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Salem City Public Schools

General school information

Division: Salem City Public Schools
Address: 510 South College Ave Salem, VA 24153-5054
Superintendent: Dr. H. Alan Seibert
Region: 6
Division Website (opens new window)
Schools in this Division (opens new window)

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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 20 85 66 15 18 84 66 16 17 81 64 19
Female 22 88 66 12 20 88 68 12 18 85 66 15
Male 18 83 66 17 17 81 64 19 15 77 62 23
American Indian < < < < < 100 < 0 < 100 < 0
Asian 24 91 67 9 20 93 73 7 22 76 54 24
Black 11 68 57 32 10 67 57 33 11 68 58 32
Hispanic 15 73 58 27 12 67 55 33 12 71 59 29
White 21 89 67 11 21 88 68 12 18 84 66 16
Two or more races 13 80 68 20 11 80 69 20 12 73 61 27
Students with Disabilities 10 54 44 46 12 56 44 44 10 46 36 54
Economically Disadvantaged 11 71 60 29 10 71 61 29 9 66 57 34
English Learners 5 67 62 33 4 67 63 33 1 47 46 53
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 20 83 63 17 20 81 61 19 21 77 56 23
Female 20 85 65 15 20 83 64 17 27 81 54 19
Male 20 81 60 19 20 79 59 21 16 74 58 26
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 6 69 63 31 14 72 58 28 16 75 59 25
Hispanic 24 76 53 24 < < < < - 53 53 47
White 21 86 64 14 22 83 61 17 23 80 57 20
Two or more races - 82 82 18 - 90 90 10 17 67 50 33
Students with Disabilities 8 47 39 53 19 60 42 40 10 40 31 60
Economically Disadvantaged 11 70 59 30 15 69 54 31 7 61 54 39
English Learners 25 75 50 25 10 70 60 30 - 42 42 58
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 21 84 63 16 23 84 62 16 17 77 60 23
Female 20 85 65 15 23 87 64 13 18 79 61 21
Male 22 82 60 18 23 82 59 18 15 75 60 25
Asian < 100 < 0 < 100 < 0 < < < <
Black 4 64 61 36 13 64 51 36 9 66 57 34
Hispanic 20 67 47 33 19 63 44 38 < < < <
White 25 87 62 13 26 89 63 11 20 82 62 18
Two or more races - 77 77 23 10 90 80 10 - 64 64 36
Students with Disabilities 11 67 56 33 10 60 50 40 11 43 32 57
Economically Disadvantaged 12 77 65 23 10 73 62 27 11 63 52 37
English Learners - 83 83 17 - 64 64 36 - 36 36 64
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 28 88 60 12 26 83 57 17 23 83 60 17
Female 30 89 60 11 30 87 56 13 24 87 62 13
Male 26 86 60 14 22 79 57 21 22 79 57 21
Asian < 100 < 0 < < < < < < < <
Black 21 86 66 14 9 58 48 42 10 73 63 27
Hispanic - 81 81 19 12 59 47 41 21 89 68 11
White 32 89 57 11 32 89 58 11 26 84 58 16
Two or more races < < < < - 64 64 36 27 87 60 13
Students with Disabilities 11 55 43 45 10 56 46 44 7 48 41 52
Economically Disadvantaged 13 78 65 22 19 74 55 26 12 70 59 30
English Learners - 77 77 23 8 54 46 46 8 85 77 15
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 85 63 15 21 82 61 18 19 79 59 21
Female 25 89 63 11 21 86 65 14 19 83 64 17
Male 18 82 63 18 21 78 57 22 20 76 56 24
Asian < 100 < 0 < < < < < < < <
Black 16 63 47 38 17 80 63 20 11 54 43 46
Hispanic 12 71 59 29 7 47 40 53 24 76 53 24
White 24 90 66 10 23 85 62 15 21 84 62 16
Two or more races 8 69 62 31 - 70 70 30 - 69 69 31
Students with Disabilities 10 48 38 52 15 48 33 52 8 50 42 50
Economically Disadvantaged 9 66 57 34 11 69 58 31 12 65 53 35
English Learners - 60 60 40 < < < < - 42 42 58
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 87 68 13 15 88 73 12 18 80 62 20
Female 21 92 71 8 21 93 72 7 19 85 66 15
Male 15 81 66 19 10 84 74 16 16 74 58 26
Asian < 100 < 0 < 100 < 0 < < < <
Black - 58 58 42 8 62 54 38 15 73 58 27
Hispanic 15 69 54 31 13 88 75 13 6 63 56 38
White 20 91 72 9 17 93 76 7 19 83 65 17
Two or more races < < < < 13 80 67 20 20 60 40 40
Students with Disabilities 3 47 44 53 16 59 44 41 14 48 34 52
Economically Disadvantaged 4 64 60 36 5 72 68 28 11 64 53 36
English Learners < < < < < < < < < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 82 66 18 16 81 65 19 11 79 69 21
Female 18 82 64 18 16 85 69 15 13 83 70 17
Male 13 81 68 19 16 77 61 23 8 76 67 24
Asian < < < < < 100 < 0 < < < <
Black 16 69 53 31 5 51 46 49 7 54 46 46
Hispanic < < < < 7 73 67 27 7 79 71 21
White 16 85 68 15 17 86 68 14 11 84 74 16
Two or more races 6 81 75 19 < < < < 25 69 44 31
Students with Disabilities 20 53 33 48 8 41 33 59 8 31 22 69
Economically Disadvantaged 12 67 56 33 6 60 55 40 4 61 56 39
English Learners < < < < < < < < < < < <
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 91 78 9 9 91 82 9 10 91 81 9
Female 17 91 74 9 11 93 82 7 10 92 83 8
Male 10 92 82 8 6 89 83 11 10 89 80 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 72 56 28 3 86 83 14 6 84 78 16
Hispanic < < < < < < < < 9 73 64 27
White 12 93 81 7 9 93 84 7 11 92 81 8
Two or more races 31 100 69 0 21 86 64 14 - 91 91 9
Students with Disabilities 6 62 56 38 3 68 66 32 11 64 53 36
Economically Disadvantaged 18 82 64 18 7 82 75 18 4 84 81 16
English Learners < < < < - 75 75 25 < < < <
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 30 83 53 17 32 84 52 16 20 80 60 20
Female 34 87 53 13 38 89 52 11 26 88 62 12
Male 26 79 53 21 27 78 52 22 15 72 58 28
American Indian < 100 < 0 < 100 < 0
Asian 29 86 57 14 50 90 40 10 31 77 46 23
Black 22 67 44 33 7 69 62 31 11 63 52 37
Hispanic 33 61 28 39 26 71 45 29 3 69 66 31
White 30 85 55 15 35 87 51 13 22 83 61 17
Two or more races 30 85 55 15 38 80 42 20 15 78 63 22
Students with Disabilities 14 46 32 54 7 43 36 57 9 48 39 52
Economically Disadvantaged 20 69 48 31 10 67 57 33 7 64 57 36
English Learners 10 60 50 40 8 68 60 32 - 30 30 70
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 25 78 54 22 23 77 55 23 15 77 62 23
Female 29 83 54 17 25 85 60 15 20 86 66 14
Male 21 74 53 26 20 70 49 30 10 69 58 31
Asian < < < < < < < < < 100 < 0
Black 22 66 44 34 2 62 60 38 12 57 45 43
Hispanic < < < < 27 67 40 33 - 79 79 21
White 26 81 56 19 24 80 55 20 16 81 65 19
Two or more races 18 82 65 18 < 100 < 0 13 63 50 38
Students with Disabilities 14 50 36 50 10 35 25 65 9 37 29 63
Economically Disadvantaged 15 66 51 34 8 58 51 42 6 58 52 42
English Learners < < < < < < < < < < < <
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 35 88 53 12 37 87 50 13 25 82 57 18
Female 40 91 52 9 43 92 48 8 32 89 58 11
Male 32 86 54 14 30 83 53 17 19 76 57 24
Asian < 100 < 0 47 93 47 7 < < < <
Black 23 69 46 31 11 74 64 26 11 70 59 30
Hispanic < < < < 25 75 50 25 7 60 53 40
White 36 90 54 10 41 91 50 9 28 86 58 14
Two or more races 44 88 44 13 36 75 39 25 18 100 82 0
Students with Disabilities 14 41 28 59 6 48 42 52 9 55 45 45
Economically Disadvantaged 30 73 43 27 12 73 62 27 8 71 63 29
English Learners < < < < 11 78 67 22 < < < <
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 22 85 64 15 18 85 66 15 17 79 63 21
Female 21 87 67 13 17 87 70 13 15 81 66 19
Male 22 83 61 17 20 82 62 18 18 77 60 23
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 30 89 60 11 24 85 62 15 32 88 56 12
Black 11 72 61 28 9 69 60 31 6 64 58 36
Hispanic 13 79 66 21 11 77 67 23 13 73 60 27
Native Hawaiian < 100 < 0 < < < <
White 24 88 64 12 21 88 67 12 18 83 65 17
Two or more races 12 74 62 26 13 78 65 22 18 69 51 31
Students with Disabilities 11 53 43 47 10 58 48 42 10 46 36 54
Economically Disadvantaged 11 74 63 26 8 74 66 26 8 65 57 35
English Learners 6 77 71 23 7 76 69 24 7 57 49 43
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 26 86 61 14 20 83 63 17 22 80 58 20
Female 21 85 64 15 17 81 64 19 19 82 63 18
Male 31 87 56 13 22 85 63 15 25 78 53 22
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < < < <
Black 15 79 65 21 7 72 65 28 9 70 60 30
Hispanic 11 83 72 17 < < < < 12 71 59 29
White 29 88 58 12 23 87 64 14 24 83 59 17
Two or more races 18 82 64 18 10 90 80 10 33 72 39 28
Students with Disabilities 8 58 50 42 12 52 40 48 10 49 39 51
Economically Disadvantaged 11 77 66 23 8 74 66 26 8 69 61 31
English Learners - 92 92 8 - 45 45 55 5 63 58 37
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 33 91 57 9 33 88 54 12 27 83 56 17
Female 30 88 58 12 30 90 60 10 24 81 57 19
Male 36 93 57 7 37 85 49 15 29 85 56 15
Asian < 100 < 0 < 100 < 0 < < < <
Black 10 69 59 31 20 72 52 28 9 75 66 25
Hispanic 23 77 54 23 19 81 63 19 < < < <
White 39 94 55 6 37 90 53 10 31 86 55 14
Two or more races 8 92 85 8 30 100 70 0 9 82 73 18
Students with Disabilities 17 69 53 31 10 64 55 36 16 45 30 55
Economically Disadvantaged 19 85 66 15 17 77 60 23 9 70 61 30
English Learners 8 85 77 15 - 91 91 9 9 45 36 55
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 28 79 51 21 29 78 49 22 29 83 54 17
Female 30 80 50 20 26 81 56 19 28 86 58 14
Male 26 78 53 22 31 75 44 25 30 81 50 19
Asian < 100 < 0 < 100 < 0 50 100 50 0
Black 19 70 52 30 3 36 33 64 10 69 59 31
Hispanic 6 65 59 35 13 69 56 31 21 84 63 16
White 32 83 51 17 35 86 51 14 33 85 52 15
Two or more races - 30 30 70 7 50 43 50 21 86 64 14
Students with Disabilities 9 36 27 64 8 46 38 54 14 48 34 52
Economically Disadvantaged 15 66 51 34 13 67 54 33 16 71 56 29
English Learners 7 57 50 43 8 69 62 31 - 86 86 14
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 88 77 12 5 77 72 23 3 71 67 29
Female 13 96 84 4 5 79 73 21 3 73 70 27
Male 10 82 73 18 5 76 71 24 4 68 64 32
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 86 79 14 8 84 76 16 3 42 39 58
Hispanic 17 92 75 8 8 85 77 15 - 69 69 31
White 11 89 78 11 5 78 74 22 4 77 73 23
Two or more races < < < < < < < < - 64 64 36
Students with Disabilities 15 62 46 38 11 52 41 48 8 51 43 49
Economically Disadvantaged 7 84 78 16 3 71 68 29 4 64 59 36
English Learners < < < < < < < < - 58 58 42
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 21 84 63 16 20 74 54 26 21 65 44 35
Female 19 89 70 11 20 78 58 22 18 65 46 35
Male 23 79 56 21 20 70 50 30 22 66 43 34
Asian < 100 < 0 < < < < < < < <
Black 14 66 52 34 7 41 34 59 6 35 29 65
Hispanic 10 80 70 20 < < < < 18 64 45 36
White 22 86 65 14 25 82 58 18 23 73 50 27
Two or more races < < < < < < < < 15 23 8 77
Students with Disabilities 8 47 39 53 12 42 31 58 9 23 14 77
Economically Disadvantaged 8 61 53 39 5 55 50 45 6 35 29 65
English Learners < < < < < < < < < < < <
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 13 69 56 31 2 72 70 28 1 63 61 37
Female 9 72 62 28 1 74 73 26 1 69 68 31
Male 16 66 49 34 3 70 68 30 2 57 55 43
Asian < < < < < < < < < 100 < 0
Black 13 61 48 39 4 50 46 50 5 49 43 51
Hispanic < < < < - 71 71 29 - 67 67 33
White 14 71 57 29 2 76 74 24 1 66 65 34
Two or more races < < < < < < < < < < < <
Students with Disabilities 24 44 21 56 9 40 31 60 5 38 32 62
Economically Disadvantaged 14 54 40 46 - 60 60 40 - 46 46 54
English Learners < < < < < < < < < < < <
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 9 83 73 17 6 89 83 11 6 82 75 18
Female 10 86 77 14 4 92 88 8 8 82 74 18
Male 9 79 70 21 9 86 77 14 4 81 76 19
Asian 27 73 45 27 < < < < < 100 < 0
Black - 79 79 21 2 82 80 18 2 65 63 35
Hispanic 17 83 67 17 7 79 71 21 4 72 68 28
Native Hawaiian < 100 < 0 < < < <
White 10 85 75 15 6 90 84 10 7 86 79 14
Two or more races 7 63 56 37 11 95 84 5 9 73 64 27
Students with Disabilities - 53 53 47 2 68 66 32 2 41 39 59
Economically Disadvantaged 3 75 72 25 2 80 77 20 2 68 66 32
English Learners - 64 64 36 < < < < - 43 43 57
Geometry 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 12 91 79 9 11 80 69 20
Female 18 88 71 12 10 94 84 6 9 83 74 17
Male 18 84 65 16 14 88 74 12 13 77 64 23
Asian < 100 < 0 < < < < < < < <
Black 12 52 39 48 5 87 82 13 - 67 67 33
Hispanic < 100 < 0 13 100 87 0 12 65 53 35
White 18 91 73 9 12 91 79 9 12 83 71 17
Two or more races 11 78 67 22 15 85 70 15 15 69 54 31
Students with Disabilities 3 56 53 44 3 71 68 29 2 56 54 44
Economically Disadvantaged 9 72 63 28 5 89 84 11 7 64 56 36
English Learners < < < < 9 82 73 18 < < < <
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 33 99 66 1 35 98 63 2 24 93 69 7
Female 32 98 66 2 36 98 62 2 24 94 70 6
Male 35 100 65 0 34 98 64 2 23 92 68 8
Asian < 100 < 0 < 100 < 0 < < < <
Black 20 100 80 0 29 96 67 4 4 88 83 13
Hispanic < 100 < 0 < 100 < 0 29 93 64 7
White 35 99 64 1 36 98 62 2 23 94 70 6
Two or more races < 100 < 0 30 100 70 0 42 92 50 8
Students with Disabilities < 100 < 0 21 93 71 7 9 73 64 27
Economically Disadvantaged 23 97 74 3 16 97 82 3 23 89 66 11
English Learners < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 16 90 74 10 17 89 71 11 17 88 71 12
Female 15 90 75 10 15 90 75 10 15 89 74 11
Male 18 91 73 9 20 88 68 12 19 87 68 13
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 23 90 68 10 25 91 66 9 30 88 58 12
Black 9 83 74 17 5 73 68 27 4 71 67 29
Hispanic 9 73 64 27 13 78 65 22 11 82 71 18
Native Hawaiian < 100 < 0 < < < <
White 18 92 74 8 19 92 72 8 19 92 73 8
Two or more races 8 88 79 12 20 90 70 10 20 80 60 20
Students with Disabilities 10 69 59 31 4 65 61 35 7 56 49 44
Economically Disadvantaged 9 80 71 20 8 77 69 23 7 76 70 24
English Learners 3 68 66 32 5 74 70 26 9 50 41 50
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 24 83 59 17 28 79 51 21 23 85 62 15
Female 23 83 59 17 25 81 56 19 22 86 64 14
Male 25 84 59 16 31 78 47 22 23 83 60 17
Asian < 100 < 0 < < < < < < < <
Black 21 72 52 28 3 46 43 54 6 67 61 33
Hispanic - 44 44 56 20 73 53 27 16 89 74 11
White 28 89 61 11 33 85 51 15 26 88 62 12
Two or more races - 60 60 40 15 85 69 15 27 87 60 13
Students with Disabilities 9 56 47 44 8 44 36 56 11 48 36 52
Economically Disadvantaged 13 72 59 28 14 67 53 33 8 73 64 27
English Learners - 50 50 50 7 57 50 43 - 77 77 23
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 16 87 71 13 11 88 77 12 9 87 78 13
Female 14 84 70 16 7 90 83 10 7 86 79 14
Male 18 90 73 10 16 86 70 14 11 87 76 13
Asian < < < < < < < < < < < <
Black 13 84 72 16 3 74 72 26 5 70 65 30
Hispanic < < < < - 79 79 21 7 73 67 27
White 16 89 72 11 13 90 77 10 11 92 81 8
Two or more races 13 87 73 13 < 100 < 0 6 75 69 25
Students with Disabilities 20 58 38 43 10 59 49 41 6 47 42 53
Economically Disadvantaged 11 76 65 24 3 74 71 26 4 74 71 26
English Learners < < < < < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 89 77 11 14 90 76 10 10 89 79 11
Female 10 93 82 7 11 88 77 12 9 93 84 7
Male 14 85 71 15 18 92 74 8 11 85 74 15
Asian < 100 < 0 < < < < < < < <
Black 6 74 68 26 4 84 80 16 - 79 79 21
Hispanic < 100 < 0 < < < < 6 94 88 6
White 11 90 79 10 15 92 77 8 11 91 80 9
Two or more races 24 88 65 12 15 85 70 15 10 80 70 20
Students with Disabilities - 66 66 34 - 72 72 28 - 58 58 42
Economically Disadvantaged 7 78 70 22 8 81 73 19 6 83 77 17
English Learners < 100 < 0 < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 98 82 2 20 96 76 4 31 93 63 7
Female 13 98 85 2 19 94 75 6 29 94 65 6
Male 19 98 79 2 21 98 77 2 32 92 60 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 17 88 71 13 6 76 71 24
Hispanic < < < < < < < < < 100 < 0
White 18 99 81 1 21 97 77 3 31 96 65 4
Two or more races - 100 100 0 < < < < 41 71 29 29
Students with Disabilities < 100 < 0 - 93 93 7 7 79 71 21
Economically Disadvantaged 8 92 83 8 10 88 78 13 16 88 71 13
English Learners < < < < < 100 < 0 < 100 < 0
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 12 97 85 3 14 93 79 7 12 84 73 16
Female 12 95 83 5 13 95 83 5 8 83 76 17
Male 12 99 87 1 15 91 76 9 16 85 70 15
Asian < < < < < 100 < 0 < < < <
Black - 96 96 4 - 83 83 17 2 67 65 33
Hispanic < 100 < 0 17 92 75 8 - 61 61 39
Native Hawaiian < 100 < 0 < < < <
White 16 98 82 2 14 94 80 6 16 92 75 8
Two or more races - 94 94 6 36 100 64 0 < 100 < 0
Students with Disabilities 6 100 94 0 - 76 76 24 - 56 56 44
Economically Disadvantaged 3 91 88 9 5 83 77 17 4 71 67 29
English Learners < < < < < 100 < 0 6 29 24 71
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 33 90 57 10 33 89 56 11 24 87 63 13
Female 30 88 59 12 31 88 58 12 22 86 65 14
Male 37 92 55 8 35 90 55 10 27 88 61 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 38 97 59 3 50 97 47 3 49 91 43 9
Black 15 73 58 27 12 74 62 26 9 77 67 23
Hispanic 38 80 43 20 27 82 55 18 24 86 62 14
Native Hawaiian < 100 < 0 < 100 < 0
White 36 93 57 7 36 92 56 8 27 89 62 11
Two or more races 26 86 60 14 38 87 49 13 13 83 70 17
Students with Disabilities 11 67 56 33 13 68 56 32 9 57 47 43
Economically Disadvantaged 18 79 61 21 15 76 61 24 13 79 66 21
English Learners 30 79 48 21 20 86 65 14 30 63 33 37
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 91 55 9 31 92 61 8 36 89 53 11
Female 37 86 49 14 27 90 63 10 30 85 55 15
Male 35 95 60 5 34 93 59 7 42 94 52 6
Asian < 100 < 0 < 100 < 0 55 100 45 0
Black 20 67 47 33 18 82 64 18 6 81 75 19
Hispanic < < < < < < < < 38 85 46 15
White 37 92 55 8 33 94 61 6 40 90 50 10
Two or more races 33 87 53 13 25 75 50 25 20 95 75 5
Students with Disabilities - 76 76 24 8 84 76 16 13 71 58 29
Economically Disadvantaged 13 79 66 21 11 78 67 22 20 86 66 14
English Learners < < < < < < < < < < < <
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 29 95 66 5 17 93 76 7 21 92 71 8
Female 22 96 74 4 17 90 73 10 22 92 70 8
Male 35 94 58 6 17 96 79 4 20 91 71 9
Asian < 100 < 0 < 100 < 0 < < < <
Black 18 82 65 18 8 92 83 8 - 73 73 27
Hispanic < 100 < 0 < < < < < < < <
White 32 100 68 0 17 93 76 7 24 96 73 4
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < 8 75 67 25 - 69 69 31
Economically Disadvantaged 23 87 63 13 10 93 83 7 10 90 80 10
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 38 95 57 5 40 95 54 5 28 89 61 11
Female 35 95 59 5 38 95 57 5 21 86 65 14
Male 42 96 54 4 43 95 52 5 34 91 57 9
Asian < 100 < 0 64 91 27 9 < < < <
Black 25 93 68 7 13 87 74 13 7 78 72 22
Hispanic < < < < 36 93 57 7 38 100 62 0
Native Hawaiian < 100 < 0 < 100 < 0
White 43 97 54 3 43 96 54 4 31 90 58 10
Two or more races 14 86 73 14 50 94 44 6 < 100 < 0
Students with Disabilities 22 91 70 9 15 76 62 24 6 47 42 53
Economically Disadvantaged 20 89 70 11 14 88 73 12 13 81 67 19
English Learners < < < < 50 90 40 10 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 88 73 12 16 86 69 14 5 85 80 15
Female 13 85 72 15 11 84 73 16 4 85 81 15
Male 18 92 74 8 22 88 66 12 6 84 79 16
American Indian < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < < < <
Black 7 68 61 32 3 64 62 36 - 68 68 33
Hispanic < < < < 15 69 54 31 8 92 85 8
White 17 91 75 9 18 89 71 11 6 88 82 12
Two or more races 19 81 63 19 < 100 < 0 - 75 75 25
Students with Disabilities 7 53 47 47 6 54 49 46 3 40 37 60
Economically Disadvantaged 4 77 73 23 8 64 56 36 - 71 71 29
English Learners < 100 < 0 < < < < < < < <
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 32 87 55 13 32 87 54 13 16 85 69 15
Female 26 87 61 13 33 86 54 14 13 86 74 14
Male 39 87 48 13 32 87 55 13 20 84 64 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 6 61 55 39 8 68 59 32 13 81 69 19
Hispanic 46 69 23 31 29 76 47 24 - 69 69 31
White 34 91 57 9 36 91 55 9 18 88 69 12
Two or more races < 100 < 0 38 75 38 25 - 54 54 46
Students with Disabilities 6 52 45 48 7 57 50 43 2 51 49 49
Economically Disadvantaged 16 65 49 35 16 72 56 28 11 75 64 25
English Learners < < < < < < < < < < < <
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 49 89 41 11 52 87 35 13 41 87 46 13
Female 44 89 45 11 50 86 36 14 45 87 43 13
Male 53 90 37 10 55 89 34 11 38 86 49 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 68 50 32 20 69 49 31 23 79 56 21
Hispanic 50 71 21 29 40 93 53 7 < < < <
White 53 93 39 7 59 90 31 10 43 88 45 12
Two or more races 31 92 62 8 70 90 20 10 36 91 55 9
Students with Disabilities 20 71 51 29 30 60 30 40 18 65 48 35
Economically Disadvantaged 33 81 48 19 24 73 49 27 23 77 55 23
English Learners 55 82 27 18 20 100 80 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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: 90.48 State: 89.72 Division: 89.43 State: 88.34 Division: 90.16 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division7114
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten405174
Kindergarten282261260
Grade 1240276278
Grade 2331247272
Grade 3271324257
Grade 4298275317
Grade 5284303280
Grade 6287305323
Grade 7308309306
Grade 8306310313
Grade 9322349338
Grade 10326321338
Grade 11310320297
Grade 12247302305
Post Graduate004
Total Students3,8523,9533,962
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 Students385239533962
Female187719091871
Male197520442091
American Indian643
Asian938495
Black451496524
Hispanic196207227
White294329702916
Two or more races163189196
Students with Disabilities516558578
Not Students with Disabilities333633953384
Economically Disadvantaged118014281446
Not Economically Disadvantaged267225252516
English Learners162175189
Not English Learners369037783773
Homeless61823
Foster Care122131
Military Connected324442
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 200 87 9 5 5 0
State 50979 36013 2733 1046 5404 1786
Female Division 114 39 3 3 3 0
State 27837 15823 920 366 1922 656
Male Division 86 48 6 2 2 0
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 18 14 1 2 1 0
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 162 65 7 3 4 0
State 30218 16420 1139 617 1589 596
Two or more races Division 8 4 1 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 4 28 9 0 3 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 30 36 6 3 5 0
State 10704 17342 1680 460 2640 1096
English Learners Division 9 5 0 0 0 0
State 1418 3757 272 31 1847 115
Foster Care Division < < < < < <
State 35 175 31 10 56 15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students30629696.730198.451.6
Female16215696.315998.131.9
Male14414097.214298.621.4
Asian0<100<10000
Black363391.73597.212.8
Hispanic0<100<10000
White24123497.123798.341.7
Two or more races13131001310000
Students with Disabilities444193.24193.236.8
Economically Disadvantaged8072907593.856.3
English Learners14141001410000
Foster Care0<<<<<<
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken3 / .25%2 / .17%34 / 2.63%
Advanced Placement Course Enrollment17 / 1.44%12 / 1%43 / 3.33%
Dual Enrollment563 / 47.67%551 / 45.73%497 / 38.47%
Governor’s School Enrollment - - -
IB Course Enrollment243 / 20.58%288 / 23.9%343 / 26.55%
Senior Enrolled in IB Program3 / .25%5 / .41%7 / .54%
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 266 203 24
State 82482 57560 30
Female Division 123 97 21
State 41546 31230 25
Male Division 143 106 26
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 27 21 22
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 215 164 24
State 46319 33154 28
Two or more races Division 10 < 100
State 3521 2499 29
Students with Disabilities Division 26 14 46
State 5986 3008 50
Economically Disadvantaged Division 48 33 31
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision-10-
 State413936233471
State LicensuresDivision---
 State179019641412
Industry CertificationDivision315309379
 State100544109590103892
Workplace ReadinessDivision--4
 State307754231350242
Total Credentials EarnedDivision315319383
 State137248157490159017
Students Earning One or More CredentialsDivision282288358
 State109089126113127744
CTE CompletersDivision687395
 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 < < < <%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 12 18 17 94.4%
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
71 71.1 70.5

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,117.005,089.00638.00
2015-20165,079.005,164.00615.00
2016-20175,190.005,188.00640.00

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 Students3674179628936581684193365221183973666230102105
Female179385275117957816481775116454317911025542
Male18819435381863902545187795385418751284763
American Indian0000000000000000
Asian74110876109051182312
Black396248174172541744029913470391523
Hispanic160906167725186124101961077
White28851374861281012130642777153626527381677263
Two or more races157755170747154106717411710
Students with Disabilities475471618493351226517502224537471535
Economically Disadvantaged1130103375111528527551265128577113091506872
English Learners1228151368241581026176732
Homeless61440000765119716
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 15
Offenses Against Staff <
Weapons Offenses <
Property Offenses 15
All Other Offenses 11
Other Offenses Against Persons 46
Disorderly or Disruptive Behavior Offenses 257
Alcohol, Tobacco, and Other Drug Offenses 29
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1310.1560.101
Asian2.2852.4142.125
Black11.34525.1611.70829.2112.54727.84
Hispanic4.4387.745.0884.955.2372.93
Native Hawaiian0.0530.650.0760.37
White77.04857.4276.40256.9375.13362.64
Two or more races4.7019.034.2328.914.7816.23
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.1310.1560.101
Asian2.2852.4142.125
Black11.3452011.70833.3312.547
Hispanic4.4385.0885.237
Native Hawaiian0.0530.076
White77.0488076.40266.6775.133100
Two or more races4.7014.2324.781
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 Indian0.1310.1560.101
Asian2.2852.4142.125
Black11.34511.70812.547
Hispanic4.4385.0885.237
Native Hawaiian0.0530.076
White77.04876.40275.133
Two or more races4.7014.2324.781
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 30.5930.232.63
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 36.4438.9738.44
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 80.1581.9677.77
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 14.45 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 13.17 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education0%0%
Provisional0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201637%59%2%2%
2016-201736%61%1%2%
2017-201838%59%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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