Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Roanoke City Public Schools

General school information

Division: Roanoke City Public Schools
Address: 40 Douglass Avenue, NW Roanoke, VA 24012
Superintendent: Dr. Rita D. Bishop
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 73 59 27 15 74 59 26 13 73 60 27
Female 15 76 61 24 17 77 60 23 13 76 63 24
Male 12 70 58 30 13 71 59 29 13 70 57 30
American Indian - 55 55 45 9 64 55 36 - 82 82 18
Asian 18 76 58 24 23 78 55 22 14 72 58 28
Black 6 64 58 36 8 68 60 32 9 67 58 33
Hispanic 15 78 62 22 13 70 57 30 9 67 58 33
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 21 82 61 18 22 82 60 18 20 83 63 17
Two or more races 11 73 62 27 15 76 61 24 14 74 60 26
Students with Disabilities 9 33 24 67 8 37 29 63 17 46 28 54
Economically Disadvantaged 8 66 58 34 9 68 59 32 9 68 58 32
English Learners 16 67 50 33 14 65 51 35 6 58 52 42
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 73 57 27 15 73 58 27 12 68 55 32
Female 15 75 60 25 16 76 60 24 12 69 57 31
Male 17 71 54 29 15 70 56 30 12 66 53 34
Asian 39 88 48 12 25 86 61 14 10 70 60 30
Black 6 61 55 39 8 67 59 33 8 61 52 39
Hispanic 29 81 52 19 17 64 48 36 6 63 56 37
White 21 83 63 17 24 84 60 16 20 77 57 23
Two or more races 13 68 55 32 17 69 53 31 17 81 64 19
Students with Disabilities 17 39 22 61 10 39 30 61 13 43 30 57
Economically Disadvantaged 12 67 55 33 10 68 58 32 10 63 53 37
English Learners 35 81 46 19 22 68 46 32 4 55 51 45
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 15 74 59 26 17 76 59 24 14 74 61 26
Female 20 80 60 20 19 81 62 19 13 77 64 23
Male 11 69 57 31 15 72 56 28 14 71 58 29
Asian 20 80 60 20 31 97 66 3 10 69 59 31
Black 9 65 56 35 9 70 61 30 9 71 62 29
Hispanic 13 76 63 24 17 73 57 27 12 63 51 37
White 23 85 62 15 25 83 58 17 21 83 61 17
Two or more races 20 67 47 33 17 75 58 25 13 81 68 19
Students with Disabilities 6 39 33 61 7 36 29 64 16 49 32 51
Economically Disadvantaged 8 68 60 32 11 72 61 28 10 70 60 30
English Learners 15 68 53 32 15 73 58 27 6 56 49 44
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 18 75 57 25 21 77 57 23 19 78 58 22
Female 20 77 57 23 25 81 56 19 18 80 62 20
Male 16 73 57 27 17 74 57 26 21 76 55 24
Asian 19 78 59 22 38 86 48 14 23 86 63 14
Black 8 68 61 32 12 70 58 30 13 72 59 28
Hispanic 15 77 62 23 20 76 56 24 14 71 57 29
White 30 81 51 19 30 86 56 14 29 87 58 13
Two or more races 6 71 65 29 32 71 39 29 19 70 51 30
Students with Disabilities 7 35 28 65 6 41 36 59 18 50 33 50
Economically Disadvantaged 10 67 57 33 12 72 60 28 16 74 58 26
English Learners 12 72 60 28 22 75 52 25 13 68 55 32
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 71 57 29 19 72 54 28 13 74 61 26
Female 16 75 60 25 20 74 54 26 14 80 66 20
Male 14 68 54 32 17 71 54 29 12 67 56 33
Asian 14 81 67 19 30 74 44 26 12 64 52 36
Black 9 63 54 37 10 67 57 33 7 67 60 33
Hispanic 11 75 64 25 15 72 57 28 7 70 63 30
White 23 78 55 22 29 78 50 22 22 85 63 15
Two or more races 12 80 68 20 15 73 58 27 20 60 40 40
Students with Disabilities 9 32 22 68 12 38 26 62 15 43 29 57
Economically Disadvantaged 8 63 56 37 10 66 56 34 8 69 61 31
English Learners 7 62 54 38 15 69 54 31 5 65 60 35
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 12 73 61 27 13 77 64 23 14 75 61 25
Female 15 76 61 24 16 82 65 18 14 78 64 22
Male 10 71 61 29 11 73 63 27 14 72 57 28
American Indian < < < < < < < < < 100 < 0
Asian 15 73 58 27 14 91 77 9 17 71 54 29
Black 5 65 60 35 9 71 62 29 10 68 58 32
Hispanic 15 77 62 23 9 73 65 27 8 75 67 25
White 20 82 62 18 21 84 64 16 21 83 61 17
Two or more races 9 85 76 15 11 84 74 16 14 71 57 29
Students with Disabilities 8 31 23 69 11 43 32 57 19 40 21 60
Economically Disadvantaged 7 68 61 32 8 69 61 31 9 70 61 30
English Learners 11 51 40 49 10 71 61 29 5 68 64 32
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 10 65 55 35 11 71 60 29 10 69 58 31
Female 12 68 56 32 13 76 63 24 11 71 60 29
Male 8 63 55 37 8 66 57 34 10 67 57 33
American Indian < < < < < < < < < 100 < 0
Asian 4 54 50 46 16 66 50 34 19 76 57 24
Black 3 53 50 47 6 64 58 36 9 62 53 38
Hispanic 10 73 63 27 8 71 64 29 8 59 51 41
White 18 80 62 20 17 79 62 21 14 80 66 20
Two or more races 17 61 44 39 3 74 71 26 3 70 68 30
Students with Disabilities 10 24 14 76 8 30 23 70 24 48 24 52
Economically Disadvantaged 5 56 51 44 7 65 58 35 8 62 55 38
English Learners 9 42 33 58 8 47 39 53 - 38 38 63
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 5 76 71 24 5 71 66 29 6 73 67 27
Female 6 79 73 21 6 69 63 31 5 74 69 26
Male 5 74 69 26 3 72 69 28 6 71 65 29
American Indian < 100 < 0 < < < < < 100 < 0
Asian 5 71 67 29 7 46 39 54 4 63 59 37
Black - 70 70 30 2 66 64 34 3 65 62 35
Hispanic 5 89 84 11 1 60 59 40 4 65 60 35
White 12 81 69 19 8 80 72 20 9 84 75 16
Two or more races 3 78 75 22 13 84 72 16 14 79 66 21
Students with Disabilities - 22 22 78 - 28 28 72 16 43 27 57
Economically Disadvantaged 2 71 69 29 2 63 61 37 5 68 63 32
English Learners - 53 53 47 - 36 36 64 1 39 38 61
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 16 65 49 35 24 74 50 26 18 67 50 33
Female 18 71 53 29 29 77 48 23 21 74 52 26
Male 15 60 46 40 18 71 52 29 15 62 47 38
American Indian < < < < < < < < < < < <
Asian 19 59 41 41 22 68 46 32 26 83 57 17
Black 7 56 49 44 15 66 51 34 10 59 49 41
Hispanic 11 70 60 30 17 70 53 30 8 63 56 37
White 28 75 47 25 34 83 49 17 30 78 48 22
Two or more races 14 66 52 34 26 81 55 19 12 67 55 33
Students with Disabilities 17 37 20 63 20 38 17 63 17 37 20 63
Economically Disadvantaged 7 57 51 43 17 65 48 35 9 59 51 41
English Learners - 29 29 71 4 39 35 61 3 34 31 66
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 60 47 40 20 70 50 30 18 66 49 34
Female 15 68 52 32 26 74 47 26 23 73 50 27
Male 12 54 42 46 14 67 53 33 13 60 47 40
American Indian < < < < < < < < < < < <
Asian 14 57 43 43 19 61 42 39 26 84 58 16
Black 7 52 45 48 14 64 51 36 10 60 50 40
Hispanic 10 63 53 38 13 66 54 34 8 57 48 43
White 23 71 48 29 30 78 48 22 31 76 45 24
Two or more races 11 54 43 46 20 83 63 17 8 68 59 32
Students with Disabilities 15 30 14 70 18 35 17 65 15 37 22 63
Economically Disadvantaged 6 53 46 47 14 63 49 37 9 60 50 40
English Learners - 24 24 76 3 42 39 58 3 32 29 68
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 73 53 27 33 83 51 17 18 69 51 31
Female 21 75 54 25 35 85 50 15 19 74 55 26
Male 18 70 52 30 30 82 51 18 17 65 48 35
American Indian < < < < < 100 < 0
Asian 25 63 38 38 30 90 60 10 25 81 56 19
Black 6 62 56 38 19 72 54 28 9 57 47 43
Hispanic 12 82 69 18 29 79 50 21 7 76 69 24
White 34 80 47 20 41 91 50 9 29 80 51 20
Two or more races 18 82 64 18 42 75 33 25 17 66 48 34
Students with Disabilities 19 50 31 50 28 44 16 56 19 36 17 64
Economically Disadvantaged 7 65 58 35 29 73 44 27 7 58 51 42
English Learners - 35 35 65 7 27 20 73 5 41 36 59
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 16 78 63 22 15 77 62 23 15 75 60 25
Female 16 81 66 19 15 80 65 20 14 77 63 23
Male 16 76 60 24 15 75 60 25 15 73 58 27
American Indian 7 64 57 36 25 75 50 25 7 86 79 14
Asian 26 86 60 14 29 82 53 18 24 84 60 16
Black 9 73 65 27 9 71 62 29 9 68 59 32
Hispanic 16 82 66 18 13 79 66 21 12 75 63 25
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 24 84 59 16 23 84 61 16 22 83 61 17
Two or more races 12 76 63 24 15 81 66 19 10 72 62 28
Students with Disabilities 8 42 34 58 8 41 33 59 16 48 32 52
Economically Disadvantaged 11 74 63 26 9 72 63 28 11 71 60 29
English Learners 14 78 64 22 12 75 63 25 11 72 61 28
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 20 79 59 21 14 74 61 26 15 75 60 25
Female 18 82 64 18 13 74 61 26 12 76 64 24
Male 23 77 54 23 15 75 60 25 17 75 57 25
Asian 33 85 52 15 31 79 48 21 20 83 63 17
Black 12 75 62 25 7 68 61 32 9 67 58 33
Hispanic 18 80 62 20 13 71 58 29 13 80 66 20
White 30 85 55 15 23 84 61 16 22 82 60 18
Two or more races 16 71 55 29 11 80 69 20 14 78 64 22
Students with Disabilities 15 41 26 59 7 42 35 58 13 44 31 56
Economically Disadvantaged 15 76 61 24 9 69 60 31 12 72 60 28
English Learners 18 78 59 22 10 69 59 31 14 77 63 23
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 32 84 52 16 27 83 57 17 22 79 56 21
Female 35 88 53 12 24 87 63 13 20 78 58 22
Male 30 81 51 19 29 80 51 20 25 80 54 20
Asian 36 92 56 8 49 97 49 3 45 86 41 14
Black 22 80 58 20 17 77 60 23 13 73 59 27
Hispanic 36 87 50 13 27 84 57 16 20 81 60 19
White 43 88 45 12 35 89 54 11 35 87 52 13
Two or more races 37 87 50 13 32 84 51 16 19 74 55 26
Students with Disabilities 11 49 38 51 11 48 38 52 19 53 34 47
Economically Disadvantaged 25 80 56 20 21 80 59 20 16 75 59 25
English Learners 33 85 52 15 24 85 60 15 17 80 63 20
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 26 79 54 21 26 80 55 20 27 80 53 20
Female 27 82 55 18 27 84 57 16 28 82 54 18
Male 25 77 52 23 24 76 52 24 27 79 52 21
Asian 46 89 43 11 38 69 31 31 44 92 47 8
Black 16 73 57 27 16 74 58 26 19 72 53 28
Hispanic 20 81 62 19 23 87 64 13 23 80 58 20
White 37 85 48 15 37 87 50 13 38 88 50 12
Two or more races 10 74 65 26 25 75 50 25 22 78 57 22
Students with Disabilities 13 43 30 57 6 40 34 60 20 54 34 46
Economically Disadvantaged 19 73 54 27 16 75 59 25 24 77 53 23
English Learners 16 82 66 18 20 79 59 21 23 78 55 22
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 12 80 68 20 15 82 66 18 12 77 65 23
Female 10 83 73 17 15 83 68 17 12 80 68 20
Male 14 78 64 22 16 81 65 19 13 74 61 26
Asian 14 86 71 14 36 82 46 18 8 76 68 24
Black 6 74 68 26 9 77 68 23 7 71 64 29
Hispanic 10 82 72 18 14 80 66 20 9 77 69 23
White 21 87 65 13 22 88 66 12 21 85 64 15
Two or more races 7 83 76 17 12 81 69 19 8 72 64 28
Students with Disabilities 4 43 39 57 15 48 33 52 15 48 34 52
Economically Disadvantaged 7 76 69 24 9 77 67 23 6 74 67 26
English Learners 6 69 63 31 11 78 67 22 5 74 69 26
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 4 64 60 36 4 60 56 40 6 56 50 44
Female 3 68 64 32 5 65 60 35 5 60 56 40
Male 5 61 57 39 4 56 52 44 7 52 45 48
Asian 19 73 54 27 7 57 50 43 - 62 62 38
Black 2 60 58 40 5 56 51 44 5 49 44 51
Hispanic 8 71 64 29 2 63 61 37 3 58 55 42
White 3 68 65 32 3 66 62 34 8 67 58 33
Two or more races 10 62 52 38 4 64 60 36 4 46 42 54
Students with Disabilities 2 32 30 68 10 34 23 66 20 34 14 66
Economically Disadvantaged 3 60 57 40 2 55 52 45 5 54 49 46
English Learners 11 60 49 40 4 61 57 39 2 57 55 43
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 66 64 34 3 66 63 34 6 62 56 38
Female 2 68 66 32 3 68 65 32 5 68 63 32
Male 3 65 62 35 3 64 61 36 6 57 51 43
American Indian < < < < < < < < < 100 < 0
Asian 20 87 67 13 10 75 65 25 18 73 55 27
Black 1 62 61 38 3 63 60 38 7 58 52 42
Hispanic 6 81 75 19 2 67 65 33 3 55 51 45
White 2 70 67 30 4 69 65 31 4 70 66 30
Two or more races - 59 59 41 - 76 76 24 - 68 68 32
Students with Disabilities 2 24 22 76 8 32 24 68 23 53 30 47
Economically Disadvantaged 2 63 61 37 4 65 61 35 5 60 55 40
English Learners 5 72 67 28 4 59 54 41 3 45 42 55
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 3 83 80 17 4 84 80 16 4 81 77 19
Female 4 86 82 14 4 88 84 12 5 85 80 15
Male 2 80 77 20 4 80 76 20 4 78 74 22
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 7 90 83 10 5 85 80 15 10 86 76 14
Black 1 81 80 19 1 80 79 20 2 78 77 22
Hispanic - 86 86 14 - 88 88 12 2 80 77 20
White 6 83 76 17 10 86 76 14 8 86 78 14
Two or more races 3 81 78 19 4 90 86 10 3 72 69 28
Students with Disabilities - 53 53 47 2 48 47 52 1 42 41 58
Economically Disadvantaged 1 77 75 23 1 80 79 20 2 78 75 22
English Learners 1 87 86 13 1 84 83 16 2 78 76 22
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 73 66 27 8 69 61 31 5 65 60 35
Female 6 76 70 24 8 72 64 28 7 68 61 32
Male 8 69 61 31 8 66 58 34 4 63 59 37
American Indian < < < < < 100 < 0 < 100 < 0
Asian 4 75 71 25 43 81 38 19 9 83 74 17
Black 1 65 64 35 2 56 54 44 1 55 54 45
Hispanic 4 74 70 26 - 76 76 24 4 62 58 38
White 15 82 67 18 15 81 65 19 11 76 65 24
Two or more races 12 71 59 29 - 72 72 28 - 71 71 29
Students with Disabilities 3 38 35 62 - 25 25 75 - 34 34 66
Economically Disadvantaged 3 68 64 32 3 61 57 39 2 59 57 41
English Learners 1 68 67 32 4 62 59 38 2 49 47 51
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 34 97 63 3 35 96 61 4 35 98 63 2
Female 35 97 62 3 34 97 63 3 36 98 62 2
Male 33 96 63 4 37 96 59 4 33 98 65 2
Asian 54 100 46 0 38 100 63 0 71 100 29 0
Black 18 95 77 5 24 96 72 4 24 98 74 2
Hispanic 49 100 51 0 30 91 61 9 27 98 71 2
White 45 98 53 2 46 98 52 2 42 98 55 2
Two or more races 20 100 80 0 50 100 50 0 45 100 55 0
Students with Disabilities < < < < 10 90 80 10 17 94 78 6
Economically Disadvantaged 26 95 69 5 22 95 73 5 28 97 69 3
English Learners 29 100 71 0 22 95 73 5 31 97 67 3
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 75 64 25 12 74 62 26 10 74 63 26
Female 11 75 64 25 11 76 64 24 10 73 64 27
Male 12 76 64 24 12 73 60 27 11 74 63 26
American Indian < < < < < < < < < < < <
Asian 10 73 63 27 11 75 64 25 12 77 65 23
Black 5 67 62 33 5 65 60 35 5 65 61 35
Hispanic 9 73 64 27 6 69 63 31 6 68 62 32
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 21 86 66 14 22 85 64 15 19 86 67 14
Two or more races 8 80 72 20 9 84 75 16 11 78 67 22
Students with Disabilities 12 48 36 52 10 42 32 58 12 46 35 54
Economically Disadvantaged 6 69 62 31 6 67 60 33 6 69 63 31
English Learners 4 58 54 42 4 56 52 44 5 58 53 42
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 21 77 56 23 21 76 54 24 18 77 59 23
Female 20 77 57 23 21 78 57 22 16 77 61 23
Male 22 77 55 23 21 73 52 27 20 78 58 22
Asian 23 81 58 19 24 69 45 31 33 89 56 11
Black 11 72 61 28 11 67 56 33 9 69 60 31
Hispanic 19 71 52 29 10 70 60 30 11 79 67 21
White 34 84 50 16 37 87 51 13 30 87 57 13
Two or more races - 71 71 29 29 82 54 18 13 66 53 34
Students with Disabilities 15 51 36 49 16 44 28 56 15 49 34 51
Economically Disadvantaged 13 70 57 30 13 69 57 31 13 73 60 27
English Learners 10 69 58 31 8 61 53 39 12 76 63 24
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 7 71 64 29 8 72 64 28 7 67 60 33
Female 5 70 65 30 6 71 64 29 6 66 60 34
Male 8 71 62 29 10 74 64 26 8 68 60 32
American Indian < < < < < < < < < < < <
Asian 3 73 70 27 6 69 63 31 5 73 68 27
Black 5 59 54 41 5 64 59 36 5 59 54 41
Hispanic 2 67 65 33 2 64 62 36 3 53 50 47
White 11 86 74 14 15 83 69 17 11 82 71 18
Two or more races 3 71 68 29 3 89 86 11 4 67 63 33
Students with Disabilities 16 46 30 54 12 49 36 51 20 51 31 49
Economically Disadvantaged 4 62 58 38 4 64 59 36 4 61 57 39
English Learners - 34 34 66 2 48 46 52 - 46 46 54
Biology 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 70 22 9 72 63 28 9 76 67 24
Female 7 75 68 25 8 74 65 26 9 76 66 24
Male 8 81 72 19 9 70 61 30 8 75 67 25
American Indian < < < < < 100 < 0
Asian 9 69 59 31 4 70 67 30 7 76 69 24
Black 2 70 68 30 3 65 62 35 3 65 63 35
Hispanic 5 70 65 30 7 70 63 30 6 76 70 24
White 15 88 74 12 16 80 63 20 16 86 70 14
Two or more races 6 88 82 12 7 80 73 20 14 89 74 11
Students with Disabilities 2 49 47 51 2 36 34 64 1 37 36 63
Economically Disadvantaged 3 71 68 29 4 66 61 34 4 70 67 30
English Learners - 54 54 46 1 49 47 51 3 53 50 47
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 83 69 17 12 86 74 14 11 85 74 15
Female 13 82 69 18 9 84 76 16 10 86 76 14
Male 15 85 70 15 16 87 71 13 12 83 71 17
Asian 17 83 67 17 11 83 72 17 - 83 83 17
Black 3 71 67 29 5 77 72 23 3 80 77 20
Hispanic 10 93 83 7 6 87 81 13 4 74 70 26
White 24 93 69 7 20 93 73 7 18 91 74 9
Two or more races 11 79 68 21 - 86 86 14 33 87 53 13
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 6 77 71 23 5 75 70 25 3 84 80 16
English Learners - 68 68 32 - 80 80 20 - 57 57 43
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 8 72 65 28 7 72 64 28 6 70 64 30
Female 9 74 65 26 8 75 67 25 6 68 63 32
Male 7 71 64 29 7 69 62 31 6 72 65 28
American Indian < < < < < 100 < 0 < 100 < 0
Asian 3 65 61 35 9 84 75 16 3 67 64 33
Black 1 64 62 36 1 60 59 40 - 61 61 39
Hispanic 5 76 70 24 2 66 64 34 1 59 58 41
White 17 83 66 17 17 85 68 15 16 84 68 16
Two or more races 15 88 73 13 5 83 78 17 3 87 84 13
Students with Disabilities 2 39 38 61 1 30 30 70 1 36 34 64
Economically Disadvantaged 4 68 64 32 2 65 63 35 2 64 63 36
English Learners 1 57 56 43 1 53 52 47 - 44 44 56
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 20 79 59 21 22 79 57 21 20 75 55 25
Female 20 78 58 22 20 78 58 22 19 74 56 26
Male 20 79 59 21 24 80 57 20 21 75 54 25
American Indian < < < < < < < < < < < <
Asian 25 87 62 13 35 83 49 17 27 80 53 20
Black 12 71 60 29 13 72 59 28 12 68 55 32
Hispanic 17 79 63 21 21 80 59 20 16 70 54 30
White 30 87 56 13 32 87 56 13 30 84 54 16
Two or more races 19 84 65 16 18 81 62 19 19 74 55 26
Students with Disabilities 10 53 42 47 11 51 39 49 12 50 38 50
Economically Disadvantaged 13 73 60 27 15 73 58 27 15 70 55 30
English Learners 12 74 62 26 19 72 53 28 14 63 49 37
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 7 75 68 25 9 72 63 28 6 70 64 30
Female 6 72 66 28 7 66 59 34 5 69 63 31
Male 8 78 70 22 11 79 67 22 6 71 64 29
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 4 69 65 31 14 77 64 23 7 63 56 37
Black 2 65 63 35 4 64 60 36 2 60 58 40
Hispanic 5 71 67 29 9 76 67 24 9 68 59 32
White 14 87 74 13 15 81 67 19 9 81 72 19
Two or more races 3 79 76 21 16 72 56 28 7 78 70 22
Students with Disabilities 4 39 35 61 1 37 36 63 - 40 40 60
Economically Disadvantaged 4 68 64 32 5 63 58 37 3 63 61 37
English Learners 2 62 60 38 5 60 55 40 - 49 49 51
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 14 76 62 24 17 80 63 20 13 65 52 35
Female 12 74 63 26 16 81 65 19 13 66 52 34
Male 16 78 62 22 17 79 62 21 13 65 52 35
American Indian < < < < < 100 < 0 < 100 < 0
Asian 32 91 59 9 27 80 53 20 20 75 55 25
Black 5 70 65 30 8 73 64 27 5 56 51 44
Hispanic 13 68 56 32 8 76 68 24 6 60 54 40
White 24 84 60 16 29 89 60 11 25 77 53 23
Two or more races 18 91 74 9 13 83 70 17 15 73 58 28
Students with Disabilities 1 44 43 56 1 44 43 56 1 35 34 65
Economically Disadvantaged 8 71 63 29 9 76 67 24 7 59 52 41
English Learners 6 66 60 34 4 68 64 32 - 46 46 54
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 13 86 72 14 16 86 69 14 11 78 67 22
Female 12 81 69 19 11 82 71 18 8 74 66 26
Male 15 91 76 9 24 91 67 9 13 82 68 18
American Indian < < < < < 100 < 0 < 100 < 0
Asian 17 100 83 0 31 85 54 15 13 100 88 0
Black 6 78 72 22 6 81 74 19 3 68 65 32
Hispanic 11 91 80 9 19 85 66 15 8 75 67 25
White 22 91 69 9 23 91 68 9 18 85 68 15
Two or more races 9 95 86 5 21 79 58 21 11 72 61 28
Students with Disabilities 14 64 50 36 6 56 50 44 - 23 23 77
Economically Disadvantaged 8 79 72 21 9 76 66 24 4 70 66 30
English Learners 10 86 76 14 20 85 65 15 - 74 74 26
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 1 46 45 54 1 42 41 58 < < < <
Female - 50 50 50 - 33 33 67 < < < <
Male 2 43 41 57 2 49 48 51 < < < <
Asian < 100 < 0 < < < <
Black - 44 44 56 - 27 27 73 < < < <
Hispanic < < < < < < < < < < < <
White 4 44 40 56 2 51 49 49 < < < <
Two or more races < < < < < < < <
Students with Disabilities 4 43 39 57 - 26 26 74 < < < <
Economically Disadvantaged 1 46 45 54 - 38 38 62 < < < <
English Learners - 71 71 29 - 43 43 57
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 23 77 54 23 22 78 57 22 22 78 57 22
Female 23 76 53 24 21 78 57 22 22 79 57 21
Male 23 77 54 23 23 78 56 22 21 78 57 22
American Indian < < < < < < < < < 100 < 0
Asian 30 87 57 13 29 74 45 26 41 94 53 6
Black 13 70 56 30 11 71 60 29 12 71 59 29
Hispanic 19 81 63 19 18 77 59 23 8 70 62 30
White 36 84 49 16 35 87 52 13 37 90 53 10
Two or more races 25 69 44 31 19 94 75 6 19 68 49 32
Students with Disabilities - 34 34 66 4 40 36 60 6 51 45 49
Economically Disadvantaged 12 68 56 32 12 73 61 27 14 73 59 27
English Learners 8 65 58 35 11 64 53 36 6 72 66 28
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 36 85 48 15 38 85 47 15 37 82 44 18
Female 41 89 48 11 36 86 51 14 34 82 48 18
Male 32 80 49 20 40 83 43 17 41 82 41 18
Asian 45 91 45 9 73 100 27 0 59 86 27 14
Black 26 78 52 22 25 78 53 22 25 78 53 22
Hispanic 31 90 58 10 42 87 44 13 41 79 39 21
White 49 90 41 10 50 92 41 8 52 88 35 12
Two or more races 38 93 55 7 26 80 54 20 39 81 42 19
Students with Disabilities 8 57 49 43 9 55 46 45 10 48 38 52
Economically Disadvantaged 25 80 56 20 29 81 52 19 29 78 49 22
English Learners 25 86 61 14 45 88 43 12 44 81 37 19
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: 86.32 State: 89.72 Division: 85.66 State: 88.34 Division: 81.13 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division566840
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten645612633
Kindergarten1,1331,1341,123
Grade 11,1211,1311,129
Grade 21,2421,1171,076
Grade 31,1181,1921,080
Grade 41,0451,0991,187
Grade 59911,0341,102
Grade 61,008932973
Grade 7945991924
Grade 8904920979
Grade 91,0271,0301,050
Grade 10936923895
Grade 11850823871
Grade 12713739766
Post Graduate090
Total Students13,67813,68613,788
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students136781368613788
Female664366266650
Male703570607138
American Indian302933
Asian399408406
Black617860886188
Hispanic145315701680
Native Hawaiian368
White514750874965
Two or more races468498508
Students with Disabilities200820582126
Not Students with Disabilities116701162811662
Economically Disadvantaged772367988429
Not Economically Disadvantaged595568885359
English Learners134716151672
Not English Learners123311207112116
Homeless283208271
Military Connected222214
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 313 438 76 1 75 16
State 50979 36013 2733 1046 5404 1786
Female Division 167 210 32 0 31 8
State 27837 15823 920 366 1922 656
Male Division 146 228 44 1 44 8
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 15 11 0 0 1 0
State 5026 1194 70 18 91 37
Black Division 97 227 34 1 48 10
State 7955 11090 1111 244 1359 744
Hispanic Division 35 45 7 0 3 0
State 5086 5583 317 105 2172 323
White Division 149 141 34 0 22 5
State 30218 16420 1139 617 1589 596
Two or more races Division 17 11 1 0 1 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 2 45 76 0 15 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 118 321 50 0 42 10
State 10704 17342 1680 460 2640 1096
English Learners Division 18 58 3 0 2 0
State 1418 3757 272 31 1847 115
Homeless Division 4 18 6 0 2 0
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students9198279083390.6758.2
Female44840991.341492.4316.9
Male47141888.741989449.3
American Indian0<100<10000
Asian272696.32696.313.7
Black41735885.936286.84811.5
Hispanic908796.78796.733.3
White35132492.332692.9226.3
Two or more races312993.52993.513.2
Students with Disabilities13912388.512489.21510.8
Economically Disadvantaged54148990.449391.1427.8
English Learners817997.57997.522.5
Homeless302893.32893.326.7
Foster Care0<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken224 / 6.36%175 / 4.98%173 / 4.83%
Advanced Placement Course Enrollment230 / 6.53%179 / 5.09%184 / 5.14%
Dual Enrollment436 / 12.37%404 / 11.49%383 / 10.69%
Governor’s School Enrollment132 / 3.75%132 / 3.76%135 / 3.77%
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 677 377 44
State 82482 57560 30
Female Division 353 219 38
State 41546 31230 25
Male Division 324 158 51
State 40936 26330 36
Asian Division 23 12 48
State 5492 4724 14
Black Division 335 172 49
State 18272 11640 36
Hispanic Division 41 23 44
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 252 152 40
State 46319 33154 28
Two or more races Division 25 18 28
State 3521 2499 29
Students with Disabilities Division 27 14 48
State 5986 3008 50
Economically Disadvantaged Division 302 132 56
State 23515 13119 44
English Learners Division 52 26 50
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision914371
 State413936233471
State LicensuresDivision-5-
 State179019641412
Industry CertificationDivision131415351219
 State100544109590103892
Workplace ReadinessDivision395459358
 State307754231350242
Total Credentials EarnedDivision180020421648
 State137248157490159017
Students Earning One or More CredentialsDivision120413871246
 State109089126113127744
CTE CompletersDivision249268276
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 746 1760 625 35.5%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 719 1676 576 34.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 703 1643 610 37.1%
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
63.8 64.1 64.2

Statewide Expenditures

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs
67.1 66.9 67.2

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances.

Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates.

The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,609.005,876.00990.00
2015-20165,008.005,944.001,453.00
2016-20174,875.006,462.001,727.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students116791213619987118211289551898117151341604928116751241620930
Female5712565304454575563227840456396282934465635590296439
Male5967648315533606665727349460767133114826040651324491
American Indian22322252112340029420
Asian3751671536031926394218193932036
Black5201555295441541058027342351956312774465127593313467
Hispanic12341194276135212232731449135626415051426592
Native Hawaiian00000000000010000
White4460462250413427849421334742344832373534203420211328
Two or more races386572339391592327414672046408622637
Students with Disabilities1563233129241163326111019416262691121961746234120223
Economically Disadvantaged87461091566902686197441465167329904626477786990510724
English Learners131279275013849827761662125477816781015362
Homeless35792891473821175311728083591083209556115
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 198
Offenses Against Staff 52
Weapons Offenses 52
Property Offenses 39
All Other Offenses 77
Other Offenses Against Persons 964
Disorderly or Disruptive Behavior Offenses 1,407
Alcohol, Tobacco, and Other Drug Offenses 85
Technology Offenses 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

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1980.080.2190.090.2120.19
Asian2.9750.752.9180.392.9810.76
Black44.54565.6345.17465.4744.48369.75
Hispanic10.2063.9910.6244.0711.4726.05
Native Hawaiian0.0220.040.0220.044
White38.6332637.63526.3937.16919.06
Two or more races3.4213.523.4223.63.6394.19
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1980.2190.212
Asian2.9752.9182.981
Black44.54510045.17444.483
Hispanic10.20610.62411.472
Native Hawaiian0.0220.0220.044
White38.63337.63537.169
Two or more races3.4213.4223.639
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1980.2190.212
Asian2.9752.9182.981
Black44.54545.17444.483
Hispanic10.20610.62411.472
Native Hawaiian0.0220.0220.044
White38.63337.63537.169
Two or more races3.4213.4223.639
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 74.7885.5384.76
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 42.5847.147.94
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 79.6378.8681.55
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.17 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.11 : 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
Provisional3%3%
Provisional Special Education1%1%
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
2015-201650%46%1%3%
2016-201752%44%1%3%
2017-201851%45%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Roanoke City Public Schools to top