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Richmond County Public Schools

General school information

Division: Richmond County Public Schools
Address: 92 Walnut Warsaw, VA 22572
Superintendent: Dr. James Gregory Smith
Region: 3
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

ESSA

Every Student Succeeds Act


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

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 74 62 26 12 64 52 36 12 61 49 39
Female 17 79 62 21 19 69 50 31 19 78 58 22
Male 9 71 62 29 6 59 53 41 8 52 44 48
Asian < 100 < 0 < 100 < 0
Black 10 50 40 50 4 44 41 56 7 52 45 48
Hispanic < 100 < 0 < < < < 8 42 33 58
White 14 82 68 18 14 72 58 28 13 66 54 34
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 30 50 20 50 5 30 25 70 9 27 18 73
Economically Disadvantaged 8 63 54 38 8 54 46 46 11 53 42 47
English Learners < 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 11 74 63 26 12 65 53 35 12 61 49 39
Female 17 79 62 21 20 70 50 30 19 78 58 22
Male 6 70 64 30 4 61 57 39 8 52 44 48
Asian < 100 < 0 < 100 < 0
Black 7 48 41 52 4 44 41 56 7 52 45 48
Hispanic < 100 < 0 < < < < 8 42 33 58
White 14 82 68 18 13 75 62 25 13 66 54 34
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < < < < - 27 27 73 9 27 18 73
Economically Disadvantaged 4 61 57 39 6 53 47 47 11 53 42 47
English Learners < 100 < 0 < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

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

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

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: 88.51 State: 89.72 Division: 91.75 State: 88.34 Division: 93.83 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten353637
Kindergarten1028783
Grade 1889882
Grade 210194106
Grade 311310188
Grade 410512597
Grade 5102105120
Grade 694104107
Grade 71019795
Grade 894100100
Grade 910296112
Grade 109910183
Grade 11799899
Grade 129980105
Total Students1,3141,3221,314
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

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students131413221314
Female638651649
Male676671665
American Indian313
Asian754
Black363348334
Hispanic150157162
White747754754
Two or more races445757
Students with Disabilities161157163
Students without Disabilities115311651151
Economically Disadvantaged709709478
Not Economically Disadvantaged605613836
English Learners909598
Not English Learners122412271216
Homeless61712
Foster Care465
Military Connected223517
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 35 36 6 1 2 1
State 50983 36022 2734 1046 5399 1777
Female Division 15 17 2 0 2 0
State 27838 15824 920 366 1921 654
Male Division 20 19 4 1 0 1
State 23145 20198 1814 680 3478 1123
Black Division 10 13 0 0 0 1
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 22 19 5 0 2 0
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 0 6 6 0 1 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 9 26 4 1 2 1
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < 0 <
State 1418 3759 272 31 1845 117
Homeless Division < < < < 0 <
State 232 695 90 42 302 61
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students817795.17896.322.5
Female363494.43494.425.6
Male454395.64497.800
Black242395.82395.800
Hispanic0<100<10000
White484695.84695.824.2
Two or more races0<<<<00
Students with Disabilities131292.31292.317.7
Economically Disadvantaged433990.7409324.7
English Learners0<100<10000
Homeless0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken24 / 6.47%33 / 8.71%71 / 18.93%
Advanced Placement Course Enrollment24 / 6.47%33 / 8.71%71 / 18.93%
Dual Enrollment162 / 43.67%178 / 46.97%166 / 44.27%
Governor’s School Enrollment15 / 4.04%20 / 5.28%19 / 5.07%
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 81 43 47
State 82483 57560 30
Female Division 38 23 39
State 41546 31230 25
Male Division 43 20 53
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 18 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 47 29 38
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 40 19 52
State 23516 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
State LicensuresDivision857
 State244022791843
Industry CertificationDivision206219162
 State99894109275103743
Workplace ReadinessDivision7985100
 State307754231350241
Total Credentials EarnedDivision301309269
 State137248157490159306
Students Earning One or More CredentialsDivision180185176
 State109089126113128000
CTE CompletersDivision709767
 State424044051641438
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 52 83 32 38.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 49 70 23 32.9%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 57 91 44 48.4%
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
66.6 65.5 65.5

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
2014-20154,482.006,081.00824.00
2015-20164,390.005,989.00783.00
2016-20174,026.006,328.00914.00

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students115011411541201164127
Female570565676057363
Male580585876059164
American Indian<<<<<<
Asian<<<<<<
Black306413123130437
Hispanic12861301114210
White680596697466571
Two or more races296343469
Students with Disabilities151211362215119
Economically Disadvantaged6299563390641101
English Learners812885905
Homeless92104109
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 55
Disorderly or Disruptive Behavior Offenses 52
Alcohol, Tobacco, and Other Drug Offenses <
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2280.076
Asian0.5330.378
Black27.62655.726.32456.88
Hispanic11.4165.0611.8764.59
Native Hawaiian
White56.84935.4457.03536.7
Two or more races3.3493.84.3121.83
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2280.076
Asian0.5330.378
Black27.62626.32450
Hispanic11.41611.876
Native Hawaiian
White56.84957.03550
Two or more races3.3494.312
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.2280.076
Asian0.5330.378
Black27.62626.324
Hispanic11.41611.876
Native Hawaiian
White56.84957.035
Two or more races3.3494.312
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 52.9354.955.02
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 43.7853.5744.79
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 73.5867.4367.33
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: 14.45 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 10.7 : 1

student 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
Provisional10%6%
Provisional Special Education0%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
2015-201655%42%1%2%
2016-201757%41%1%1%
2017-201858%40%1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students80%80%73%75%
Asian<80%87%75%
Black75%71%60%75%
Hispanic76%74%63%75%
White83%85%81%75%
Economically Disadvantaged73%72%62%75%
English Learners61%61%53%75%
Students with Disabilities37%34%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students83%84%74%70%
Asian<91%89%70%
Black78%77%60%70%
Hispanic90%90%64%70%
White84%87%81%70%
Economically Disadvantaged78%79%63%70%
English Learners87%87%57%70%
Students with Disabilities37%41%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student Group​Current Rate​
All Students77%
Asian<
Black66%
Hispanic81%
White83%
Economically Disadvantaged69%
English Learners67%
Students with Disabilities32%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student Group​Growth English ReadingGrowth Mathematics
All Students83%83%
Asian<<
Black78%80%
Hispanic81%90%
White86%83%
Economically Disadvantaged78%79%
English Learners74%87%
Students with Disabilities44%46%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Federal Graduation Indicator
Student Group​Current Rate​Annual Target​Long Term Goal​
All Students92%84%84%
Asian<90%84%
Black81%82%84%
Hispanic<81%84%
White96%86%84%
Economically Disadvantaged87%78%84%
English Learners<65%84%
Students with Disabilities55%56%84%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.
Chronic Absenteeism
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students10%9%9%10%
Asian<5%5%10%
Black11%11%9%10%
Hispanic7%6%9%10%
White10%9%9%10%
Economically Disadvantaged14%13%13%10%
English Learners5%4%8%10%
Students with Disabilities11%12%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress62%46%58%
English Learner Proficiency43%--
< = Results suppressed to protect student privacy​
— = Not applicable or no students​
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumerator​Denominator​Rate
English Learner Progress182962%
English Learner Proficiency174043%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian<<<
Black100%99%99%
Hispanic99%99%100%
White100%99%99%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities99%98%95%
Students without Disabilities100%99%99%
Female100%100%100%
Male99%99%97%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).
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