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Radford City Public Schools

General school information

Division: Radford City Public Schools
Address: 1612 Wadsworth St Radford, VA 24141
Superintendent: Mr. Robert Graham
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 17 78 61 22 20 84 63 16 23 84 61 16
Female 19 82 62 18 23 86 63 14 26 85 59 15
Male 15 76 61 24 18 81 64 19 20 83 63 17
Asian 29 88 59 12 31 85 54 15 < < < <
Black 7 55 48 45 9 59 50 41 6 58 52 42
Hispanic 17 70 53 30 16 92 76 8 31 88 56 13
White 18 82 64 18 22 86 64 14 25 88 62 12
Two or more races 15 72 57 28 13 78 65 22 14 78 64 22
Students with Disabilities 7 39 32 61 6 38 32 62 3 49 46 51
Economically Disadvantaged 9 63 54 37 13 73 60 27 13 72 59 28
English Learners < < < < < < < < 30 70 40 30
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 16 64 48 36 20 77 57 23 19 77 58 23
Female 17 62 45 38 30 75 45 25 22 81 58 19
Male 14 65 51 35 10 79 69 21 15 72 57 28
Black 9 18 9 82 < < < < - 47 47 53
Hispanic < < < < < < < < < < < <
White 19 70 51 30 21 78 56 22 23 83 60 17
Two or more races < < < < 10 75 65 25 < < < <
Students with Disabilities 25 50 25 50 7 43 36 57 - 50 50 50
Economically Disadvantaged 6 44 39 56 12 67 55 33 10 67 57 33
English Learners < 100 < 0 < < < <
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 21 69 48 31 24 82 58 18 22 81 59 19
Female 22 73 51 27 27 75 48 25 31 81 50 19
Male 19 65 45 35 22 89 67 11 13 80 68 20
Black 9 64 55 36 - 27 27 73 18 55 36 45
Hispanic < < < < < 100 < 0 < 100 < 0
White 22 68 46 32 29 89 60 11 24 84 60 16
Two or more races < < < < 18 82 64 18 11 78 67 22
Students with Disabilities 17 48 30 52 21 29 7 71 7 57 50 43
Economically Disadvantaged 11 46 36 54 15 72 57 28 13 68 56 32
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 28 81 53 19 32 87 54 13 36 87 50 13
Female 31 91 59 9 32 88 56 12 32 86 54 14
Male 25 73 48 27 33 85 52 15 41 88 47 13
Asian < < < < < 100 < 0 < 100 < 0
Black 11 61 50 39 18 82 64 18 8 46 38 54
Hispanic < 100 < 0 < 100 < 0 < < < <
White 30 85 54 15 33 86 53 14 42 93 51 7
Two or more races < < < < < < < < 20 80 60 20
Students with Disabilities - 40 40 60 8 58 50 42 13 47 33 53
Economically Disadvantaged 15 72 57 28 23 80 56 20 23 77 54 23
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 15 78 63 22 32 86 54 14 28 85 57 15
Female 18 77 59 23 40 96 56 4 34 90 56 10
Male 13 79 66 21 26 79 53 21 21 79 57 21
Black < < < < 13 69 56 31 6 63 56 38
Hispanic < < < < < 100 < 0 < 100 < 0
White 15 82 67 18 37 91 54 9 29 86 57 14
Two or more races 25 67 42 33 20 70 50 30 < 100 < 0
Students with Disabilities - 29 29 71 < < < < - 63 63 38
Economically Disadvantaged 8 59 51 41 11 76 65 24 14 75 60 25
English Learners < < < < < < < < < 100 < 0
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 11 84 72 16 16 86 70 14 27 86 59 14
Female 13 90 77 10 16 89 73 11 36 91 55 9
Male 9 75 66 25 16 84 68 16 20 82 62 18
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 43 36 57 < < < < 5 62 57 38
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 12 90 78 10 17 87 69 13 34 91 57 9
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities - 6 6 94 - 33 33 67 - 38 38 62
Economically Disadvantaged 8 68 60 32 9 70 61 30 20 77 58 23
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 15 84 69 16 15 81 66 19 18 81 64 19
Female 17 89 72 11 17 91 73 9 20 72 52 28
Male 12 79 67 21 13 70 57 30 16 91 75 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 83 83 17 - 36 36 64 < < < <
Hispanic < < < < < 100 < 0 < < < <
White 16 85 70 15 18 87 69 13 17 85 68 15
Two or more races 10 80 70 20 < < < < 9 64 55 36
Students with Disabilities - 46 46 54 - 9 9 91 - 41 41 59
Economically Disadvantaged 9 71 62 29 11 70 60 30 12 63 52 37
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 12 90 78 10 2 86 83 14 9 88 80 12
Female 19 89 70 11 3 90 87 10 5 93 89 7
Male 7 91 84 9 2 81 80 19 12 84 72 16
Black 8 67 58 33 < < < < - 67 67 33
Hispanic < < < < < < < < < 100 < 0
White 12 95 82 5 3 86 83 14 10 92 82 8
Two or more races < 100 < 0 < < < < 10 80 70 20
Students with Disabilities < < < < - 33 33 67 - 36 36 64
Economically Disadvantaged 3 90 87 10 2 71 69 29 2 77 75 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

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

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 76 61 24 20 81 61 19 21 79 58 21
Female 15 79 63 21 19 82 62 18 21 83 62 17
Male 16 74 58 26 20 80 60 20 20 75 55 25
Asian 43 93 50 7 53 100 47 0 50 90 40 10
Black 5 49 44 51 4 67 63 33 9 54 46 46
Hispanic 7 68 61 32 22 90 68 10 18 80 61 20
White 17 80 63 20 21 83 62 17 23 83 60 17
Two or more races 9 64 56 36 15 64 49 36 9 70 61 30
Students with Disabilities 8 39 31 61 5 40 35 60 6 42 36 58
Economically Disadvantaged 9 59 50 41 10 71 60 29 11 67 56 33
English Learners < 100 < 0 < < < < 36 73 36 27
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 14 70 56 30 16 78 61 22 13 73 60 27
Female 12 64 52 36 16 74 58 26 12 70 58 30
Male 16 76 60 24 17 81 64 19 15 76 61 24
Black - 9 9 91 < < < < - 40 40 60
Hispanic < < < < < < < < < < < <
White 18 79 61 21 19 81 61 19 17 79 62 21
Two or more races < < < < 10 60 50 40 < < < <
Students with Disabilities 42 50 8 50 - 50 50 50 6 56 50 44
Economically Disadvantaged 6 50 44 50 5 63 58 37 6 60 54 40
English Learners < 100 < 0 < < < <
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 26 79 53 21 45 86 41 14 34 93 59 7
Female 29 83 54 17 38 82 45 18 36 93 57 7
Male 24 76 52 24 51 89 38 11 32 93 61 7
Black 27 82 55 18 9 45 36 55 27 73 45 27
Hispanic < < < < < 100 < 0 < 100 < 0
White 27 80 52 20 52 90 38 10 39 95 56 5
Two or more races < < < < 45 82 36 18 17 94 78 6
Students with Disabilities 22 65 43 35 21 36 14 64 7 64 57 36
Economically Disadvantaged 21 57 36 43 28 77 49 23 22 87 65 13
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 38 87 50 13 38 91 53 9 48 90 43 10
Female 41 89 48 11 41 94 53 6 44 88 44 12
Male 35 86 51 14 34 87 52 13 51 92 41 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 12 53 41 47 18 100 82 0 8 50 42 50
Hispanic < 100 < 0 < < < < < 100 < 0
White 43 93 50 7 39 90 51 10 57 93 37 7
Two or more races < < < < < < < < 20 100 80 0
Students with Disabilities - 70 70 30 13 58 46 42 20 47 27 53
Economically Disadvantaged 25 77 52 23 23 86 63 14 25 82 58 18
English Learners < 100 < 0 < 100 < 0 < 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 19 82 63 18 23 89 66 11 24 85 61 15
Female 20 80 61 20 26 90 64 10 25 93 68 7
Male 18 84 66 16 21 89 67 11 23 75 52 25
Black < < < < - 67 67 33 19 75 56 25
Hispanic < < < < < 100 < 0 < < < <
White 18 87 69 13 25 93 68 7 25 86 61 14
Two or more races 25 67 42 33 20 80 60 20 < < < <
Students with Disabilities - 50 50 50 < < < < 13 46 33 54
Economically Disadvantaged 8 63 55 37 15 80 66 20 14 75 60 25
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 70 65 30 4 72 68 28 14 64 50 36
Female 3 74 71 26 5 73 68 27 14 73 59 27
Male 7 64 58 36 4 71 67 29 14 57 43 43
Asian < 100 < 0 < 100 < 0 < < < <
Black - 21 21 79 < < < < 5 45 41 55
Hispanic < 100 < 0 < < < < < < < <
White 6 76 71 24 3 77 75 23 16 72 56 28
Two or more races < < < < < < < < < < < <
Students with Disabilities - - - 100 - 50 50 50 - 23 23 77
Economically Disadvantaged 6 52 46 48 - 52 52 48 7 49 43 51
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 2 64 62 36 3 79 76 21 5 71 65 29
Female 1 74 72 26 1 86 85 14 7 75 68 25
Male 2 56 54 44 4 72 67 28 4 67 63 33
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 55 55 45 - 57 57 43 - 38 38 62
Hispanic < < < < < < < < < < < <
White 2 66 64 34 4 83 80 17 6 76 70 24
Two or more races - 42 42 58 - 58 58 42 - 56 56 44
Students with Disabilities - 26 26 74 - 36 36 64 - 39 39 61
Economically Disadvantaged - 52 52 48 1 72 70 28 1 56 55 44
English Learners < 100 < 0 < 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 9 74 65 26 16 70 54 30 8 77 69 23
Female 11 76 66 24 20 69 49 31 3 83 80 17
Male 8 72 65 28 12 71 59 29 14 72 58 28
Black < < < < 7 60 53 40 - 46 46 54
Hispanic < < < < < 100 < 0 < < < <
White 11 79 68 21 16 70 54 30 10 84 74 16
Two or more races 7 64 57 36 < < < < - 50 50 50
Students with Disabilities - 20 20 80 - 14 14 86 - 13 13 87
Economically Disadvantaged 4 58 54 42 5 50 45 50 5 65 60 35
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 20 92 72 8 18 83 65 17 26 81 55 19
Female 15 96 81 4 13 83 70 17 36 87 51 13
Male 24 88 64 12 24 82 59 18 17 75 58 25
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 20 80 60 20
Hispanic < < < < < 100 < 0 < < < <
White 23 95 73 5 21 84 63 16 26 83 56 18
Two or more races < < < < 9 73 64 27 < < < <
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 15 85 70 15 5 80 76 20 14 62 48 38
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

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 17 83 67 17 15 85 70 15 17 83 66 17
Female 15 86 71 14 13 85 72 15 15 81 66 19
Male 19 81 63 19 16 84 68 16 19 86 67 14
Asian < 100 < 0 < < < < < 100 < 0
Black 6 65 59 35 2 64 62 36 9 72 63 28
Hispanic 13 78 65 22 19 88 69 12 24 88 64 12
White 18 86 68 14 17 88 71 12 18 85 67 15
Two or more races 11 75 64 25 6 74 68 26 11 71 60 29
Students with Disabilities - 37 37 63 3 47 44 53 3 45 42 55
Economically Disadvantaged 8 72 63 28 8 74 67 26 8 71 63 29
English Learners < < < < < < < < < < < <
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 38 82 44 18 32 87 55 13 32 86 54 14
Female 41 85 44 15 34 86 52 14 25 82 58 18
Male 35 79 44 21 30 87 57 13 38 89 51 11
Asian < 100 < 0 < < < < < 100 < 0
Black 12 59 47 41 - 73 73 27 - 50 50 50
Hispanic < 100 < 0 < < < < < 100 < 0
White 42 86 44 14 39 89 50 11 38 90 52 10
Two or more races < < < < < < < < 20 80 60 20
Students with Disabilities - 40 40 60 8 50 42 50 7 33 27 67
Economically Disadvantaged 27 70 43 30 17 78 60 22 16 77 61 23
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 8 85 77 15 6 87 81 13 2 79 77 21
Female 8 90 83 10 5 90 86 10 2 70 68 30
Male 9 81 72 19 8 83 75 17 2 89 87 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 83 83 17 9 45 36 55 < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 9 85 76 15 6 93 86 7 1 83 82 17
Two or more races 10 80 70 20 < < < < - 64 64 36
Students with Disabilities - 46 46 54 - 36 36 64 - 38 38 63
Economically Disadvantaged 2 75 74 25 2 74 72 26 2 63 60 38
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 85 72 15 19 87 68 13 24 89 65 11
Female 9 87 78 13 9 89 80 11 29 92 63 8
Male 16 82 66 18 28 85 57 15 19 85 66 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < - 63 63 38 14 86 71 14
Hispanic < < < < < 100 < 0 < < < <
White 13 87 74 13 21 89 68 11 24 90 66 10
Two or more races - 80 80 20 10 100 90 0 9 82 73 18
Students with Disabilities - 42 42 58 - 37 37 63 7 60 53 40
Economically Disadvantaged - 74 74 26 8 75 67 25 7 77 70 23
English Learners < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 89 80 11 2 66 64 34 6 52 45 48
Female 11 89 79 11 - 58 58 42 5 49 43 51
Male 8 89 82 11 4 73 69 27 8 56 48 44
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < 100 < 0
White 11 95 84 5 3 71 69 29 4 51 47 49
Two or more races < < < < < < < < < < < <
Economically Disadvantaged 8 83 75 17 - 42 42 58 - 18 18 82
English Learners < 100 < 0
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 80 66 20 9 91 82 9 14 93 79 7
Female 8 81 73 19 14 92 78 8 10 96 85 4
Male 19 78 59 22 5 89 85 11 18 92 73 8
Black - 57 57 43 - 77 77 23 8 92 83 8
Hispanic < < < < < 100 < 0 < 100 < 0
White 16 83 67 17 9 92 83 8 17 95 77 5
Two or more races 15 77 62 23 < < < < < < < <
Students with Disabilities - 27 27 73 - 69 69 31 - 58 58 42
Economically Disadvantaged 4 67 62 33 3 81 78 19 8 83 75 17
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 28 82 54 18 32 88 56 12 26 89 63 11
Female 26 83 57 17 27 87 60 13 23 88 66 12
Male 30 82 52 18 37 89 52 11 29 90 61 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 67 52 33 8 64 57 36 13 73 60 27
Hispanic 32 73 41 27 33 79 45 21 24 86 62 14
White 29 84 55 16 36 91 55 9 29 92 64 8
Two or more races 21 82 61 18 21 89 68 11 17 83 65 17
Students with Disabilities 14 48 34 52 9 45 36 55 5 48 43 52
Economically Disadvantaged 15 68 52 32 18 75 57 25 16 78 62 22
English Learners < 100 < 0 < < < < < 100 < 0
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 15 82 66 18 11 80 69 20 20 90 70 10
Female 16 79 63 21 6 76 69 24 12 93 81 7
Male 15 84 69 16 15 83 68 17 26 87 60 13
Asian < 100 < 0 < 100 < 0
Black < < < < < < < < - 60 60 40
Hispanic < < < < 10 60 50 40 < 100 < 0
White 15 84 69 16 13 82 69 18 24 94 70 6
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < < < < - 13 13 87 - 46 46 54
Economically Disadvantaged - 63 63 37 4 62 57 38 14 82 68 18
English Learners < 100 < 0 < < < < < 100 < 0
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 77 59 23 31 90 59 10 16 88 72 12
Female 12 78 66 22 27 92 65 8 10 89 79 11
Male 23 76 53 24 35 88 54 12 22 88 66 12
Black - 46 46 54 21 79 57 21 - 79 79 21
Hispanic < 100 < 0 < 100 < 0 < < < <
White 21 79 58 21 32 90 58 10 20 93 73 7
Two or more races - 77 77 23 < 100 < 0 < < < <
Students with Disabilities 5 21 16 79 7 73 67 27 - 36 36 64
Economically Disadvantaged 10 62 52 38 13 79 66 21 8 74 66 26
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 15 90 74 10 29 91 63 9 16 95 80 5
Female 4 84 80 16 15 92 77 8 10 93 83 7
Male 30 97 67 3 41 90 49 10 21 98 76 2
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < < < < < 100 < 0
White 19 95 76 5 34 94 60 6 15 97 82 3
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 6 83 78 17 23 77 55 23 5 90 86 10
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 42 91 49 9 32 91 59 9 29 85 56 15
Female 44 94 50 6 34 94 59 6 32 79 47 21
Male 40 88 48 12 30 89 58 11 27 91 64 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 25 92 67 8 9 64 55 36 < < < <
Hispanic < 100 < 0 < < < < < < < <
White 43 89 46 11 38 96 58 4 31 87 56 13
Two or more races 40 100 60 0 < < < < 17 67 50 33
Students with Disabilities 8 69 62 31 - 36 36 64 6 38 31 63
Economically Disadvantaged 21 86 66 14 17 83 66 17 14 70 56 30
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 42 76 33 24 58 88 30 13 48 90 42 10
Female 43 79 37 21 49 81 32 19 46 89 44 11
Male 42 72 30 28 65 94 29 6 50 91 41 9
Asian < 100 < 0 < 100 < 0
Black 20 50 30 50 - 33 33 67 45 73 27 27
Hispanic < < < < < < < < < 100 < 0
White 41 77 36 23 66 94 29 6 52 91 40 9
Two or more races < < < < 55 91 36 9 28 94 67 6
Students with Disabilities 19 57 38 43 15 38 23 62 15 69 54 31
Economically Disadvantaged 24 50 26 50 33 74 41 26 31 82 52 18
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

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: 98.15 State: 89.72 Division: 97.2 State: 88.34 Division: 96.46 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division010
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten526742
Kindergarten110113113
Grade 1133108113
Grade 2115121111
Grade 3120115117
Grade 4126126110
Grade 5130129121
Grade 6125125127
Grade 7122120126
Grade 8133121125
Grade 9142135124
Grade 10129140131
Grade 11111131128
Grade 12113108125
Total Students1,6611,6591,613
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 Students166116591613
Female809811802
Male852848811
Asian232114
Black148151155
Hispanic657085
Native Hawaiian111
White130212831222
Two or more races122133136
Students with Disabilities226212213
Not Students with Disabilities143514471400
Economically Disadvantaged766782791
Not Economically Disadvantaged895877822
English Learners141117
Not English Learners164716481596
Homeless202822
Military Connected101716
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 59 55 12 0 4 0
State 50979 36013 2733 1046 5404 1786
Female Division 32 28 6 0 4 0
State 27837 15823 920 366 1922 656
Male Division 27 27 6 0 0 0
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division < < < < 0 <
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 51 39 8 0 4 0
State 30218 16420 1139 617 1589 596
Two or more races Division 2 7 1 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 5 12 0 0 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 7 31 12 0 4 0
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
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 Students13012696.912696.943.1
Female706694.36694.345.7
Male60601006010000
Asian0<100<10000
Black0<100<10000
Hispanic0<100<10000
Native Hawaiian0<100<10000
White1029896.19896.143.9
Two or more races10101001010000
Students with Disabilities17171001710000
Economically Disadvantaged545092.65092.647.4
English Learners0<100<10000
Homeless0<100<10000
Foster Care0<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 Taken42 / 8.48%50 / 9.73%50 / 9.84%
Advanced Placement Course Enrollment61 / 12.32%83 / 16.15%96 / 18.9%
Dual Enrollment97 / 19.6%91 / 17.7%135 / 26.57%
Governor’s School Enrollment6 / 1.21%6 / 1.17%6 / 1.18%
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 103 84 18
State 82482 57560 30
Female Division 50 42 16
State 41546 31230 25
Male Division 53 42 21
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 85 68 20
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 11 < 100
State 5986 3008 50
Economically Disadvantaged Division 33 26 21
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 AssessmentsDivision---
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision181226
 State100544109590103892
Workplace ReadinessDivision104137141
 State307754231350242
Total Credentials EarnedDivision122149167
 State137248157490159017
Students Earning One or More CredentialsDivision109144160
 State109089126113127744
CTE CompletersDivision383048
 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 44 71 53 74.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 42 66 45 68.2%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 44 62 46 74.2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
68.8 69 70.1

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
2014-20152,962.005,820.00833.00
2015-20162,987.005,996.00883.00
2016-20173,169.006,157.00955.00

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 Students1525106273114941183343149310034431478944245
Female752461619737491423741391626741461821
Male773601112757691920752611817737482424
Asian20100211022001113000
Black15155313513221389321451343
Hispanic531100622226761273542
Native Hawaiian0000000000000000
White1188812123116391253111437525341118702635
Two or more races11281511211461241044128685
Students with Disabilities19820612180269151851589179201112
Economically Disadvantaged700772128655912836665682731682783736
English Learners13200142121900215103
Homeless2530333626271264361224
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 20
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 52
Disorderly or Disruptive Behavior Offenses 125
Alcohol, Tobacco, and Other Drug Offenses 10
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 Indian
Asian1.2021.3851.266
Black9.49517.098.9119.619.10213.64
Hispanic3.9061.713.9130.984.2194.55
Native Hawaiian0.060.060.06
White78.00570.9478.38766.6777.33667.27
Two or more races7.33210.267.34512.758.01714.55
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

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 Indian
Asian1.2021.3851.266
Black9.4958.919.102
Hispanic3.9063.9134.219
Native Hawaiian0.060.060.06
White78.00510078.38710077.336
Two or more races7.3327.3458.017
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 Indian
Asian1.2021.3851.266
Black9.495508.919.102
Hispanic3.9063.9134.219
Native Hawaiian0.060.060.06
White78.0055078.38777.336100
Two or more races7.3327.3458.017
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 43.8642.843.35
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 44.7247.6144.44
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 81.2179.374.58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.43 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.09 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional1%1%
Provisional Special Education0%0%
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
2015-201638%57%1%4%
2016-201737%58%1%4%
2017-201841%55%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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