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Roanoke City Public Schools

General school information

Division: Roanoke City Public Schools
Division Number: 124
Address: 40 Douglass Avenue, NW Roanoke, VA 24012
Superintendent: Dr. Rita D. Bishop
Region: 6
Division Website (opens new window)
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Map results may not reflect school division or attendance zone boundaries.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 59 74 26 13 60 73 27 13 57 69 31
Female 17 60 77 23 13 63 76 24 13 59 72 28
Male 13 59 71 29 13 57 70 30 12 54 66 34
American Indian 9 55 64 36 - 82 82 18 - 40 40 60
Asian 23 55 78 22 14 58 72 28 16 49 65 35
Black 8 60 68 32 9 58 67 33 7 54 62 38
Hispanic 13 57 70 30 9 58 67 33 8 56 64 36
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 22 60 82 18 20 63 83 17 22 60 82 18
Two or more races 15 61 76 24 14 60 74 26 9 61 69 31
Students with Disabilities 8 29 37 63 17 28 46 54 16 26 42 58
Students without Disabilities 16 65 81 19 12 66 78 22 12 62 74 26
Economically Disadvantaged 9 59 68 32 9 58 68 32 8 55 64 36
Not Economically Disadvantaged 23 60 83 17 21 63 84 16 19 58 77 23
English Learners 14 51 65 35 3 35 39 61 1 30 31 69
Military Connected < < < < < < 100 0
Foster Care 8 28 36 64 11 54 64 36
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 58 73 27 12 55 68 32 15 48 63 37
Female 16 60 76 24 12 57 69 31 14 52 66 34
Male 15 56 70 30 12 53 66 34 16 45 61 39
American Indian < < 100 0 < < < < < < < <
Asian 25 61 86 14 10 60 70 30 26 35 61 39
Black 8 59 67 33 8 52 61 39 9 46 55 45
Hispanic 17 48 64 36 6 56 63 37 11 49 60 40
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 24 60 84 16 20 57 77 23 25 52 77 23
Two or more races 17 53 69 31 17 64 81 19 10 55 65 35
Students with Disabilities 10 30 39 61 13 30 43 57 16 28 44 56
Students without Disabilities 16 63 80 20 12 61 73 27 15 53 67 33
Economically Disadvantaged 10 58 68 32 10 53 63 37 9 46 56 44
Not Economically Disadvantaged 25 58 82 18 20 62 82 18 23 52 74 26
English Learners 22 46 68 32 3 46 49 51 2 39 40 60
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 59 76 24 14 61 74 26 13 55 68 32
Female 19 62 81 19 13 64 77 23 12 59 71 29
Male 15 56 72 28 14 58 71 29 14 52 66 34
American Indian < < 100 0 < < < <
Asian 31 66 97 3 10 59 69 31 20 51 71 29
Black 9 61 70 30 9 62 71 29 7 53 59 41
Hispanic 17 57 73 27 12 51 63 37 7 55 62 38
Native Hawaiian < < 100 0 < < < <
White 25 58 83 17 21 61 83 17 25 58 82 18
Two or more races 17 58 75 25 13 68 81 19 8 71 79 21
Students with Disabilities 7 29 36 64 16 32 49 51 17 27 44 56
Students without Disabilities 19 65 83 17 13 66 79 21 12 61 74 26
Economically Disadvantaged 11 61 72 28 10 60 70 30 9 56 65 35
Not Economically Disadvantaged 26 57 83 17 24 62 86 14 21 54 75 25
English Learners 15 58 73 27 4 44 47 53 1 43 44 56
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 57 77 23 19 58 78 22 17 55 72 28
Female 25 56 81 19 18 62 80 20 19 54 73 27
Male 17 57 74 26 21 55 76 24 15 55 71 29
American Indian < < 100 0
Asian 38 48 86 14 23 63 86 14 21 50 71 29
Black 12 58 70 30 13 59 72 28 9 55 65 35
Hispanic 20 56 76 24 14 57 71 29 12 53 65 35
White 30 56 86 14 29 58 87 13 31 54 85 15
Two or more races 32 39 71 29 19 51 70 30 10 62 71 29
Students with Disabilities 6 36 41 59 18 33 50 50 14 30 44 56
Students without Disabilities 23 60 83 17 20 64 83 17 18 59 77 23
Economically Disadvantaged 12 60 72 28 16 58 74 26 10 55 65 35
Not Economically Disadvantaged 35 51 86 14 27 59 87 13 26 54 81 19
English Learners 22 52 75 25 8 34 42 58 - 28 28 72
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 54 72 28 13 61 74 26 13 59 72 28
Female 20 54 74 26 14 66 80 20 13 63 76 24
Male 17 54 71 29 12 56 67 33 13 55 68 32
Asian 30 44 74 26 12 52 64 36 22 57 78 22
Black 10 57 67 33 7 60 67 33 7 57 64 36
Hispanic 15 57 72 28 7 63 70 30 9 53 62 38
White 29 50 78 22 22 63 85 15 22 64 86 14
Two or more races 15 58 73 27 20 40 60 40 6 70 76 24
Students with Disabilities 12 26 38 62 15 29 43 57 15 27 43 57
Students without Disabilities 20 59 78 22 13 66 78 22 13 65 78 22
Economically Disadvantaged 10 56 66 34 8 61 69 31 9 59 68 32
Not Economically Disadvantaged 31 51 83 17 25 60 86 14 19 59 78 22
English Learners 15 54 69 31 - 25 25 75 - 13 13 88
Foster Care < < < < < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 77 23 14 61 75 25 12 58 71 29
Female 16 65 82 18 14 64 78 22 16 59 75 25
Male 11 63 73 27 14 57 72 28 9 57 67 33
American Indian < < < < < < 100 0 < < < <
Asian 14 77 91 9 17 54 71 29 3 43 47 53
Black 9 62 71 29 10 58 68 32 7 57 64 36
Hispanic 9 65 73 27 8 67 75 25 5 63 68 32
White 21 64 84 16 21 61 83 17 22 61 83 17
Two or more races 11 74 84 16 14 57 71 29 21 48 70 30
Students with Disabilities 11 32 43 57 19 21 40 60 14 30 44 56
Students without Disabilities 14 70 83 17 13 68 81 19 12 62 74 26
Economically Disadvantaged 8 61 69 31 9 61 70 30 7 58 64 36
Not Economically Disadvantaged 21 68 89 11 25 59 84 16 21 59 79 21
English Learners 10 61 71 29 2 31 33 67 - 14 14 86
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 10 58 69 31 9 58 67 33
Female 13 63 76 24 11 60 71 29 8 62 70 30
Male 8 57 66 34 10 57 67 33 9 54 63 37
Asian 16 50 66 34 19 57 76 24 17 52 70 30
Black 6 58 64 36 9 53 62 38 6 55 60 40
Hispanic 8 64 71 29 8 51 59 41 4 59 63 37
White 17 62 79 21 14 66 80 20 14 64 77 23
Two or more races 3 71 74 26 3 68 70 30 3 49 51 49
Students with Disabilities 8 23 30 70 24 24 48 52 19 15 34 66
Students without Disabilities 11 67 78 22 8 65 73 27 7 66 73 27
Economically Disadvantaged 7 58 65 35 8 55 62 38 6 54 60 40
Not Economically Disadvantaged 15 63 78 22 16 66 83 17 11 63 74 26
English Learners 8 39 47 53 - 12 12 88 - 18 18 82
Foster Care < < < < < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 66 71 29 6 67 73 27 8 65 73 27
Female 6 63 69 31 5 69 74 26 8 68 76 24
Male 3 69 72 28 6 65 71 29 8 61 69 31
Asian 7 39 46 54 4 59 63 37 3 51 54 46
Black 2 64 66 34 3 62 65 35 5 60 65 35
Hispanic 1 59 60 40 4 60 65 35 1 71 72 28
White 8 72 80 20 9 75 84 16 15 70 85 15
Two or more races 13 72 84 16 14 66 79 21 3 72 75 25
Students with Disabilities - 28 28 72 16 27 43 57 21 21 42 58
Students without Disabilities 5 71 77 23 4 74 78 22 6 72 78 22
Economically Disadvantaged 2 61 63 37 5 63 68 32 4 63 67 33
Not Economically Disadvantaged 8 72 79 21 8 72 81 19 12 67 78 22
English Learners - 36 36 64 2 23 26 74 2 19 20 80
Military Connected < < 100 0
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 62 77 23 15 60 75 25 13 65 78 22
Female 15 65 80 20 14 63 77 23 12 67 79 21
Male 15 60 75 25 15 58 73 27 13 64 77 23
American Indian 25 50 75 25 7 79 86 14 - 73 73 27
Asian 29 53 82 18 24 60 84 16 21 63 84 16
Black 9 62 71 29 9 59 68 32 7 64 71 29
Hispanic 13 66 79 21 12 63 75 25 11 70 81 19
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 23 61 84 16 22 61 83 17 20 66 87 13
Two or more races 15 66 81 19 10 62 72 28 9 66 76 24
Students with Disabilities 8 33 41 59 16 32 48 52 16 38 55 45
Students without Disabilities 16 67 83 17 14 65 80 20 12 70 82 18
Economically Disadvantaged 9 63 72 28 11 60 71 29 9 65 73 27
Not Economically Disadvantaged 24 62 85 15 23 61 84 16 18 67 84 16
English Learners 12 63 75 25 7 58 65 35 4 66 70 30
Military Connected 8 75 83 17 < < < <
Foster Care 3 35 38 62 6 55 61 39
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 61 74 26 15 60 75 25 16 62 78 22
Female 13 61 74 26 12 64 76 24 13 65 78 22
Male 15 60 75 25 17 57 75 25 19 59 77 23
American Indian < < < < < < 100 0 < < 100 0
Asian 31 48 79 21 20 63 83 17 16 68 84 16
Black 7 61 68 32 9 58 67 33 10 60 70 30
Hispanic 13 58 71 29 13 66 80 20 18 65 83 17
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 23 61 84 16 22 60 82 18 26 58 84 16
Two or more races 11 69 80 20 14 64 78 22 6 76 82 18
Students with Disabilities 7 35 42 58 13 31 44 56 17 37 54 46
Students without Disabilities 15 66 81 19 15 67 82 18 16 67 83 17
Economically Disadvantaged 9 60 69 31 12 60 72 28 10 63 73 27
Not Economically Disadvantaged 23 62 84 16 24 61 85 15 24 61 85 15
English Learners 10 59 69 31 9 66 74 26 6 69 75 25
Foster Care < < < < < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 57 83 17 22 56 79 21 18 63 82 18
Female 24 63 87 13 20 58 78 22 15 66 81 19
Male 29 51 80 20 25 54 80 20 21 61 82 18
American Indian < < < < < < < <
Asian 49 49 97 3 45 41 86 14 34 57 91 9
Black 17 60 77 23 13 59 73 27 11 61 72 28
Hispanic 27 57 84 16 20 60 81 19 15 68 84 16
Native Hawaiian < < 100 0 < < 100 0
White 35 54 89 11 35 52 87 13 28 63 92 8
Two or more races 32 51 84 16 19 55 74 26 15 69 85 15
Students with Disabilities 11 38 48 52 19 34 53 47 17 39 56 44
Students without Disabilities 29 60 90 10 23 61 84 16 18 69 87 13
Economically Disadvantaged 21 59 80 20 16 59 75 25 14 65 78 22
Not Economically Disadvantaged 36 53 89 11 39 50 89 11 26 61 87 13
English Learners 24 60 85 15 14 62 76 24 8 67 75 25
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 55 80 20 27 53 80 20 18 62 80 20
Female 27 57 84 16 28 54 82 18 17 64 81 19
Male 24 52 76 24 27 52 79 21 18 61 79 21
American Indian < < < <
Asian 38 31 69 31 44 47 92 8 41 48 90 10
Black 16 58 74 26 19 53 72 28 9 65 74 26
Hispanic 23 64 87 13 23 58 80 20 16 67 83 17
White 37 50 87 13 38 50 88 12 30 58 88 12
Two or more races 25 50 75 25 22 57 78 22 13 58 71 29
Students with Disabilities 6 34 40 60 20 34 54 46 15 40 55 45
Students without Disabilities 29 58 87 13 29 56 85 15 18 67 85 15
Economically Disadvantaged 16 59 75 25 24 53 77 23 12 64 76 24
Not Economically Disadvantaged 41 48 89 11 36 52 88 12 26 60 86 14
English Learners 20 59 79 21 8 56 64 36 1 66 67 33
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 66 82 18 12 65 77 23 12 62 74 26
Female 15 68 83 17 12 68 80 20 11 65 76 24
Male 16 65 81 19 13 61 74 26 14 58 72 28
Asian 36 46 82 18 8 68 76 24 27 62 89 11
Black 9 68 77 23 7 64 71 29 6 56 62 38
Hispanic 14 66 80 20 9 69 77 23 8 70 78 22
White 22 66 88 12 21 64 85 15 20 65 85 15
Two or more races 12 69 81 19 8 64 72 28 15 64 79 21
Students with Disabilities 15 33 48 52 15 34 48 52 17 37 54 46
Students without Disabilities 16 72 88 12 12 69 81 19 11 66 78 22
Economically Disadvantaged 9 67 77 23 6 67 74 26 8 59 67 33
Not Economically Disadvantaged 25 65 90 10 26 58 84 16 18 65 84 16
English Learners 11 67 78 22 2 50 52 48 - 56 56 44
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 56 60 40 6 50 56 44 3 62 65 35
Female 5 60 65 35 5 56 60 40 3 64 67 33
Male 4 52 56 44 7 45 52 48 3 59 63 37
American Indian < < < < < < 100 0
Asian 7 50 57 43 - 62 62 38 - 63 63 37
Black 5 51 56 44 5 44 49 51 3 57 60 40
Hispanic 2 61 63 37 3 55 58 42 2 64 67 33
White 3 62 66 34 8 58 67 33 4 71 75 25
Two or more races 4 60 64 36 4 42 46 54 - 48 48 52
Students with Disabilities 10 23 34 66 20 14 34 66 14 38 52 48
Students without Disabilities 3 64 67 33 2 60 62 38 1 66 67 33
Economically Disadvantaged 2 52 55 45 5 49 54 46 3 59 62 38
Not Economically Disadvantaged 9 64 73 27 6 55 61 39 4 66 69 31
English Learners 4 57 61 39 2 42 44 56 - 48 48 52
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 63 66 34 6 56 62 38 6 54 60 40
Female 3 65 68 32 5 63 68 32 5 55 61 39
Male 3 61 64 36 6 51 57 43 7 52 59 41
Asian 10 65 75 25 18 55 73 27 - 40 40 60
Black 3 60 63 38 7 52 58 42 5 52 57 43
Hispanic 2 65 67 33 3 51 55 45 7 54 62 38
White 4 65 69 31 4 66 70 30 9 61 70 30
Two or more races - 76 76 24 - 68 68 32 3 36 39 61
Students with Disabilities 8 24 32 68 23 30 53 47 19 17 36 64
Students without Disabilities 2 73 75 25 1 64 65 35 3 64 67 33
Economically Disadvantaged 4 61 65 35 5 55 60 40 7 52 59 41
Not Economically Disadvantaged 3 65 68 32 6 64 70 30 5 56 62 38
English Learners 4 54 59 41 2 27 29 71 - 41 41 59
Foster Care < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 80 84 16 4 77 81 19 9 81 90 10
Female 4 84 88 12 5 80 85 15 10 82 92 8
Male 4 76 80 20 4 74 78 22 8 81 88 12
American Indian < < 100 0 < < 100 0 < < < <
Asian 5 80 85 15 10 76 86 14 23 68 90 10
Black 1 79 80 20 2 77 78 22 4 83 86 14
Hispanic - 88 88 12 2 77 80 20 8 90 98 2
Native Hawaiian < < 100 0 < < 100 0
White 10 76 86 14 8 78 86 14 14 78 92 8
Two or more races 4 86 90 10 3 69 72 28 10 79 90 10
Students with Disabilities 2 47 48 52 1 41 42 58 2 65 67 33
Students without Disabilities 4 84 89 11 5 82 87 13 10 84 93 7
Economically Disadvantaged 1 79 80 20 2 75 78 22 5 83 88 12
Not Economically Disadvantaged 8 80 88 12 9 80 89 11 13 80 93 7
English Learners 1 83 84 16 - 73 73 27 9 85 93 7
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 61 69 31 5 60 65 35 5 75 79 21
Female 8 64 72 28 7 61 68 32 5 74 79 21
Male 8 58 66 34 4 59 63 37 5 75 80 20
American Indian < < 100 0 < < 100 0
Asian 43 38 81 19 9 74 83 17 9 74 83 17
Black 2 54 56 44 1 54 55 45 - 70 70 30
Hispanic - 76 76 24 4 58 62 38 1 78 80 20
White 15 65 81 19 11 65 76 24 10 79 89 11
Two or more races - 72 72 28 - 71 71 29 - 82 82 18
Students with Disabilities - 25 25 75 - 34 34 66 - 38 38 63
Students without Disabilities 9 64 73 27 6 63 68 32 5 77 82 18
Economically Disadvantaged 3 57 61 39 2 57 59 41 3 68 71 29
Not Economically Disadvantaged 14 65 79 21 10 64 75 25 6 79 86 14
English Learners 4 59 62 38 3 39 42 58 2 60 62 38
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 61 96 4 35 63 98 2 20 76 97 3
Female 34 63 97 3 36 62 98 2 23 72 95 5
Male 37 59 96 4 33 65 98 2 17 81 98 2
American Indian < < 100 0 < < 100 0
Asian 38 63 100 0 71 29 100 0 29 71 100 0
Black 24 72 96 4 24 74 98 2 10 83 93 7
Hispanic 30 61 91 9 27 71 98 2 21 74 95 5
White 46 52 98 2 42 55 98 2 27 72 99 1
Two or more races 50 50 100 0 45 55 100 0 13 87 100 0
Students with Disabilities 10 80 90 10 17 78 94 6 - 100 100 0
Students without Disabilities 36 61 97 3 35 63 98 2 21 76 97 3
Economically Disadvantaged 22 73 95 5 28 69 97 3 11 83 94 6
Not Economically Disadvantaged 47 51 98 2 41 57 99 1 24 73 98 2
English Learners 22 73 95 5 23 73 95 5 < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 10 63 74 26 13 62 75 25
Female 11 64 76 24 10 64 73 27 11 62 74 26
Male 12 60 73 27 11 63 74 26 14 62 75 25
American Indian < < < < < < < < < < 100 0
Asian 11 64 75 25 12 65 77 23 21 60 80 20
Black 5 60 65 35 5 61 65 35 6 60 66 34
Hispanic 6 63 69 31 6 62 68 32 6 65 72 28
Native Hawaiian < < 100 0 < < < < < < < <
White 22 64 85 15 19 67 86 14 23 63 86 14
Two or more races 9 75 84 16 11 67 78 22 12 58 70 30
Students with Disabilities 10 32 42 58 12 35 46 54 14 33 47 53
Students without Disabilities 12 67 79 21 10 68 78 22 12 66 79 21
Economically Disadvantaged 6 60 67 33 6 63 69 31 7 61 67 33
Not Economically Disadvantaged 19 65 84 16 19 65 84 16 19 63 82 18
English Learners 4 52 56 44 1 38 39 61 - 42 43 57
Military Connected < < < < < < < <
Foster Care - 53 53 47 14 57 71 29
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 54 76 24 18 59 77 23 17 55 72 28
Female 21 57 78 22 16 61 77 23 15 55 70 30
Male 21 52 73 27 20 58 78 22 18 54 73 27
American Indian < < 100 0
Asian 24 45 69 31 33 56 89 11 39 36 75 25
Black 11 56 67 33 9 60 69 31 8 56 64 36
Hispanic 10 60 70 30 11 67 79 21 12 55 68 32
White 37 51 87 13 30 57 87 13 32 53 85 15
Two or more races 29 54 82 18 13 53 66 34 10 58 67 33
Students with Disabilities 16 28 44 56 15 34 49 51 16 26 42 58
Students without Disabilities 22 58 81 19 19 64 83 17 17 60 77 23
Economically Disadvantaged 13 57 69 31 13 60 73 27 9 56 65 35
Not Economically Disadvantaged 35 50 86 14 31 58 88 12 27 53 80 20
English Learners 8 53 61 39 5 51 57 43 - 39 39 61
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 72 28 7 60 67 33 9 54 64 36
Female 6 64 71 29 6 60 66 34 8 55 62 38
Male 10 64 74 26 8 60 68 32 11 54 65 35
Asian 6 63 69 31 5 68 73 27 - 64 64 36
Black 5 59 64 36 5 54 59 41 4 49 54 46
Hispanic 2 62 64 36 3 50 53 47 5 55 60 40
White 15 69 83 17 11 71 82 18 18 61 78 22
Two or more races 3 86 89 11 4 63 67 33 12 44 56 44
Students with Disabilities 12 36 49 51 20 31 51 49 17 18 35 65
Students without Disabilities 8 69 77 23 4 66 70 30 8 61 69 31
Economically Disadvantaged 4 59 64 36 4 57 61 39 5 50 55 45
Not Economically Disadvantaged 13 70 83 17 12 68 80 20 15 59 74 26
English Learners 2 46 48 52 - 17 17 83 - 17 17 83
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 9 67 76 24 10 67 76 24
Female 8 65 74 26 9 66 76 24 8 70 78 22
Male 9 61 70 30 8 67 75 25 11 64 75 25
Asian 4 67 70 30 7 69 76 24 7 77 83 17
Black 3 62 65 35 3 63 65 35 3 62 65 35
Hispanic 7 63 70 30 6 70 76 24 3 81 84 16
White 16 63 80 20 16 70 86 14 17 68 85 15
Two or more races 7 73 80 20 14 74 89 11 24 58 82 18
Students with Disabilities 2 34 36 64 1 36 37 63 - 48 48 52
Students without Disabilities 9 67 77 23 9 71 80 20 11 69 80 20
Economically Disadvantaged 4 61 66 34 4 67 70 30 3 66 69 31
Not Economically Disadvantaged 14 66 80 20 17 68 84 16 15 68 83 17
English Learners 1 47 49 51 - 42 42 58 - 51 51 49
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 74 86 14 11 74 85 15 21 61 82 18
Female 9 76 84 16 10 76 86 14 21 62 82 18
Male 16 71 87 13 12 71 83 17 22 59 81 19
Asian 11 72 83 17 - 83 83 17 64 18 82 18
Black 5 72 77 23 3 77 80 20 5 66 71 29
Hispanic 6 81 87 13 4 70 74 26 8 69 77 23
White 20 73 93 7 18 74 91 9 30 62 92 8
Two or more races - 86 86 14 33 53 87 13 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 12 74 86 14 11 74 85 15 21 61 82 18
Economically Disadvantaged 5 70 75 25 3 80 84 16 8 65 73 27
Not Economically Disadvantaged 17 76 93 7 19 68 87 13 29 58 87 13
English Learners - 80 80 20 < < < < < < 100 0
Military Connected < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 64 72 28 6 64 70 30 10 79 89 11
Female 8 67 75 25 6 63 68 32 9 78 87 13
Male 7 62 69 31 6 65 72 28 10 80 90 10
Asian 9 75 84 16 3 64 67 33 15 81 96 4
Black 1 59 60 40 - 61 61 39 2 82 84 16
Hispanic 2 64 66 34 1 58 59 41 2 82 84 16
Native Hawaiian < < 100 0 < < < <
White 17 68 85 15 16 68 84 16 19 76 95 5
Two or more races 5 78 83 17 3 84 87 13 - 78 78 22
Students with Disabilities 1 30 30 70 1 34 36 64 - 66 66 34
Students without Disabilities 8 70 78 22 7 69 76 24 10 80 91 9
Economically Disadvantaged 2 63 65 35 2 63 64 36 5 80 84 16
Not Economically Disadvantaged 14 66 81 19 14 66 81 19 14 79 93 7
English Learners 1 52 53 47 - 33 33 67 - 64 64 36
Military Connected < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

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

2016-20172017-20182018-2019
Division684060
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten612633554
Kindergarten1,1341,1231,144
Grade 11,1311,1291,120
Grade 21,1171,0761,092
Grade 31,1921,0801,065
Grade 41,0991,1871,060
Grade 51,0341,1021,161
Grade 69329731,056
Grade 7991924961
Grade 8920979919
Grade 91,0301,0501,058
Grade 10923895945
Grade 11823871842
Grade 12739766777
Post Graduate9--
Total Students13,68613,78813,754

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students136861378813754
Female662666506651
Male706071387103
American Indian293331
Asian408406438
Black608861886069
Hispanic157016801768
Native Hawaiian6813
White508749654851
Two or more races498508584
Students with Disabilities205821262167
Students without Disabilities116281166211587
Economically Disadvantaged679884297078
Not Economically Disadvantaged688853596676
English Learners161516721746
Not English Learners120711211612008
Homeless208271282
Military Connected221411
Foster Care501368
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 313 438 76 1 75 16
State 50983 36029 2739 1053 5386 1766
Female Division 167 210 32 0 31 8
State 27838 15825 923 368 1911 652
Male Division 146 228 44 1 44 8
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division 15 11 0 0 1 0
State 5026 1197 70 18 91 37
Black Division 97 227 34 1 48 10
State 7955 11098 1113 244 1362 735
Hispanic Division 35 45 7 0 3 0
State 5087 5586 317 107 2168 323
White Division 149 141 34 0 22 5
State 30221 16421 1144 621 1576 587
Two or more races Division 17 11 1 0 1 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 2 45 76 0 15 1
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 118 321 50 0 42 10
State 10703 17350 1682 461 2633 1087
English Learners Division 18 58 3 0 2 0
State 1418 3765 269 32 1842 117
Homeless Division 4 18 6 0 2 0
State 232 694 90 42 303 60
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students9198279083391758
Female4484099141492317
Male4714188941989449
American Indian<<100<10000
Asian272696269614
Black41735886362874812
Hispanic908797879733
White3513249232693226
Two or more races312994299413
Students with Disabilities13912389124891511
Economically Disadvantaged5414899049391428
English Learners817998799823
Homeless302893289327
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken175 / 4.98%173 / 4.83%638 / 17.61%
Advanced Placement Course Enrollment179 / 5.09%184 / 5.14%554 / 15.3%
Dual Enrollment404 / 11.49%384 / 10.72%405 / 11.18%
Governor's School Enrollment132 / 3.76%135 / 3.77%135 / 3.73%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision74637250
State85,89957,72533
FemaleDivision37320346
State43,22531,59927
MaleDivision37316955
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision251636
State6,0845,29213
BlackDivision32214057
State18,86811,29840
HispanicDivision783456
State10,1025,82642
WhiteDivision29016443
State46,44832,34030
Two or more racesDivision281836
State3,9902,71532
Students with DisabilitiesDivision471568
State7,2163,25655
Economically DisadvantagedDivision43717360
State27,32914,19048
English LearnersDivision823656
State5,1822,82046
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision914371
 State4,1393,6233,525
Industry CertificationDivision1,3141,5351,219
 State99,894109,275104,601
Workplace ReadinessDivision395459358
 State30,77542,31350,241
Total Credentials EarnedDivision1,8002,0421,648
 State137,248157,490160,248
Students Earning One or More CredentialsDivision1,2041,3871,246
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision413624
 State1,5141,4311,537
CTE CompletersDivision249268276
 State42,40440,51641,438
State LicensuresDivision-5-
 State2,4402,2791,881

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division4,957.005,995.001,453.00
State6,084.004,849.00812.00
2016-2017Division4,818.006,518.001,727.00
State6,248.005,052.00871.00
2017-2018Division5,049.006,601.001,705.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students10,5752,36510,6572,29311,1271,892
Female5,1171,1065,1331,0855,421881
Male5,4581,2595,5241,2085,7061,011
American Indian193245184
Asian337303662340720
Black4,6761,0904,6371,1474,754975
Hispanic1,2932351,3532431,510192
Native Hawaiian<<<<100
White3,8798993,9037723,918585
Two or more races365108367103510116
Students with Disabilities1,3924721,4824581,549396
Economically Disadvantaged6,0391,8187,0881,8886,0291,387
English Learners1,4641851,5111701,596125
Homeless210182240187359214
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 145
Offenses Against Staff 73
Weapons Offenses 44
Property Offenses 33
All Other Offenses 128
Other Offenses Against Persons 935
Disorderly or Disruptive Behavior Offenses 1,961
Alcohol, Tobacco, and Other Drug Offenses 98
Technology Offenses 20

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.20.20
Asian30.82.90.5
Black44.569.744.971.7
Hispanic11.56.112.24.9
Native Hawaiian00.1
White37.219.13617.2
Two or more races3.64.23.75.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian32.9
Black44.544.9
Hispanic11.512.2
Native Hawaiian00.1
White37.236
Two or more races3.63.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian32.9
Black44.544.9
Hispanic11.512.2
Native Hawaiian00.1
White37.236
Two or more races3.63.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 84.886.996.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 47.947.641.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 81.679.371.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 13.33 : 1

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