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Richmond City Public Schools

General school information

Division: Richmond City Public Schools
Address: 301 North 9th St 17th Floor Richmond, VA 23219-1927
Superintendent: Jason Kamras
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 60 51 40 10 58 48 42 9 59 50 41
Female 10 63 53 37 11 61 51 39 10 63 53 37
Male 8 57 49 43 9 55 46 45 8 55 47 45
American Indian 17 83 67 17 6 63 56 38 27 77 50 23
Asian 19 68 49 32 26 76 50 24 16 80 65 20
Black 6 56 50 44 6 53 47 47 6 54 48 46
Hispanic 6 59 53 41 8 56 48 44 6 54 48 46
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 35 89 55 11 32 87 55 13 29 89 60 11
Two or more races 21 78 58 22 18 75 57 25 22 73 52 27
Students with Disabilities 6 34 28 66 8 32 24 68 9 33 25 67
Economically Disadvantaged 5 54 49 46 6 51 45 49 5 52 46 48
English Learners 1 41 40 59 3 33 30 67 2 38 35 62
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 11 62 51 38 10 58 48 42 9 53 44 47
Female 12 64 52 36 11 62 51 38 9 56 47 44
Male 11 60 50 40 10 54 44 46 9 49 41 51
American Indian < 100 < 0 < < < < < < < <
Asian < < < < 17 78 61 22 17 78 61 22
Black 9 57 48 43 9 54 46 46 6 47 40 53
Hispanic 7 65 58 35 8 55 47 45 5 51 46 49
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 33 92 59 8 23 79 56 21 25 83 58 17
Two or more races 17 66 49 34 11 61 51 39 16 55 39 45
Students with Disabilities 14 41 27 59 12 39 27 61 9 36 27 64
Economically Disadvantaged 6 56 49 44 8 53 45 47 5 45 40 55
English Learners 1 53 51 47 5 46 41 54 2 44 42 56
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 12 64 53 36 14 66 52 34 11 60 49 40
Female 13 67 54 33 15 69 54 31 12 63 51 37
Male 10 62 52 38 12 63 51 37 10 57 47 43
Asian < < < < < 100 < 0 16 74 58 26
Black 9 61 52 39 10 61 51 39 8 54 46 46
Hispanic 6 63 56 37 9 67 58 33 6 58 52 42
White 36 88 52 13 39 91 52 9 32 88 56 12
Two or more races 19 96 78 4 22 82 59 18 16 70 54 30
Students with Disabilities 7 45 38 55 11 45 34 55 12 39 27 61
Economically Disadvantaged 7 60 53 40 9 59 50 41 7 54 47 46
English Learners 1 48 47 52 2 38 36 62 3 47 44 53
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 14 67 52 33 16 70 53 30 14 66 52 34
Female 16 70 54 30 17 72 56 28 17 70 53 30
Male 13 64 51 36 16 67 51 33 11 63 51 37
American Indian < < < < < < < < < 100 < 0
Asian 10 80 70 20 46 77 31 23 < < < <
Black 11 63 53 37 12 66 54 34 8 62 54 38
Hispanic 13 62 49 38 12 69 57 31 11 62 50 38
White 43 96 53 4 44 92 48 8 42 91 49 9
Two or more races 35 91 57 9 41 86 45 14 34 76 42 24
Students with Disabilities 8 46 38 54 14 51 37 49 10 42 32 58
Economically Disadvantaged 10 62 52 38 11 65 54 35 9 60 51 40
English Learners 1 32 31 68 3 41 38 59 5 41 37 59
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 7 48 41 52 8 47 40 53 9 56 48 44
Female 8 53 45 47 9 52 43 48 9 60 50 40
Male 6 43 37 57 6 43 37 57 8 53 45 47
American Indian < < < < < < < < < < < <
Asian < < < < < < < < 36 86 50 14
Black 4 44 40 56 3 41 38 59 4 49 44 51
Hispanic 1 46 44 54 6 43 37 57 5 53 48 47
White 44 92 47 8 34 86 53 14 31 93 62 7
Two or more races 27 82 55 18 5 52 48 48 25 84 59 16
Students with Disabilities 3 16 13 84 3 14 11 86 7 26 20 74
Economically Disadvantaged 3 43 40 57 3 37 34 63 4 49 45 51
English Learners - - - 100 - 7 7 93 1 13 12 87
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 6 57 51 43 6 55 49 45 8 57 49 43
Female 7 60 53 40 7 60 53 40 9 63 54 37
Male 5 52 47 48 5 49 45 51 7 51 45 49
Asian < < < < 17 75 58 25 5 95 89 5
Black 4 53 49 47 4 51 47 49 5 51 46 49
Hispanic 3 56 53 44 1 44 43 56 8 50 42 50
White 40 96 55 4 24 89 65 11 22 90 68 10
Two or more races - 83 83 17 14 86 71 14 19 81 61 19
Students with Disabilities 4 18 14 82 4 18 14 82 6 28 21 72
Economically Disadvantaged 2 51 49 49 3 47 45 53 4 47 43 53
English Learners - 12 12 88 - 6 6 94 2 10 8 90
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 5 45 39 55 7 45 38 55 6 52 46 48
Female 8 48 40 52 8 47 39 53 6 57 51 43
Male 2 41 39 59 6 42 35 58 5 46 41 54
American Indian < 100 < 0 < < < <
Asian < < < < < < < < - 73 73 27
Black 3 41 38 59 3 37 34 63 3 47 44 53
Hispanic 4 45 41 55 4 42 38 58 2 41 39 59
White 24 71 47 29 31 85 55 15 23 86 64 14
Two or more races < < < < 15 85 69 15 5 77 73 23
Students with Disabilities 4 21 17 79 3 14 10 86 7 21 14 79
Economically Disadvantaged 2 39 37 61 3 33 30 67 3 44 41 56
English Learners - 7 7 93 - 9 9 91 - 14 14 86
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 3 75 71 25 4 64 60 36 4 71 67 29
Female 4 77 74 23 5 65 60 35 5 74 69 26
Male 3 72 69 28 3 63 60 37 3 68 65 32
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 1 73 71 27 2 63 61 37 2 69 66 31
Hispanic 2 71 69 29 8 52 44 48 2 67 64 33
White 22 96 73 4 23 88 65 12 18 94 76 6
Two or more races 45 100 55 0 < 100 < 0 < < < <
Students with Disabilities 2 55 53 45 6 39 33 61 8 42 34 58
Economically Disadvantaged 1 70 69 30 2 57 55 43 2 66 64 34
English Learners - 50 50 50 - 13 13 88 - 51 51 49
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 45 37 55 11 53 41 47 11 50 39 50
Female 11 51 40 49 13 58 45 42 14 56 42 44
Male 5 39 34 61 10 46 37 54 8 43 35 57
American Indian < 100 < 0 < < < <
Asian < < < < 40 87 47 13 11 68 58 32
Black 4 40 36 60 7 45 39 55 6 42 36 58
Hispanic 7 51 44 49 6 52 46 48 4 47 43 53
White 36 78 41 22 36 85 49 15 38 84 45 16
Two or more races < < < < 21 82 61 18 24 76 52 24
Students with Disabilities 6 25 19 75 8 23 15 77 7 17 10 83
Economically Disadvantaged 6 31 26 69 6 43 37 57 4 40 35 60
English Learners - 30 30 70 - 22 22 78 < < < <
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 6 36 30 64 7 49 41 51 7 44 37 56
Female 9 42 33 58 9 54 45 46 10 50 41 50
Male 3 29 26 71 6 42 36 58 5 38 33 62
American Indian < 100 < 0 < < < <
Asian < < < < 30 90 60 10 8 58 50 42
Black 4 31 27 69 5 41 36 59 4 36 33 64
Hispanic 5 43 38 57 5 54 50 46 4 50 46 50
White 25 68 43 32 23 80 57 20 28 79 51 21
Two or more races < < < < 11 81 70 19 15 70 56 30
Students with Disabilities 5 18 13 82 7 15 9 85 5 13 8 87
Economically Disadvantaged 2 13 11 88 5 41 36 59 3 36 33 64
English Learners - 21 21 79 - 26 26 74 < < < <
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 13 66 53 34 23 65 42 35 21 65 43 35
Female 17 72 55 28 26 71 45 29 25 72 47 28
Male 9 60 51 40 20 58 38 42 17 57 40 43
Asian < 100 < 0 < < < < < < < <
Black 5 60 55 40 13 59 46 41 13 60 47 40
Hispanic 10 67 57 33 9 41 31 59 4 42 38 58
White 57 95 38 5 64 95 31 5 58 92 34 8
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 9 43 33 57 10 39 29 61 14 28 14 72
Economically Disadvantaged 12 64 52 36 10 52 42 48 9 54 45 46
English Learners < < < < - 14 14 86 < < < <
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 8 58 51 42 7 54 47 46 7 52 45 48
Female 8 60 53 40 7 57 50 43 7 54 48 46
Male 8 56 49 44 7 52 45 48 7 50 43 50
American Indian 18 82 65 18 5 70 65 30 18 77 59 23
Asian 16 78 62 22 15 82 67 18 18 80 62 20
Black 5 54 49 46 5 49 44 51 4 46 42 54
Hispanic 9 64 55 36 8 60 53 40 7 56 50 44
Native Hawaiian < < < < < 100 < 0 < < < <
White 27 88 61 12 22 81 58 19 21 78 57 22
Two or more races 18 81 63 19 17 67 50 33 14 61 47 39
Students with Disabilities 5 35 29 65 6 31 24 69 8 29 21 71
Economically Disadvantaged 5 53 48 47 5 49 44 51 5 46 42 54
English Learners 7 56 49 44 3 48 45 52 3 47 44 53
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 12 63 51 37 9 59 50 41 8 52 44 48
Female 11 63 52 37 9 59 50 41 8 52 44 48
Male 13 62 50 38 9 58 49 42 9 53 44 47
American Indian < 100 < 0 < < < < < < < <
Asian < < < < 11 89 78 11 22 78 56 22
Black 9 57 49 43 7 54 46 46 5 44 39 56
Hispanic 12 67 54 33 9 65 56 35 8 61 53 39
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 32 92 60 8 17 73 56 27 21 75 55 25
Two or more races 26 84 58 16 12 64 53 36 16 58 42 42
Students with Disabilities 12 42 30 58 10 36 25 64 10 32 23 68
Economically Disadvantaged 9 57 49 43 8 54 46 46 5 45 40 55
English Learners 9 62 52 38 6 61 54 39 6 57 52 43
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 17 71 54 29 14 66 52 34 12 63 51 37
Female 19 72 53 28 14 68 54 32 11 62 52 38
Male 16 70 54 30 15 64 49 36 13 63 50 37
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < < < < 35 88 53 12
Black 13 66 53 34 10 62 52 38 8 56 48 44
Hispanic 21 77 55 23 12 66 54 34 11 68 57 32
White 42 91 50 9 37 87 50 13 31 86 55 14
Two or more races 22 89 67 11 37 72 35 28 13 67 54 33
Students with Disabilities 9 52 43 48 11 41 30 59 13 39 26 61
Economically Disadvantaged 13 66 53 34 9 60 51 40 8 57 49 43
English Learners 14 68 53 33 4 47 43 53 4 61 57 39
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 15 70 55 30 16 67 51 33 14 59 45 41
Female 17 74 57 26 16 69 53 31 16 63 47 38
Male 13 67 54 33 16 65 50 35 12 56 44 44
American Indian < < < < < < < < < 100 < 0
Asian 10 90 80 10 31 77 46 23 < < < <
Black 12 66 54 34 11 62 51 38 8 52 44 48
Hispanic 15 78 63 22 17 72 56 28 14 67 53 33
White 39 93 53 8 38 86 48 14 41 84 43 16
Two or more races 13 78 65 22 30 83 53 17 30 68 38 32
Students with Disabilities 7 44 37 56 9 48 38 52 11 39 28 61
Economically Disadvantaged 12 67 55 33 13 64 51 36 9 53 44 47
English Learners 4 57 54 43 3 52 50 48 5 49 45 51
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 1 41 40 59 3 47 44 53 5 49 44 51
Female 1 44 43 56 3 49 46 51 4 51 46 49
Male 1 38 37 62 4 45 41 55 5 47 42 53
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < < < < 14 79 64 21
Black 1 39 38 61 2 42 40 58 3 40 37 60
Hispanic - 53 53 47 4 56 53 44 3 57 54 43
White 3 60 57 40 14 72 58 28 15 81 66 19
Two or more races < < < < 6 39 33 61 7 62 55 38
Students with Disabilities 2 20 17 80 4 23 18 77 9 26 17 74
Economically Disadvantaged - 40 39 60 1 41 40 59 3 43 40 57
English Learners - - - 100 - 38 38 62 - 28 28 72
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 3 33 30 67 2 26 24 74 3 23 19 77
Female 2 33 31 67 2 29 27 71 3 24 21 76
Male 4 33 29 67 3 24 21 76 4 22 18 78
American Indian < 100 < 0 < < < < < < < <
Asian < < < < - 60 60 40 13 94 81 6
Black 1 28 26 72 2 20 18 80 2 16 14 84
Hispanic 2 38 36 62 - 24 24 76 3 22 18 78
White 22 81 59 19 11 71 60 29 8 54 46 46
Two or more races - 54 54 46 - 28 28 72 12 50 38 50
Students with Disabilities 3 9 6 91 5 13 7 87 8 13 5 87
Economically Disadvantaged 1 28 27 72 1 20 19 80 2 14 11 86
English Learners - 4 4 96 - 5 5 95 - 4 4 96
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 43 42 57 1 40 39 60 3 42 39 58
Female 1 47 45 53 1 41 40 59 2 45 43 55
Male 1 39 38 61 2 39 38 61 3 38 34 62
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 8 75 67 25 < < < < - 50 50 50
Black 1 40 39 60 1 36 35 64 2 39 37 61
Hispanic 1 39 38 61 2 43 40 57 1 36 35 64
White 3 68 65 32 3 69 66 31 7 67 59 33
Two or more races < < < < - 68 68 32 11 53 42 47
Students with Disabilities 3 24 20 76 4 15 11 85 8 19 10 81
Economically Disadvantaged - 39 38 61 1 34 32 66 3 39 36 61
English Learners - 15 15 85 1 16 15 84 - 11 11 89
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 65 63 35 2 66 64 34 2 58 56 42
Female 2 70 68 30 2 72 70 28 2 62 60 38
Male 1 60 58 40 2 61 59 39 2 54 52 46
American Indian < < < < < 100 < 0 < < < <
Asian - 92 92 8 < < < < < < < <
Black - 62 62 38 - 62 62 38 1 55 54 45
Hispanic 1 70 69 30 1 69 68 31 - 55 55 45
Native Hawaiian < < < <
White 18 92 75 8 15 88 73 12 9 80 70 20
Two or more races < < < < 7 80 73 20 - 45 45 55
Students with Disabilities - 39 38 61 - 38 38 62 - 27 27 73
Economically Disadvantaged 1 60 59 40 - 61 61 39 - 53 53 47
English Learners - 74 74 26 - 60 60 40 - 40 40 60
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 59 53 41 3 40 36 60 5 53 48 47
Female 6 60 54 40 3 42 39 58 4 55 51 45
Male 5 56 52 44 4 36 33 64 6 50 44 50
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 < < < < 33 92 58 8
Black 2 53 51 47 - 31 31 69 1 44 43 56
Hispanic 3 65 62 35 2 52 50 48 3 52 49 48
White 33 96 63 4 23 86 62 14 21 83 62 17
Two or more races < 100 < 0 < < < < - 73 73 27
Students with Disabilities 2 41 39 59 - 16 16 84 1 28 27 72
Economically Disadvantaged 2 50 48 50 1 30 29 70 1 43 41 57
English Learners 4 71 67 29 - 50 50 50 3 43 40 57
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 6 81 75 19 6 71 65 29 5 69 63 31
Female 5 80 75 20 8 73 66 27 5 73 68 27
Male 7 82 74 18 4 69 65 31 6 63 57 37
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 1 78 77 22 3 66 63 34 1 64 63 36
Hispanic 4 71 68 29 2 78 77 22 6 73 66 28
White 23 93 69 7 26 94 69 6 25 84 59 16
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 69 69 31 - 56 56 44 1 45 44 55
Economically Disadvantaged 1 77 76 23 3 67 64 33 1 62 61 38
English Learners < < < < - 92 92 8 8 84 76 16
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 8 64 57 36 7 59 52 41 7 59 53 41
Female 8 65 57 35 6 59 52 41 7 61 54 39
Male 8 64 56 36 8 59 51 41 7 58 51 42
American Indian < < < < < < < < 7 93 87 7
Asian 34 84 50 16 25 64 39 36 13 73 60 27
Black 5 61 57 39 4 55 51 45 3 54 51 46
Hispanic 8 59 51 41 6 52 47 48 6 55 50 45
White 29 91 62 9 28 90 62 10 23 88 66 12
Two or more races 14 83 69 17 30 89 59 11 18 77 59 23
Students with Disabilities 6 41 35 59 5 32 27 68 4 30 25 70
Economically Disadvantaged 5 59 55 41 4 53 48 47 4 53 49 47
English Learners 1 29 28 71 - 18 18 82 1 33 32 67
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 15 70 55 30 15 64 49 36 12 64 52 36
Female 16 71 55 29 14 62 49 38 13 66 53 34
Male 15 69 55 31 16 65 49 35 12 62 51 38
American Indian < < < < < < < < < 100 < 0
Asian 36 91 55 9 23 54 31 46 < < < <
Black 12 67 54 33 11 61 50 39 8 58 50 42
Hispanic 15 69 54 31 11 58 47 42 12 68 56 32
White 42 97 56 3 38 85 47 16 31 89 57 11
Two or more races 13 87 74 13 43 93 50 7 27 76 49 24
Students with Disabilities 10 49 39 51 10 41 31 59 9 36 27 64
Economically Disadvantaged 11 65 54 35 11 60 49 40 9 58 49 42
English Learners 2 48 46 52 1 24 23 76 2 48 46 52
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 3 49 46 51 3 48 45 52 3 50 47 50
Female 3 48 46 52 3 47 44 53 2 49 47 51
Male 4 50 46 50 4 50 46 50 3 51 47 49
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 36 82 45 18 < < < < - 69 69 31
Black 2 47 45 53 2 42 40 58 1 44 42 56
Hispanic 2 40 38 60 1 41 40 59 - 36 36 64
White 18 76 58 24 16 87 71 13 13 87 74 13
Two or more races < < < < 4 83 78 17 - 70 70 30
Students with Disabilities 5 32 27 68 6 23 17 77 5 19 14 81
Economically Disadvantaged 1 43 42 57 2 38 36 62 2 41 39 59
English Learners - 2 2 98 - 10 10 90 - 9 9 91
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 64 60 36 4 52 47 48 4 55 51 45
Female 4 66 62 34 5 53 48 47 5 59 54 41
Male 5 61 57 39 3 50 46 50 4 51 48 49
American Indian < < < < < < < < < 100 < 0
Asian < 100 < 0 8 50 42 50 27 64 36 36
Black 2 63 61 37 1 49 48 51 2 51 50 49
Hispanic 3 52 49 48 2 35 33 65 3 43 39 57
White 32 92 60 8 31 95 63 5 18 85 67 15
Two or more races < < < < < < < < 13 87 74 13
Students with Disabilities - 33 33 67 - 25 25 75 - 26 26 74
Economically Disadvantaged 2 60 58 40 1 48 47 52 1 47 46 53
English Learners - 25 25 75 - 11 11 89 - 20 20 80
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 83 78 17 5 79 74 21 8 71 62 29
Female 6 83 77 17 4 81 77 19 8 70 63 30
Male 5 84 79 16 5 76 70 24 9 72 62 28
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 1 79 78 21 2 74 72 26 3 64 61 36
Hispanic 10 90 80 10 - 86 86 14 11 67 57 33
White 18 96 79 4 16 98 82 2 25 91 66 9
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities - 75 75 25 - 62 62 38 - 50 50 50
Economically Disadvantaged 1 79 78 21 1 70 69 30 3 61 58 39
English Learners < < < < < < < < < < < <
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 4 67 63 33 5 62 57 38 4 64 60 36
Female 5 65 60 35 4 61 57 39 4 66 62 34
Male 4 70 67 30 6 63 57 37 5 62 58 38
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 1 63 63 37 2 58 56 42 1 60 58 40
Hispanic 6 74 69 26 7 74 67 26 2 69 67 31
White 31 94 63 6 34 91 57 9 31 97 66 3
Two or more races < 100 < 0 27 91 64 9 20 70 50 30
Students with Disabilities 1 43 43 57 1 31 30 69 - 31 30 69
Economically Disadvantaged 2 64 63 36 1 56 55 44 1 62 61 38
English Learners < < < < - 43 43 57 2 48 46 52
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 14 67 53 33 15 67 52 33 11 62 51 38
Female 13 67 53 33 15 67 52 33 11 63 52 37
Male 14 68 53 32 15 68 53 32 12 62 50 38
American Indian < < < < 25 92 67 8 10 70 60 30
Asian 28 76 48 24 28 79 51 21 29 77 48 23
Black 10 64 54 36 11 63 53 37 7 59 51 41
Hispanic 16 72 55 28 16 67 51 33 12 58 46 42
White 43 90 47 10 38 88 51 12 32 85 53 15
Two or more races 54 93 39 7 35 80 45 20 21 75 54 25
Students with Disabilities 8 46 37 54 8 43 35 57 7 36 30 64
Economically Disadvantaged 10 63 53 37 11 62 51 38 8 58 50 42
English Learners 16 61 45 39 5 45 39 55 10 49 40 51
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 5 67 62 33 9 68 59 32 7 60 53 40
Female 4 68 64 32 9 67 58 33 7 61 54 39
Male 5 65 60 35 8 69 61 31 7 59 51 41
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < 27 73 45 27
Black 2 63 61 37 5 64 59 36 4 56 52 44
Hispanic 4 70 66 30 10 83 73 17 5 52 48 48
White 26 95 69 5 41 94 53 6 27 88 61 12
Two or more races < 100 < 0 < < < < 30 80 50 20
Students with Disabilities - 40 40 60 3 46 42 54 1 31 29 69
Economically Disadvantaged 1 62 61 38 3 61 58 39 3 51 48 49
English Learners 5 58 53 43 - 67 67 33 1 52 51 48
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 2 50 48 50 4 62 58 38 3 47 45 53
Female 2 50 48 50 3 62 59 38 3 46 43 54
Male 3 50 48 50 4 62 58 38 3 49 46 51
American Indian < < < <
Asian < < < < < < < < < < < <
Black 2 48 46 52 2 62 60 38 2 46 44 54
Hispanic 2 55 53 45 3 49 46 51 2 36 35 64
White 12 78 65 22 18 85 67 15 10 79 69 21
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 1 29 28 71 1 43 42 57 1 26 25 74
Economically Disadvantaged 2 46 45 54 2 62 60 38 2 46 44 54
English Learners - 40 40 60 1 31 30 69 - 24 24 76
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 8 72 64 28 11 72 61 28 9 70 61 30
Female 7 69 62 31 9 70 61 30 8 70 63 30
Male 9 75 66 25 13 74 61 26 10 69 59 31
Asian < 100 < 0 < < < < < < < <
Black 3 67 64 33 5 67 61 33 3 67 65 33
Hispanic 14 81 67 19 5 70 65 30 14 60 47 40
White 36 96 60 4 43 96 53 4 23 81 58 19
Two or more races < 100 < 0 < 100 < 0 21 79 57 21
Students with Disabilities 4 43 39 57 4 47 43 53 1 49 48 51
Economically Disadvantaged 3 65 62 35 5 65 60 35 3 69 66 31
English Learners < < < < - 54 54 46 12 42 31 58
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 68 60 32 - 44 44 56 4 49 45 51
Female 6 68 62 32 - 41 41 59 4 51 47 49
Male 9 67 58 33 - 48 48 52 3 47 44 53
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < < < < < < < <
Black 5 64 58 36 - 44 44 56 1 53 51 47
Hispanic - 91 91 9 - 52 52 48 2 30 28 70
White 45 100 55 0 - 33 33 67 33 88 54 13
Students with Disabilities - 45 45 55 - 21 21 79 1 27 26 73
Economically Disadvantaged 3 55 52 45 - 44 44 56 1 47 46 53
English Learners < 100 < 0 - 9 9 91
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 12 69 57 31 12 65 54 35 9 66 57 34
Female 14 68 54 32 11 64 53 36 10 68 58 32
Male 9 70 61 30 12 67 54 33 9 64 55 36
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < 35 88 53 12 21 79 58 21
Black 8 67 59 33 8 60 52 40 5 61 56 39
Hispanic 15 71 56 29 10 66 56 34 7 69 63 31
White 38 82 44 18 30 89 59 11 30 86 56 14
Two or more races < < < < 13 72 59 28 19 85 67 15
Students with Disabilities 2 42 40 58 2 30 29 70 2 29 27 71
Economically Disadvantaged 8 65 57 35 7 56 49 44 4 59 55 41
English Learners - 38 38 62 - 37 37 63 - 50 50 50
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 31 76 45 24 30 73 43 27 21 67 46 33
Female 31 76 44 24 32 75 43 25 21 67 45 33
Male 32 77 45 23 28 71 43 29 21 68 46 32
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < 100 < 0 35 82 47 18
Black 26 73 47 27 24 69 45 31 15 61 46 39
Hispanic 30 79 48 21 35 77 42 23 24 74 50 26
White 67 94 27 6 50 88 38 12 47 86 39 14
Two or more races 62 93 31 7 56 80 24 20 22 69 46 31
Students with Disabilities 16 59 43 41 12 47 34 53 7 39 32 61
Economically Disadvantaged 26 74 48 26 26 69 43 31 15 62 47 38
English Learners 28 71 42 29 16 56 40 44 20 69 49 31
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 79.74 State: 89.72 Division: 76.37 State: 88.34 Division: 79.88 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division8010367
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten1,9201,7281,626
Kindergarten2,0452,1892,082
Grade 12,1402,1502,104
Grade 22,1202,1562,006
Grade 32,0472,1752,168
Grade 41,8462,0772,106
Grade 51,7811,8772,023
Grade 61,5571,7081,716
Grade 71,4681,5971,724
Grade 81,3721,5901,634
Grade 91,7931,7351,825
Grade 101,4191,4231,460
Grade 111,2201,2941,308
Grade 121,2521,1691,233
Post Graduate700
Total Students23,98724,86825,015
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 Students239872486825015
Female118771230212408
Male121101256612607
American Indian353935
Asian321331303
Black179271768517294
Hispanic307534723862
Native Hawaiian131611
White226428923030
Two or more races352433480
Students with Disabilities424843174138
Not Students with Disabilities197392055120877
Economically Disadvantaged167621595515342
Not Economically Disadvantaged722589139673
English Learners203121982562
Not English Learners219562267022453
Homeless574477572
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 343 654 115 12 298 53
State 50979 36013 2733 1046 5404 1786
Female Division 201 337 36 4 106 23
State 27837 15823 920 366 1922 656
Male Division 142 317 79 8 192 30
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < < <
State 5026 1194 70 18 91 37
Black Division 248 574 108 9 177 48
State 7955 11090 1111 244 1359 744
Hispanic Division 19 47 2 1 106 2
State 5086 5583 317 105 2172 323
White Division 73 27 3 2 13 2
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < < <
State 2468 1542 87 58 163 73
Students with Disabilities Division 11 135 115 1 77 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 164 488 88 9 152 47
State 10704 17342 1680 460 2640 1096
English Learners Division 1 22 2 0 36 0
State 1418 3757 272 31 1847 115
Homeless Division 10 43 12 0 10 4
State 232 695 90 42 303 61
Foster Care Division < < < < < <
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 Students1475111275.4112476.229820.2
Female70757481.257881.810615
Male76853870.154671.119225
American Indian0<100<10000
Asian0<<<<<<
Black116493079.993980.717715.2
Hispanic1776838.4693910659.9
White12010385.810587.51310.8
Two or more races0<<<<<<
Students with Disabilities3392617726277.37722.7
Economically Disadvantaged94874078.17497915216
English Learners61254125413659
Homeless796582.36582.31012.7
Foster Care0<<<<<<
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 Taken - 371 / 6.6%482 / 8.27%
Advanced Placement Course Enrollment555 / 9.76%490 / 8.72%712 / 12.22%
Dual Enrollment50 / .88%0 / 0%62 / 1.06%
Governor’s School Enrollment289 / 5.08%276 / 4.91%285 / 4.89%
IB Course Enrollment71 / 1.25%67 / 1.19%38 / .65%
Senior Enrolled in IB Program13 / .23%19 / .34%22 / .38%
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 1024 536 48
State 82482 57560 30
Female Division 568 330 42
State 41546 31230 25
Male Division 456 206 55
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 10 < 100
State 5492 4724 14
Black Division 851 439 48
State 18272 11640 36
Hispanic Division 52 15 71
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 105 73 30
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 115 41 64
State 5986 3008 50
Economically Disadvantaged Division 705 341 52
State 23515 13119 44
English Learners Division 28 10 64
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 LicensuresDivision314-
 State179019641412
Industry CertificationDivision128211431361
 State100544109590103892
Workplace ReadinessDivision10154196
 State307754231350242
Total Credentials EarnedDivision129513111557
 State137248157490159017
Students Earning One or More CredentialsDivision115411411332
 State109089126113127744
CTE CompletersDivision693677675
 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
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
64.8 64.4 64.6

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
2014-20155,996.005,259.002,159.00
2015-20166,281.005,244.002,319.00
2016-20175,735.005,433.002,398.00

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 Students20052224510802179195762033115625452094221641041236720986199710812334
Female99841093522991971694554612261046610764711077103719725421062
Male100681152558118898601088610131910476108857012901061510255391272
American Indian31112302403514239413
Asian165188829221132130017112229917711
Black1481519479111922139941699967217614036175586919631348315958991915
Hispanic259917597179287919710325233282641102793722261113301
Native Hawaiian11155100271400013102
White2122825151203992567828179340823003884885
Two or more races3092171233222111141234719427311317
Students with Disabilities3243489238611362346529072433604662386473263424258610
Economically Disadvantaged13788180585016771451317361013223013497177484019041401516649181931
English Learners20921265710421231177015424331486692260816864149
Homeless830241114277962250137392939218141324909238138316
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 588
Offenses Against Staff 346
Weapons Offenses 158
Property Offenses 213
All Other Offenses 554
Other Offenses Against Persons 2,515
Disorderly or Disruptive Behavior Offenses 6,615
Alcohol, Tobacco, and Other Drug Offenses 147
Technology Offenses 74
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1340.1460.090.1570.19
Asian1.1980.351.3380.651.3310.82
Black76.09593.2374.73692.0371.11591.83
Hispanic11.5423.7812.8195.0513.9624.61
Native Hawaiian0.0790.10.0540.040.064
White9.4961.89.4381.3811.6291.5
Two or more races1.4570.741.4670.771.7411.05
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1340.1460.1570.21
Asian1.1980.211.3381.041.3310.42
Black76.09597.9374.73694.1571.11591.46
Hispanic11.5421.0312.8192.9213.9625.42
Native Hawaiian0.0790.0540.064
White9.4960.419.4381.0411.6290.63
Two or more races1.4570.411.4670.841.7411.88
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1340.1460.157
Asian1.1981.3381.331
Black76.09597.1474.73695.6571.11596.3
Hispanic11.54212.8194.3513.9623.7
Native Hawaiian0.0790.0540.064
White9.4962.869.43811.629
Two or more races1.4571.4671.741
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 97.6197.699.76
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 54.1655.559.82
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 75.1374.2775.04
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: 11.65 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 9.83 : 1

student 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
Provisional10%11%
Provisional Special Education3%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201643%53%1%3%
2016-201742%54%1%3%
2017-201842%53%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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