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Roanoke County Public Schools

General school information

Division: Roanoke County Public Schools
Address: 5937 Cove Rd NW Roanoke, VA 24019-2403
Superintendent: Dr. Ken Nicely
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 18 86 68 14 20 86 66 14 18 85 66 15
Female 21 89 68 11 22 89 67 11 21 87 67 13
Male 16 84 68 16 18 83 65 17 16 83 66 17
American Indian < 100 < 0 < < < < < < < <
Asian 26 91 66 9 27 93 65 7 25 92 67 8
Black 10 70 60 30 13 68 55 32 9 70 61 30
Hispanic 12 79 67 21 15 79 65 21 10 80 70 20
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 19 88 68 12 21 88 67 12 20 86 67 14
Two or more races 15 87 72 13 16 84 68 16 18 83 65 17
Students with Disabilities 9 58 49 42 8 57 50 43 7 56 49 44
Economically Disadvantaged 11 76 65 24 12 77 65 23 10 76 66 24
English Learners 10 67 56 33 8 72 64 28 5 74 69 26
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 15 81 66 19 23 84 61 16 21 82 61 18
Female 14 84 70 16 23 87 64 13 24 84 59 16
Male 16 79 63 21 23 81 58 19 17 80 63 20
Asian 26 87 62 13 37 90 54 10 18 94 76 6
Black 11 64 53 36 17 69 52 31 11 73 62 27
Hispanic 14 73 59 27 21 85 64 15 10 80 70 20
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 14 84 69 16 23 85 62 15 22 83 61 17
Two or more races 15 79 64 21 18 84 66 16 30 75 45 25
Students with Disabilities 9 56 47 44 8 61 53 39 11 54 42 46
Economically Disadvantaged 10 68 59 32 15 75 60 25 12 75 62 25
English Learners 17 69 51 31 17 83 67 17 5 75 70 25
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 23 85 62 15 24 85 61 15 22 85 63 15
Female 28 86 58 14 24 87 63 13 21 87 66 13
Male 18 84 66 16 23 84 60 16 23 82 59 18
Asian 27 86 59 14 30 91 61 9 39 96 57 4
Black 12 70 58 30 16 72 56 28 11 65 53 35
Hispanic 9 78 69 22 21 82 61 18 9 83 74 17
White 25 87 62 13 25 87 62 13 24 87 63 13
Two or more races 10 85 75 15 21 77 56 23 16 79 62 21
Students with Disabilities 9 64 55 36 10 59 49 41 11 57 46 43
Economically Disadvantaged 12 78 67 22 17 74 57 26 13 76 63 24
English Learners 6 76 70 24 10 67 57 33 7 78 72 22
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 27 85 59 15 28 87 59 13 27 86 60 14
Female 31 90 59 10 31 89 58 11 29 89 60 11
Male 22 80 58 20 25 86 60 14 25 83 59 17
Asian 31 88 56 13 32 90 59 10 33 91 58 9
Black 11 62 51 38 17 72 55 28 12 72 61 28
Hispanic 13 85 72 15 10 75 64 25 18 87 68 13
White 28 87 58 13 30 89 59 11 29 88 59 12
Two or more races 35 90 55 10 23 82 59 18 15 77 63 23
Students with Disabilities 11 57 46 43 11 64 53 36 10 58 47 42
Economically Disadvantaged 13 76 64 24 18 81 63 19 11 76 64 24
English Learners 8 75 67 25 12 65 54 35 9 80 71 20
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 22 83 60 17 25 84 59 16 20 86 66 14
Female 28 85 57 15 31 89 58 11 23 88 65 12
Male 16 80 64 20 20 79 59 21 17 84 67 16
Asian 44 96 51 4 35 97 62 3 23 89 66 11
Black 12 73 60 27 14 57 43 43 12 72 60 28
Hispanic 15 72 57 28 14 72 59 28 15 81 66 19
White 22 83 61 17 27 86 59 14 22 88 66 12
Two or more races 20 84 64 16 23 87 63 13 11 85 74 15
Students with Disabilities 6 49 43 51 7 51 44 49 7 57 50 43
Economically Disadvantaged 10 68 58 32 14 74 61 26 9 79 69 21
English Learners 21 43 21 57 7 87 80 13 7 82 75 18
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 18 90 72 10 16 87 71 13 20 86 66 14
Female 20 93 73 7 21 91 71 9 24 88 64 12
Male 16 88 72 12 12 83 71 17 16 83 68 17
American Indian < 100 < 0 < 100 < 0
Asian 24 91 67 9 28 98 70 2 33 95 62 5
Black 11 71 60 29 11 73 62 27 8 63 56 37
Hispanic 10 90 80 10 16 79 63 21 7 75 68 25
White 19 92 73 8 16 88 72 12 20 88 67 12
Two or more races 12 92 81 8 12 85 73 15 31 90 59 10
Students with Disabilities 8 63 55 37 5 58 53 42 4 59 55 41
Economically Disadvantaged 9 85 76 15 8 78 70 22 9 80 71 20
English Learners 9 64 55 36 - 67 67 33 - 81 81 19
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 17 87 69 13 18 83 65 17 13 81 67 19
Female 19 89 70 11 21 88 67 12 16 83 67 17
Male 16 84 69 16 15 79 64 21 11 78 68 22
Asian 26 96 70 4 19 85 67 15 19 90 71 10
Black 13 83 70 17 13 60 47 40 6 69 63 31
Hispanic 14 74 60 26 16 71 55 29 9 71 62 29
White 18 87 69 13 19 86 67 14 13 81 68 19
Two or more races 12 87 75 13 9 83 74 17 15 81 67 19
Students with Disabilities 10 53 43 47 7 46 39 54 4 50 46 50
Economically Disadvantaged 11 76 66 24 9 75 66 25 7 68 61 32
English Learners 8 58 50 42 - 62 62 38 - 42 42 58
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 10 92 83 8 7 92 85 8 7 89 82 11
Female 10 94 84 6 9 94 85 6 9 92 83 8
Male 9 91 82 9 6 90 84 10 6 87 80 13
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 4 92 88 8 11 97 86 3 11 89 78 11
Black 1 73 71 27 1 73 72 27 1 74 73 26
Hispanic 7 85 78 15 2 90 88 10 2 84 82 16
White 11 94 83 6 8 93 86 7 8 90 82 10
Two or more races 2 89 87 11 6 88 82 12 7 95 88 5
Students with Disabilities 9 67 57 33 6 63 56 37 3 58 55 42
Economically Disadvantaged 9 84 75 16 4 83 79 17 3 77 74 23
English Learners - 61 61 39 - 72 72 28 - 52 52 48
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 24 83 58 17 27 85 58 15 25 83 57 17
Female 29 88 59 12 33 90 57 10 31 88 57 12
Male 20 78 58 22 21 80 59 20 19 77 58 23
Asian 41 92 51 8 36 84 48 16 43 95 52 5
Black 17 68 51 32 6 64 58 36 15 65 50 35
Hispanic 16 76 60 24 21 83 62 17 25 81 55 19
Native Hawaiian < 100 < 0 < < < <
White 25 84 59 16 28 86 58 14 25 84 58 16
Two or more races 15 78 62 22 24 86 62 14 20 82 61 18
Students with Disabilities 8 39 31 61 10 42 32 58 8 39 31 61
Economically Disadvantaged 14 66 52 34 15 71 56 29 16 70 54 30
English Learners 5 48 43 52 9 41 32 59 5 55 50 45
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 24 78 54 22 23 80 57 20 22 73 52 27
Female 28 84 56 16 30 87 57 13 28 82 54 18
Male 20 72 53 28 16 73 58 27 15 65 50 35
Asian 41 91 50 9 32 79 47 21 45 96 51 4
Black 14 65 51 35 4 57 53 43 14 56 42 44
Hispanic 17 71 54 29 26 77 51 23 15 75 60 25
White 25 79 54 21 24 82 58 18 22 74 52 26
Two or more races 11 75 64 25 20 78 57 22 18 76 58 24
Students with Disabilities 7 32 25 68 8 41 33 59 5 32 27 68
Economically Disadvantaged 16 60 44 40 15 70 55 30 13 61 47 39
English Learners 10 30 20 70 18 55 36 45 < < < <
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 88 63 12 31 90 59 10 29 93 64 7
Female 30 91 62 9 36 93 57 7 34 95 61 5
Male 20 85 64 15 27 88 61 12 24 91 67 9
Asian 41 94 53 6 41 90 49 10 41 94 53 6
Black 22 74 52 26 9 75 66 25 17 78 60 22
Hispanic 16 81 66 19 16 92 76 8 41 89 48 11
White 25 89 64 11 33 91 58 9 29 95 66 5
Two or more races 22 81 59 19 27 94 67 6 23 88 65 12
Students with Disabilities 11 52 42 48 13 43 30 57 18 62 43 38
Economically Disadvantaged 13 72 60 28 15 73 58 27 20 85 65 15
English Learners - 64 64 36 - 27 27 73 8 42 33 58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

Science

Science Performance: All Students

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

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

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

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

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

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 90 62 10 31 91 60 9 27 89 62 11
Female 25 89 64 11 27 89 62 11 25 89 65 11
Male 31 91 60 9 35 93 58 7 29 89 60 11
American Indian < 100 < 0 < < < < < < < <
Asian 42 95 54 5 46 97 50 3 44 97 53 3
Black 16 76 60 24 16 78 62 22 16 76 60 24
Hispanic 23 86 64 14 26 87 60 13 22 84 63 16
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 29 91 62 9 33 92 60 8 27 90 63 10
Two or more races 22 91 69 9 24 92 67 8 23 89 66 11
Students with Disabilities 14 70 56 30 12 67 55 33 11 63 52 37
Economically Disadvantaged 17 82 64 18 20 84 64 16 16 80 64 20
English Learners 13 81 67 19 16 76 61 24 17 70 53 30
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 17 89 72 11 18 89 71 11 18 87 69 13
Female 13 87 74 13 14 86 72 14 16 87 71 13
Male 21 92 71 8 22 91 70 9 20 88 67 12
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 17 92 75 8 29 100 71 0 22 98 76 2
Black 5 76 71 24 7 70 63 30 7 70 64 30
Hispanic 21 79 58 21 20 87 67 13 15 83 67 17
White 18 91 73 9 18 90 71 10 20 88 69 12
Two or more races 15 85 70 15 16 88 73 12 15 93 78 7
Students with Disabilities 2 62 60 38 5 62 57 38 6 56 49 44
Economically Disadvantaged 7 77 70 24 12 80 69 20 8 74 67 26
English Learners 6 75 69 25 5 82 77 18 - 57 57 43
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 39 96 57 4 39 98 59 2 40 99 59 1
Female 34 97 63 3 34 99 64 1 33 99 66 1
Male 44 96 52 4 43 97 54 3 48 98 50 2
Asian 52 97 45 3 48 100 52 0 54 100 46 0
Black 25 94 69 6 10 100 90 0 13 81 69 19
Hispanic 22 94 72 6 < < < < 23 100 77 0
White 40 97 56 3 41 98 57 2 42 100 57 0
Two or more races 29 95 67 5 23 100 77 0 21 100 79 0
Students with Disabilities - 46 46 54 15 62 46 38 < < < <
Economically Disadvantaged 23 87 64 13 25 94 69 6 19 94 76 6
English Learners < 100 < 0 < 100 < 0
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 19 89 70 11 31 91 60 9 27 92 66 8
Female 15 87 72 13 25 88 63 12 20 91 71 9
Male 23 91 69 9 37 94 57 6 33 94 60 6
American Indian < 100 < 0 < 100 < 0
Asian 32 97 65 3 57 96 39 4 41 98 57 2
Black 7 73 65 27 5 83 78 17 14 81 68 19
Hispanic 25 94 69 6 19 81 63 19 17 93 76 7
White 19 90 71 10 33 92 59 8 27 92 65 8
Two or more races 11 83 72 17 25 92 68 8 28 93 65 7
Students with Disabilities 11 83 73 17 12 71 59 29 16 80 64 20
Economically Disadvantaged 11 80 69 20 17 82 65 18 13 85 72 15
English Learners - 100 100 0 - 85 85 15 10 80 70 20
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 85 77 15 10 87 77 13 5 86 81 14
Female 7 86 79 14 8 85 77 15 4 85 82 15
Male 9 85 76 15 13 89 76 11 7 86 80 14
American Indian < 100 < 0 < 100 < 0
Asian 23 94 71 6 20 90 70 10 10 90 81 10
Black 5 68 63 32 4 74 70 26 2 74 72 26
Hispanic 5 81 77 19 3 75 72 25 9 77 68 23
White 8 87 78 13 11 88 77 12 5 88 82 12
Two or more races 5 90 85 10 4 96 91 4 2 80 78 20
Students with Disabilities 2 63 61 37 4 60 56 40 2 59 56 41
Economically Disadvantaged 2 77 75 23 3 79 75 21 3 78 74 22
English Learners 5 80 75 20 - 39 39 61 - 62 62 38
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 38 92 54 8 38 93 55 7 31 88 57 12
Female 37 92 55 8 37 93 56 7 33 91 58 9
Male 39 91 53 9 39 92 54 8 29 85 56 15
Asian 66 95 30 5 43 93 50 7 55 98 43 2
Black 24 84 60 16 18 74 56 26 27 76 49 24
Hispanic 22 86 65 14 27 85 58 15 23 85 63 15
Native Hawaiian < 100 < 0
White 39 92 54 8 40 94 54 6 31 88 58 12
Two or more races 36 96 61 4 28 92 64 8 22 87 65 13
Students with Disabilities 11 64 53 36 12 67 55 33 6 59 53 41
Economically Disadvantaged 17 86 69 14 20 88 69 12 20 78 58 22
English Learners < < < < < < < < 21 71 50 29
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 50 92 42 8 53 93 39 7 44 89 45 11
Female 47 91 44 9 49 92 42 8 40 89 48 11
Male 54 93 40 7 57 94 37 6 47 89 42 11
Asian 63 100 37 0 71 100 29 0 85 97 13 3
Black 31 76 44 24 30 78 48 22 27 77 51 23
Hispanic 39 86 47 14 50 100 50 0 41 82 41 18
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 53 93 40 7 55 94 39 6 44 90 46 10
Two or more races 34 95 61 5 50 86 36 14 39 85 46 15
Students with Disabilities 27 79 52 21 20 75 55 25 18 67 49 33
Economically Disadvantaged 37 85 48 15 38 85 47 15 27 81 54 19
English Learners 43 100 57 0 57 100 43 0 52 86 33 14
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: 90.83 State: 89.72 Division: 88.31 State: 88.34 Division: 91.07 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division15125
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten298301303
Kindergarten9159071,003
Grade 1987928918
Grade 29911,009946
Grade 31,0371,0031,025
Grade 41,0331,0751,022
Grade 51,0531,0491,086
Grade 61,0941,1141,113
Grade 71,0691,1221,133
Grade 81,0971,0811,126
Grade 91,1931,1521,128
Grade 101,1701,1651,118
Grade 111,1451,0991,114
Grade 121,1531,1501,086
Total Students14,23514,15514,121
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students142351415514121
Female682868136762
Male740773427359
American Indian141315
Asian582610614
Black96410061025
Hispanic735773842
Native Hawaiian799
White112631106910900
Two or more races670675716
Students with Disabilities216922092230
Not Students with Disabilities120661194611891
Economically Disadvantaged415545374536
Not Economically Disadvantaged1008096189585
English Learners393453454
Not English Learners138421370213667
Homeless173316
Foster Care456673
Military Connected201196185
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 659 455 25 9 33 15
State 50979 36013 2733 1046 5404 1786
Female Division 374 191 10 3 17 4
State 27837 15823 920 366 1922 656
Male Division 285 264 15 6 16 11
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 37 7 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 30 36 0 0 4 2
State 7955 11090 1111 244 1359 744
Hispanic Division 25 26 0 1 2 0
State 5086 5583 317 105 2172 323
White Division 544 362 23 7 25 12
State 30218 16420 1139 617 1589 596
Two or more races Division 22 24 2 1 2 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 13 96 25 3 6 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 105 169 12 5 6 6
State 10704 17342 1680 460 2640 1096
English Learners Division 13 14 0 0 1 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 8 4 0 0 0 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1196113995.2114896332.8
Female5995759657896.5172.8
Male59756494.557095.5162.7
American Indian0<100<10000
Asian44441004410000
Black726691.76691.745.6
Hispanic545194.45296.323.7
White97392995.593696.2252.6
Two or more races524892.34994.223.8
Students with Disabilities14513492.413794.564.1
Economically Disadvantaged30328694.42919662
English Learners282796.42796.413.6
Homeless0<<<<00
Foster Care0<<<<00
Military Connected12121001210000
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 Taken779 / 16.52%605 / 12.98%630 / 13.8%
Advanced Placement Course Enrollment1,169 / 24.79%1,188 / 25.49%1,108 / 24.27%
Dual Enrollment1,001 / 21.23%1,046 / 22.44%933 / 20.43%
Governor’s School Enrollment54 / 1.15%57 / 1.22%53 / 1.16%
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 1115 828 26
State 82482 57560 30
Female Division 547 443 19
State 41546 31230 25
Male Division 568 385 32
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 31 26 16
State 5492 4724 14
Black Division 71 52 27
State 18272 11640 36
Hispanic Division 40 28 30
State 8547 5341 38
White Division 920 688 25
State 46319 33154 28
Two or more races Division 52 34 35
State 3521 2499 29
Students with Disabilities Division 93 45 52
State 5986 3008 50
Economically Disadvantaged Division 224 110 51
State 23515 13119 44
English Learners Division 31 26 16
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision---
 State413936233471
State LicensuresDivision5127
 State179019641412
Industry CertificationDivision91312221247
 State100544109590103892
Workplace ReadinessDivision128232266
 State307754231350242
Total Credentials EarnedDivision104614661520
 State137248157490159017
Students Earning One or More CredentialsDivision91612641260
 State109089126113127744
CTE CompletersDivision594549426
 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 709 1325 895 67.5%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 723 1310 874 66.7%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 769 1333 858 64.4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
73.3 71.9 73.3

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,329.005,002.00502.00
2015-20164,531.005,054.00496.00
2016-20174,529.005,345.00521.00

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 Students13553635226256138114931842201328068025932313429560199286
Female648532610612866222488210463483251361626484270105127
Male706830912012871892451021166932355123161694529094159
American Indian131018110732110102
Asian5471372540135356814415891528
Black900582021941452128941472835969421937
Hispanic6083010146942569685331124747411510
Native Hawaiian0000000000000000
White10834497175205109683821361711045054119824510463425144212
Two or more races64636141365527149621411617642361917
Students with Disabilities19251335962203410140591963157567119951165567
Economically Disadvantaged3547313129147368127010511839783701591664187323133173
English Learners3261264383141641217394562175
Homeless471011633377229910506712
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 115
Offenses Against Staff 12
Weapons Offenses 31
Property Offenses <
All Other Offenses 41
Other Offenses Against Persons 220
Disorderly or Disruptive Behavior Offenses 325
Alcohol, Tobacco, and Other Drug Offenses 200
Technology Offenses 14
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.070.0980.092
Asian3.8511.774.0891.714.3091.18
Black6.78519.696.77217.877.10720.07
Hispanic4.9295.915.1633.045.4616.41
Native Hawaiian0.0420.0490.064
White79.70167.1379.12271.6778.19965.77
Two or more races4.6235.514.7075.74.7696.58
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.070.0980.092
Asian3.8514.0894.309
Black6.7856.772507.107
Hispanic4.9295.1635.461
Native Hawaiian0.0420.0490.064
White79.70110079.1225078.199
Two or more races4.6234.7074.769
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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.070.0980.092
Asian3.8514.0894.309
Black6.7856.7727.107
Hispanic4.9295.1635.461
Native Hawaiian0.0420.0490.064
White79.70110079.12210078.199
Two or more races4.6234.7074.769
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 26.3526.1725.74
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 32.9332.3534.47
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 75.2273.4272.01
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: 12.95 : 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 11.74 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional2%2%
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201637%59%3%1%
2016-201739%57%1%3%
2017-201839%59%0%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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