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Russell County Public Schools

General school information

Division: Russell County Public Schools
Division Number: 83
Address: 84 Dr. Lorraine C. Turner Drive Lebanon, VA 24266
Superintendent: Dr. Greg Brown
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

Writing Performance: All Students

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

Math Performance: All Students

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

Science Performance: All Students

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

History Performance: All Students

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

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten216184217
Kindergarten268286264
Grade 1298271280
Grade 2296273254
Grade 3313282261
Grade 4277308273
Grade 5262274293
Grade 6300261273
Grade 7249300260
Grade 8301255311
Grade 9315291254
Grade 10274304294
Grade 11269267292
Grade 12341270259
Total Students3,9793,8263,785

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students397938263785
Female193918871879
Male204019391906
American Indian235
Asian458
Black292025
Hispanic283637
Native Hawaiian111
White389137363687
Two or more races242522
Students with Disabilities501533540
Students without Disabilities347832933245
Economically Disadvantaged248924052399
Not Economically Disadvantaged149014211386
English Learners689
Not English Learners397338183776
Military Connected8911
Foster Care462519
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 93 158 8 5 15 10
State 50983 36029 2739 1053 5386 1766
Female Division 54 75 1 1 8 1
State 27838 15825 923 368 1911 652
Male Division 39 83 7 4 7 9
State 23145 20204 1816 685 3475 1114
Black Division < < < < 0 <
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 93 154 8 5 15 8
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 2 35 8 0 6 1
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 31 98 7 2 10 7
State 10703 17350 1682 461 2633 1087
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students2892599026592155
Female140130931319486
Male149129871349075
Black<<<<<00
Hispanic<<100<10000
White2832559026192155
Two or more races<<100<10000
Students with Disabilities5245874689612
Economically Disadvantaged1551368813990107
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken2 / .17% -
Advanced Placement Course Enrollment2 / .17% -
Dual Enrollment276 / 23.02%283 / 25%
Governor's School Enrollment - -
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision33119342
State83,31058,98329
FemaleDivision17611037
State42,04632,13924
MaleDivision1558346
State41,26426,84435
BlackDivision<<100
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision32519042
State45,92633,47627
Students with DisabilitiesDivision521767
State6,7843,33551
Economically DisadvantagedDivision1818155
State24,87113,98444
American IndianDivision--100
State24615338
AsianDivision--100
State5,5904,89312
Native HawaiianDivision--100
State1257639
Two or more racesDivision--100
State3,8212,77427
English LearnersDivision--100
State4,9222,97340
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
State LicensuresDivision181321
 State2,4402,2791,881
Industry CertificationDivision436442642
 State99,894109,275104,601
Workplace ReadinessDivision285308248
 State30,77542,31350,241
Total Credentials EarnedDivision739774928
 State137,248157,490160,248
Students Earning One or More CredentialsDivision526564573
 State109,089126,113128,672
CTE CompletersDivision198269192
 State42,40440,51641,438
NOCTI AssessmentsDivision-1117
 State4,1393,6233,525
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division1,847.006,064.001,280.00
State5,761.004,621.00875.00
2013-2014Division1,937.006,229.001,075.00
State5,807.004,651.00784.00
2014-2015Division1,922.006,746.00931.00
State5,933.004,819.00771.00
2015-2016Division2,056.006,357.001,166.00
State6,084.004,849.00812.00
2016-2017Division2,138.006,689.001,191.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,9857702,9816333,041497
Female1,4633641,4713151,501246
Male1,5224061,5103181,540251
American Indian<<<<<<
Asian<<<<<<
Black1710174223
Hispanic272333275
Native Hawaiian<<<<<<
White2,9147552,9066232,965485
Two or more races203173182
Students with Disabilities423179430156445108
Economically Disadvantaged1,8136231,7825061,722403
English Learners<<<<145
Homeless--<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student <
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 48
Disorderly or Disruptive Behavior Offenses 73
Alcohol, Tobacco, and Other Drug Offenses 35
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.1
Asian0.10.1
Black0.78.30.51.4
Hispanic0.70.80.90.7
Native Hawaiian00
White97.890.897.697.9
Two or more races0.60.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.10.1
Black0.70.5
Hispanic0.70.9
Native Hawaiian00
White97.897.6100
Two or more races0.60.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10.1
Asian0.10.1
Black0.70.5
Hispanic0.70.9
Native Hawaiian00
White97.897.6
Two or more races0.60.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 55.66263.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 36.639.142.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 68.369.569.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 10.85 : 1

student 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: 11.84 : 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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 1% 3.1% 4.1% 9.3% - -
High Poverty 0.9% - 6% - - -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education4%2%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201760%36%1%3%
2017-201861%35%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%82%73%75%
Asian<<87%75%
Black75%82%60%75%
Hispanic82%86%63%75%
White82%82%81%75%
Economically Disadvantaged77%76%62%75%
English Learners<71%53%75%
Students with Disabilities62%57%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students85%86%74%70%
Asian<<89%70%
Black75%76%60%70%
Hispanic80%80%64%70%
White85%86%81%70%
Economically Disadvantaged81%81%63%70%
English Learners<64%57%70%
Students with Disabilities58%58%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students87%
Asian-
Black<
Hispanic<
White87%
Economically Disadvantaged83%
English Learners<
Students with Disabilities61%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students85%86%
Asian<<
Black<<
Hispanic92%88%
White85%86%
Economically Disadvantaged82%83%
English Learners<<
Students with Disabilities74%63%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students89%84%84%
Asian-90%84%
Black<82%84%
Hispanic<81%84%
White89%86%84%
Economically Disadvantaged86%78%84%
English Learners-65%84%
Students with Disabilities74%56%84%
Homeless---
Foster Care<--

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students18%19%9%10%
Asian<-5%10%
Black19%25%9%10%
Hispanic8%10%9%10%
White18%19%9%10%
Economically Disadvantaged22%24%13%10%
English Learners<-8%10%
Students with Disabilities27%28%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency31%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency41331%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students96%100%98%
Asian<<-
Black83%100%<
Hispanic94%100%<
White96%100%98%
Economically Disadvantaged96%100%99%
Not Economically Disadvantaged97%100%97%
English Learners<<<
Students with Disabilities90%99%96%
Students without Disabilities97%100%99%
Female97%100%99%
Male95%100%98%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 72%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 80%
State 81%
Russell County Public Schools to top