 77 23 18 65 83 17 14 74 88 12
Economically Disadvantaged 10 56 66 34 10 59 69 31 5 76 81 19
Not Economically Disadvantaged 18 64 82 18 22 59 81 19 18 66 84 16
English Learners < < < < < < < < < < < <
Military Connected 20 50 70 30 < < < <
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 59 80 20 19 60 79 21 17 62 79 21
Female 19 61 80 20 17 64 81 19 16 62 77 23
Male 24 57 81 19 21 57 77 23 17 63 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 48 68 32 13 38 50 50 - 69 69 31
Hispanic 15 46 62 38 7 67 73 27 27 73 100 0
White 23 61 83 17 20 60 80 20 18 62 80 20
Two or more races 11 56 67 33 20 70 90 10 4 54 58 42
Students with Disabilities 17 31 48 52 15 35 50 50 6 42 48 52
Students without Disabilities 22 65 87 13 20 65 84 16 19 66 85 15
Economically Disadvantaged 16 58 74 26 13 64 77 23 8 60 68 32
Not Economically Disadvantaged 28 60 88 13 25 56 81 19 23 64 87 13
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 61 86 14 24 60 84 16 21 65 86 14
Female 28 62 90 10 21 65 87 13 24 65 90 10
Male 23 59 82 18 26 55 82 18 19 65 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 85 92 8 14 50 64 36 19 44 63 38
Hispanic < < < < 14 43 57 43 7 60 67 33
Native Hawaiian < < 100 0
White 27 60 87 13 27 60 87 13 22 66 88 12
Two or more races 13 56 69 31 5 84 89 11 18 77 95 5
Students with Disabilities 13 44 56 44 14 43 57 43 6 57 63 37
Students without Disabilities 28 63 91 9 26 64 90 10 24 67 91 9
Economically Disadvantaged 23 59 82 18 10 67 77 23 12 67 79 21
Not Economically Disadvantaged 28 63 91 9 36 54 90 10 28 64 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 70 76 24 12 64 75 25 9 60 69 31
Female 6 73 79 21 14 65 79 21 10 63 73 27
Male 6 67 73 27 9 62 71 29 9 57 66 34
Black - 54 54 46 - 58 58 42 5 42 47 53
Hispanic < < 100 0 < < < < 15 38 54 46
White 7 69 76 24 12 67 79 21 10 63 74 26
Two or more races - 78 78 22 - 33 33 67 - 50 50 50
Students with Disabilities 6 26 32 68 5 29 34 66 10 25 35 65
Students without Disabilities 6 79 85 15 13 70 82 18 9 67 77 23
Economically Disadvantaged 2 63 65 35 8 63 71 29 3 52 55 45
Not Economically Disadvantaged 11 79 89 11 15 64 79 21 15 67 81 19
English Learners < < 100 0 < < < <
Military Connected < < < < < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 67 33 7 54 60 40 7 71 78 22
Female 8 62 71 29 9 57 66 34 7 77 84 16
Male 9 55 64 36 5 51 56 44 7 65 72 28
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black - 58 58 42 - 45 45 55 - 67 67 33
Hispanic 9 36 45 55 < < < < < < < <
White 9 59 68 32 7 56 63 37 7 73 80 20
Two or more races 7 60 67 33 10 25 35 65 - 67 67 33
Students with Disabilities 5 18 23 77 8 8 16 84 5 28 33 67
Students without Disabilities 9 67 76 24 6 63 69 31 7 79 86 14
Economically Disadvantaged 6 51 58 42 3 50 52 48 2 71 73 27
Not Economically Disadvantaged 11 66 76 24 11 58 69 31 11 71 82 18
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 72 76 24 4 62 65 35 3 70 73 27
Female 3 80 83 17 - 71 71 29 3 68 71 29
Male 4 67 71 29 6 55 61 39 3 72 75 25
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 60 60 40 - 68 68 32 - 64 64 36
Hispanic < < < < - 45 45 55 < < < <
White 4 72 76 24 5 62 67 33 3 73 77 23
Two or more races - 75 75 25 - 55 55 45 - 39 39 61
Students with Disabilities 4 28 32 68 5 21 26 74 - 42 42 58
Students without Disabilities 3 85 88 12 3 74 78 22 4 77 81 19
Economically Disadvantaged 4 65 69 31 3 52 56 44 2 65 67 33
Not Economically Disadvantaged 3 81 85 15 4 72 76 24 5 76 81 19
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 77 83 17 10 75 85 15 6 68 74 26
Female 10 82 92 8 13 79 91 9 5 79 84 16
Male 4 72 75 25 7 72 79 21 6 59 65 35
American Indian < < < < < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black - 43 43 57 9 73 82 18 - 68 68 32
Hispanic 8 77 85 15 14 50 64 36 - 71 71 29
White 7 79 86 14 10 77 86 14 7 68 75 25
Two or more races < < 100 0 - 80 80 20 - 60 60 40
Students with Disabilities 1 43 45 55 - 53 53 48 1 44 45 55
Students without Disabilities 8 85 93 7 11 78 90 10 7 75 82 18
Economically Disadvantaged 3 73 77 23 3 74 77 23 2 65 67 33
Not Economically Disadvantaged 11 81 91 9 15 76 90 10 9 70 79 21
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 62 66 34 4 69 73 27 7 75 82 18
Female 4 67 71 29 5 76 81 19 7 76 83 17
Male 4 56 60 40 3 62 65 35 8 73 81 19
American Indian < < 100 0 < < < < < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 4 40 44 56 - 37 37 63 - 70 70 30
Hispanic - 53 53 47 - 64 64 36 < < < <
White 4 63 67 33 3 72 75 25 7 77 84 16
Two or more races - 72 72 28 15 69 85 15 6 63 69 31
Students with Disabilities 1 26 27 73 - 25 25 75 - 35 35 65
Students without Disabilities 5 71 76 24 5 77 82 18 8 79 87 13
Economically Disadvantaged 3 51 54 46 2 64 66 34 2 70 72 28
Not Economically Disadvantaged 6 73 78 22 5 73 79 21 10 78 88 12
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 75 86 14 17 74 91 9 14 79 93 7
Female 8 77 86 14 17 75 92 8 14 79 94 6
Male 14 71 86 14 18 73 90 10 14 78 92 8
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 62 77 23 10 90 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 10 77 87 13 19 72 91 9 13 79 92 8
Two or more races < < < < < < < < < < 100 0
Students with Disabilities < < < < 8 58 67 33 < < < <
Students without Disabilities 11 74 85 15 18 75 93 7 15 79 94 6
Economically Disadvantaged 9 72 81 19 14 72 87 13 10 81 90 10
Not Economically Disadvantaged 12 76 88 12 19 75 94 6 16 78 94 6
English Learners < < 100 0
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 60 85 15 23 59 81 19 19 56 75 25
Female 23 62 85 15 22 61 82 18 16 60 76 24
Male 28 57 85 15 24 57 80 20 22 53 75 25
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black 15 62 77 23 18 48 66 34 8 46 54 46
Hispanic 13 59 72 28 11 61 72 28 17 51 69 31
White 27 60 87 13 24 59 83 17 20 57 77 23
Two or more races 19 59 77 23 16 58 74 26 15 51 66 34
Students with Disabilities 8 45 52 48 6 41 47 53 4 30 34 66
Students without Disabilities 29 63 91 9 26 62 88 12 22 61 82 18
Economically Disadvantaged 17 60 77 23 16 56 72 28 13 51 63 37
Not Economically Disadvantaged 32 60 92 8 29 61 89 11 23 60 84 16
English Learners - 50 50 50 - 25 25 75 < < < <
Military Connected 42 58 100 0 29 59 88 12
Foster Care 17 - 17 83 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 84 16 21 64 85 15 4 52 56 44
Female 10 69 79 21 20 64 85 15 3 57 59 41
Male 24 63 87 13 21 64 86 14 6 47 53 47
American Indian < < < < < < < <
Asian < < 100 0
Black 12 60 72 28 12 60 72 28 < < < <
Hispanic < < < < - 80 80 20 < < < <
White 19 67 86 14 23 65 88 12 5 57 62 38
Two or more races 6 63 69 31 18 47 65 35 < < 100 0
Students with Disabilities - 50 50 50 5 53 58 42 - 22 22 78
Students without Disabilities 21 69 90 10 24 67 91 9 6 62 68 32
Economically Disadvantaged 10 64 74 26 13 64 77 23 - 40 40 60
Not Economically Disadvantaged 23 68 90 10 28 64 92 8 8 64 72 28
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 60 80 20 12 62 74 26 11 59 70 30
Female 17 63 79 21 12 64 75 25 11 64 75 25
Male 24 57 80 20 12 61 73 27 11 55 66 34
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < < < < < 100 0
Black 12 47 59 41 - 43 43 57 4 48 52 48
Hispanic < < < < - 53 53 47 7 36 43 57
White 20 62 82 18 14 63 78 22 12 61 73 27
Two or more races < < < < 4 69 73 27 6 65 71 29
Students with Disabilities 5 39 45 55 2 39 40 60 - 27 27 73
Students without Disabilities 24 64 88 12 14 67 82 18 14 66 80 20
Economically Disadvantaged 13 59 72 28 8 55 63 37 7 51 58 42
Not Economically Disadvantaged 29 61 90 10 16 69 84 16 15 65 80 20
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 64 91 9 23 67 90 10 22 70 92 8
Female 25 68 93 7 16 74 91 9 18 72 90 10
Male 29 60 89 11 31 58 89 11 28 67 95 5
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 86 93 7 < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 30 61 91 9 23 68 90 10 22 70 92 8
Two or more races < < 100 0 < < < < 24 65 88 12
Students with Disabilities 11 28 39 61 < < < < < < < <
Students without Disabilities 28 68 96 4 23 69 92 8 22 70 92 8
Economically Disadvantaged 16 65 81 19 13 72 86 14 24 65 88 12
Not Economically Disadvantaged 32 64 97 3 29 64 93 7 21 72 93 7
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 60 84 16 17 62 79 21 13 60 72 28
Female 24 60 84 16 19 62 80 20 11 57 69 31
Male 24 60 84 16 16 62 78 22 14 61 75 25
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 73 73 27 16 47 63 37 - 27 27 73
Hispanic < < < < 9 55 64 36 < < 100 0
White 25 60 85 15 17 64 81 19 13 61 75 25
Two or more races 29 52 81 19 25 50 75 25 10 45 55 45
Students with Disabilities 2 52 54 46 - 29 29 71 - 30 30 70
Students without Disabilities 28 62 90 10 21 68 89 11 15 65 79 21
Economically Disadvantaged 17 60 77 23 11 55 65 35 5 54 60 40
Not Economically Disadvantaged 31 61 91 9 23 68 91 9 18 64 82 18
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 50 87 13 40 43 83 17 36 43 79 21
Female 36 54 90 10 40 44 84 16 27 50 77 23
Male 39 45 84 16 41 41 82 18 44 36 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 58 88 13 40 33 73 27 23 62 85 15
Hispanic 8 50 58 42 31 46 77 23 36 64 100 0
White 41 48 89 11 41 43 84 16 38 42 79 21
Two or more races 17 56 72 28 32 47 79 21 21 33 54 46
Students with Disabilities 13 45 57 43 17 38 55 45 11 31 42 58
Students without Disabilities 42 51 92 8 44 43 87 13 40 45 85 15
Economically Disadvantaged 27 54 81 19 32 44 76 24 26 43 69 31
Not Economically Disadvantaged 49 44 93 7 49 41 90 10 44 42 86 14
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division215
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten125131151
Kindergarten285321323
Grade 1292269309
Grade 2310280266
Grade 3340293283
Grade 4323339292
Grade 5300325332
Grade 6313285300
Grade 7333325286
Grade 8290314310
Grade 9303324340
Grade 10347302296
Grade 11361331282
Grade 12348354311
Total Students4,2704,1934,081

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students427041934081
Female206920211982
Male220121722099
American Indian161212
Asian162119
Black264239220
Hispanic137140135
Native Hawaiian111
White362035213434
Two or more races216259260
Students with Disabilities677663618
Students without Disabilities359335303463
Economically Disadvantaged220321081769
Not Economically Disadvantaged206720852312
English Learners364350
Not English Learners423441504031
Homeless535635
Military Connected485453
Foster Care28169
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 152 178 17 6 11 2
State 50983 36029 2739 1053 5386 1766
Female Division 89 74 4 2 3 0
State 27838 15825 923 368 1911 652
Male Division 63 104 13 4 8 2
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 8 13 3 0 2 1
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 134 150 11 6 8 1
State 30221 16421 1144 621 1576 587
Two or more races Division 7 8 2 0 1 0
State 2468 1543 85 58 160 72
Students with Disabilities Division 2 40 17 1 5 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 33 92 14 4 9 1
State 10703 17350 1682 461 2633 1087
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3663479535497113
Female172167971699832
Male194180931859584
Asian<<100<10000
Black272489259327
Hispanic<<100<10000
White310295953019783
Two or more races181794179416
Students with Disabilities665989609158
Economically Disadvantaged153139911449496
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken88 / 6.48%94 / 7.17%
Advanced Placement Course Enrollment149 / 10.96%194 / 14.8%
Dual Enrollment309 / 22.74%321 / 24.49%
Governor's School Enrollment16 / 1.18%23 / 1.75%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision30918839
State83,31058,98329
FemaleDivision16210933
State42,04632,13924
MaleDivision1477946
State41,26426,84435
American IndianDivision<<100
State24615338
BlackDivision16<100
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision27817039
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision391464
State6,7843,33551
Economically DisadvantagedDivision1245853
State24,87113,98444
AsianDivision--100
State5,5904,89312
Native HawaiianDivision--100
State1257639
English LearnersDivision--100
State4,9222,97340
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision4724-
 State4,1393,6233,525
State LicensuresDivision2624-
 State2,4402,2791,881
Industry CertificationDivision151489-
 State99,894109,275104,601
Workplace ReadinessDivision210126161
 State30,77542,31350,241
Total Credentials EarnedDivision434663161
 State137,248157,490160,248
Students Earning One or More CredentialsDivision367527161
 State109,089126,113128,672
CTE CompletersDivision238232210
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division3,120.005,759.001,100.00
State5,761.004,621.00875.00
2013-2014Division3,301.005,915.00937.00
State5,807.004,651.00784.00
2014-2015Division3,334.005,954.001,000.00
State5,933.004,819.00771.00
2015-2016Division3,354.005,973.001,073.00
State6,084.004,849.00812.00
2016-2017Division3,724.006,281.001,017.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,5875453,4106173,434512
Female1,7512571,6572851,701213
Male1,8362881,7533321,733299
American Indian141111103
Asian151172190
Black202471895117146
Hispanic119201042212317
Native Hawaiian<<<<<<
White3,0574362,8944852,919390
Two or more races179401945619156
Students with Disabilities551148501159507123
Economically Disadvantaged1,7254331,5404521,561395
English Learners317357468
Homeless472040313828
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 97
Offenses Against Staff 18
Weapons Offenses 16
Property Offenses 13
All Other Offenses <
Other Offenses Against Persons 216
Disorderly or Disruptive Behavior Offenses 325
Alcohol, Tobacco, and Other Drug Offenses 64
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.30.4
Asian0.40.5
Black6.213.55.711.2
Hispanic3.23.73.34.3
Native Hawaiian00
White84.872.88476
Two or more races5.110.16.28.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.3
Asian0.40.5
Black6.25.7
Hispanic3.23.3
Native Hawaiian00
White84.884
Two or more races5.11006.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.40.3
Asian0.40.5
Black6.25.7
Hispanic3.23.3
Native Hawaiian00
White84.884
Two or more races5.16.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 54.56365.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 5057.355.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 77.275.674.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 0.8% 3.2% 3.9% 7.4% 9.4% 12%
High Poverty 1% 5.3% 4.1% 7.9% 9.3% 5.3%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education1%1%

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

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201749%47%1%3%
2017-201849%47%1%3%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%76%73%75%
Asian100%93%87%75%
Black66%61%60%75%
Hispanic61%64%63%75%
White79%78%81%75%
Economically Disadvantaged68%68%62%75%
English Learners8%32%53%75%
Students with Disabilities36%36%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%78%74%70%
Asian100%100%89%70%
Black66%64%60%70%
Hispanic68%68%64%70%
White80%79%81%70%
Economically Disadvantaged71%70%63%70%
English Learners31%47%57%70%
Students with Disabilities40%40%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students80%
Asian<
Black68%
Hispanic61%
White82%
Economically Disadvantaged69%
English Learners<
Students with Disabilities41%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students80%79%
Asian<<
Black77%66%
Hispanic66%68%
White81%80%
Economically Disadvantaged74%73%
English Learners17%38%
Students with Disabilities47%44%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students84%84%84%
Asian-90%84%
Black76%82%84%
Hispanic<81%84%
White85%86%84%
Economically Disadvantaged71%78%84%
English Learners-65%84%
Students with Disabilities49%56%84%
Homeless<--
Foster Care<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%14%9%10%
Asian11%11%5%10%
Black21%19%9%10%
Hispanic17%14%9%10%
White14%13%9%10%
Economically Disadvantaged23%20%13%10%
English Learners17%13%8%10%
Students with Disabilities24%21%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress67%46%58%
English Learner Proficiency3%--

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress142167%
English Learner Proficiency1343%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian100%100%<
Black98%99%97%
Hispanic99%100%94%
White99%99%98%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged100%100%99%
English Learners100%100%<
Students with Disabilities97%98%94%
Students without Disabilities100%100%99%
Female100%100%99%
Male99%99%97%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students