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Salem City Public Schools

General school information

Division: Salem City Public Schools
Division Number: 139
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)

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 18 66 84 16 17 64 81 19 16 65 81 19
Female 20 68 88 12 18 66 85 15 17 66 84 16
Male 17 64 81 19 15 62 77 23 14 64 78 22
American Indian < < 100 0 < < 100 0 < < < <
Asian 20 73 93 7 22 54 76 24 19 57 77 23
Black 10 57 67 33 11 58 68 32 8 60 68 32
Hispanic 12 55 67 33 12 59 71 29 13 59 72 28
White 21 68 88 12 18 66 84 16 17 67 84 16
Two or more races 11 69 80 20 12 61 73 27 14 60 74 26
Students with Disabilities 12 44 56 44 10 36 46 54 6 43 49 51
Students without Disabilities 19 69 89 11 18 69 87 13 17 69 86 14
Economically Disadvantaged 10 61 71 29 9 57 66 34 7 61 68 32
Not Economically Disadvantaged 22 68 91 9 21 68 89 11 21 68 88 12
English Learners 4 63 67 33 2 35 37 63 - 39 39 61
Military Connected 37 59 96 4 20 60 80 20
Foster Care - 47 47 53 9 27 36 64
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 20 61 81 19 21 56 77 23 25 56 80 20
Female 20 64 83 17 27 54 81 19 24 60 83 17
Male 20 59 79 21 16 58 74 26 26 52 77 23
Asian < < < < < < < < < < < <
Black 14 58 72 28 16 59 75 25 9 64 73 27
Hispanic < < < < - 53 53 47 28 50 78 22
White 22 61 83 17 23 57 80 20 28 54 82 18
Two or more races - 90 90 10 17 50 67 33 < < < <
Students with Disabilities 19 42 60 40 10 31 40 60 12 39 51 49
Students without Disabilities 20 65 85 15 24 62 86 14 27 59 86 14
Economically Disadvantaged 15 54 69 31 7 54 61 39 12 57 70 30
Not Economically Disadvantaged 23 66 89 11 30 58 87 13 34 54 88 12
English Learners 10 60 70 30 - 39 39 61 - 50 50 50
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 62 84 16 17 60 77 23 18 59 77 23
Female 23 64 87 13 18 61 79 21 21 60 82 18
Male 23 59 82 18 15 60 75 25 15 57 73 27
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < < <
Black 13 51 64 36 9 57 66 34 12 63 76 24
Hispanic 19 44 63 38 < < < < 6 61 67 33
White 26 63 89 11 20 62 82 18 20 58 78 22
Two or more races 10 80 90 10 - 64 64 36 25 50 75 25
Students with Disabilities 10 50 60 40 11 32 43 57 5 36 41 59
Students without Disabilities 25 64 88 12 18 66 84 16 21 64 85 15
Economically Disadvantaged 10 62 73 27 11 52 63 37 7 59 66 34
Not Economically Disadvantaged 30 61 91 9 21 66 87 13 25 58 84 16
English Learners - 64 64 36 - 30 30 70 - 61 61 39
Military Connected < < 100 0 < < 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 26 57 83 17 23 60 83 17 19 58 77 23
Female 30 56 87 13 24 62 87 13 20 60 80 20
Male 22 57 79 21 22 57 79 21 18 55 74 26
Asian < < < < < < < < < < < <
Black 9 48 58 42 10 63 73 27 12 56 68 32
Hispanic 12 47 59 41 21 68 89 11 20 60 80 20
White 32 58 89 11 26 58 84 16 21 58 80 20
Two or more races - 64 64 36 27 60 87 13 15 54 69 31
Students with Disabilities 10 46 56 44 7 41 48 52 7 40 47 53
Students without Disabilities 29 58 87 13 26 63 89 11 21 61 82 18
Economically Disadvantaged 19 55 74 26 12 59 70 30 10 54 64 36
Not Economically Disadvantaged 29 57 87 13 32 61 93 7 26 60 86 14
English Learners 8 46 54 46 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 61 82 18 19 59 79 21 14 69 83 17
Female 21 65 86 14 19 64 83 17 15 69 84 16
Male 21 57 78 22 20 56 76 24 13 69 81 19
American Indian < < < <
Asian < < < < < < < < 18 64 82 18
Black 17 63 80 20 11 43 54 46 4 60 64 36
Hispanic 7 40 47 53 24 53 76 24 16 63 79 21
White 23 62 85 15 21 62 84 16 17 71 88 12
Two or more races - 70 70 30 - 69 69 31 6 75 81 19
Students with Disabilities 15 33 48 52 8 42 50 50 5 43 48 52
Students without Disabilities 22 66 89 11 21 62 83 17 15 73 88 12
Economically Disadvantaged 11 58 69 31 12 53 65 35 6 65 71 29
Not Economically Disadvantaged 25 62 87 13 24 63 87 13 21 72 93 7
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < <
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 15 73 88 12 18 62 80 20 15 65 80 20
Female 21 72 93 7 19 66 85 15 18 65 84 16
Male 10 74 84 16 16 58 74 26 13 65 78 22
Asian < < 100 0 < < < < < < 100 0
Black 8 54 62 38 15 58 73 27 3 46 49 51
Hispanic 13 75 88 13 6 56 63 38 13 53 67 33
White 17 76 93 7 19 65 83 17 18 69 87 13
Two or more races 13 67 80 20 20 40 60 40 5 63 68 32
Students with Disabilities 16 44 59 41 14 34 48 52 - 56 56 44
Students without Disabilities 15 76 91 9 18 67 86 14 18 66 84 16
Economically Disadvantaged 5 68 72 28 11 53 64 36 11 58 69 31
Not Economically Disadvantaged 21 76 96 4 21 66 87 13 18 69 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 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 16 65 81 19 11 69 79 21 10 67 77 23
Female 16 69 85 15 13 70 83 17 14 66 80 20
Male 16 61 77 23 8 67 76 24 7 68 75 25
Asian < < 100 0 < < < < < < < <
Black 5 46 51 49 7 46 54 46 9 70 79 21
Hispanic 7 67 73 27 7 71 79 21 - 47 47 53
White 17 68 86 14 11 74 84 16 11 69 81 19
Two or more races < < < < 25 44 69 31 7 50 57 43
Students with Disabilities 8 33 41 59 8 22 31 69 9 33 41 59
Students without Disabilities 17 69 87 13 11 75 86 14 11 73 84 16
Economically Disadvantaged 6 55 60 40 4 56 61 39 4 56 60 40
Not Economically Disadvantaged 20 69 89 11 14 76 90 10 13 72 85 15
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
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 9 82 91 9 10 81 91 9 9 82 91 9
Female 11 82 93 7 10 83 92 8 10 83 93 7
Male 6 83 89 11 10 80 89 11 9 80 89 11
Asian < < 100 0 < < 100 0 30 60 90 10
Black 3 83 86 14 6 78 84 16 7 67 74 26
Hispanic < < < < 9 64 73 27 8 83 92 8
White 9 84 93 7 11 81 92 8 8 85 93 7
Two or more races 21 64 86 14 - 91 91 9 < < 100 0
Students with Disabilities 3 66 68 32 11 53 64 36 8 59 67 33
Students without Disabilities 10 85 95 5 10 85 94 6 10 85 95 5
Economically Disadvantaged 7 75 82 18 4 81 84 16 1 77 78 22
Not Economically Disadvantaged 9 84 94 6 12 81 93 7 13 83 96 4
English Learners - 75 75 25 < < < < < < < <
Foster Care < < 100 0 < < 100 0
< = 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 32 52 84 16 20 60 80 20 22 56 77 23
Female 38 52 89 11 26 62 88 12 26 58 85 15
Male 27 52 78 22 15 58 72 28 17 54 71 29
Asian 50 40 90 10 31 46 77 23 < < 100 0
Black 7 62 69 31 11 52 63 37 9 62 71 29
Hispanic 26 45 71 29 3 66 69 31 8 42 50 50
White 35 51 87 13 22 61 83 17 24 58 81 19
Two or more races 38 42 80 20 15 63 78 22 21 21 43 57
Students with Disabilities 7 36 43 57 9 39 48 52 12 27 38 62
Students without Disabilities 36 54 90 10 22 63 85 15 24 62 85 15
Economically Disadvantaged 10 57 67 33 7 57 64 36 8 50 58 42
Not Economically Disadvantaged 39 50 89 11 27 61 88 12 27 58 86 14
English Learners 8 60 68 32 < < < < < < < <
Military Connected < < < < < < 100 0
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 23 55 77 23 15 62 77 23 21 57 78 22
Female 25 60 85 15 20 66 86 14 26 59 85 15
Male 20 49 70 30 10 58 69 31 16 54 71 29
Asian < < < < < < 100 0 < < 100 0
Black 2 60 62 38 12 45 57 43 9 61 70 30
Hispanic 27 40 67 33 - 79 79 21 8 42 50 50
White 24 55 80 20 16 65 81 19 23 59 82 18
Two or more races < < 100 0 13 50 63 38 21 21 43 57
Students with Disabilities 10 25 35 65 9 29 37 63 6 28 34 66
Students without Disabilities 24 59 84 16 16 66 82 18 24 62 86 14
Economically Disadvantaged 8 51 58 42 6 52 58 42 8 50 58 42
Not Economically Disadvantaged 29 56 85 15 20 67 87 13 27 60 86 14
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
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 37 50 87 13 25 57 82 18 < < < <
Female 43 48 92 8 32 58 89 11 < < < <
Male 30 53 83 17 19 57 76 24 < < < <
Asian 47 47 93 7 < < < < < < 100 0
Black 11 64 74 26 11 59 70 30 < < 100 0
White 41 50 91 9 28 58 86 14 < < < <
Students with Disabilities 6 42 48 52 9 45 55 45 < < < <
Students without Disabilities 41 51 92 8 28 60 88 12 < < < <
Not Economically Disadvantaged 44 47 91 9 33 55 88 12 < < < <
< = 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 18 66 85 15 17 63 79 21 13 69 82 18
Female 17 70 87 13 15 66 81 19 12 73 85 15
Male 20 62 82 18 18 60 77 23 13 66 80 20
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 24 62 85 15 32 56 88 12 24 71 95 5
Black 9 60 69 31 6 58 64 36 4 69 72 28
Hispanic 11 67 77 23 13 60 73 27 11 64 75 25
Native Hawaiian < < < < < < 100 0
White 21 67 88 12 18 65 83 17 15 70 84 16
Two or more races 13 65 78 22 18 51 69 31 8 69 77 23
Students with Disabilities 10 48 58 42 10 36 46 54 6 42 48 52
Students without Disabilities 20 69 89 11 18 67 85 15 14 74 88 12
Economically Disadvantaged 8 66 74 26 8 57 65 35 5 67 72 28
Not Economically Disadvantaged 23 66 90 10 22 66 88 12 17 71 88 12
English Learners 7 69 76 24 7 41 48 52 3 57 59 41
Military Connected 16 74 90 10 4 87 91 9
Foster Care - 56 56 44 - 40 40 60
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 20 63 83 17 22 58 80 20 24 63 86 14
Female 17 64 81 19 19 63 82 18 21 65 87 13
Male 22 63 85 15 25 53 78 22 26 60 86 14
Asian < < < < < < < < < < < <
Black 7 65 72 28 9 60 70 30 3 73 76 24
Hispanic < < < < 12 59 71 29 11 68 79 21
Native Hawaiian < < 100 0
White 23 64 87 14 24 59 83 17 29 60 89 11
Two or more races 10 80 90 10 33 39 72 28 < < < <
Students with Disabilities 12 40 52 48 10 39 49 51 7 61 68 32
Students without Disabilities 21 68 89 11 25 62 87 13 27 63 90 10
Economically Disadvantaged 8 66 74 26 8 61 69 31 10 68 78 22
Not Economically Disadvantaged 27 62 89 11 31 56 87 14 33 59 92 8
English Learners - 45 45 55 - 61 61 39 - 54 54 46
Military Connected < < 100 0 < < < <
Foster Care < < 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 33 54 88 12 27 56 83 17 19 64 83 17
Female 30 60 90 10 24 57 81 19 18 68 87 13
Male 37 49 85 15 29 56 85 15 19 60 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 20 52 72 28 9 66 75 25 10 71 81 19
Hispanic 19 63 81 19 < < < < 6 72 78 22
White 37 53 90 10 31 55 86 14 22 62 83 17
Two or more races 30 70 100 0 9 73 82 18 13 63 75 25
Students with Disabilities 10 55 64 36 16 30 45 55 5 37 42 58
Students without Disabilities 38 54 92 8 29 61 90 10 22 70 92 8
Economically Disadvantaged 17 60 77 23 9 61 70 30 5 69 74 26
Not Economically Disadvantaged 43 51 94 6 40 52 92 8 27 61 88 12
English Learners - 91 91 9 10 30 40 60 - 72 72 28
Military Connected < < 100 0 < < 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 29 49 78 22 29 54 83 17 18 70 88 12
Female 26 56 81 19 28 58 86 14 20 70 90 10
Male 31 44 75 25 30 50 81 19 17 70 87 13
Asian < < 100 0 50 50 100 0 < < 100 0
Black 3 33 36 64 10 59 69 31 6 78 84 16
Hispanic 13 56 69 31 21 63 84 16 30 40 70 30
White 35 51 86 14 33 52 85 15 20 69 89 11
Two or more races 7 43 50 50 21 64 86 14 15 85 100 0
Students with Disabilities 8 38 46 54 14 34 48 52 12 44 56 44
Students without Disabilities 32 51 83 17 32 58 89 11 20 75 94 6
Economically Disadvantaged 13 54 67 33 16 56 71 29 8 73 81 19
Not Economically Disadvantaged 36 47 83 17 40 53 93 7 26 68 94 6
English Learners 8 62 69 31 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 72 77 23 3 67 71 29 2 70 71 29
Female 5 73 79 21 3 70 73 27 3 74 77 23
Male 5 71 76 24 4 64 68 32 1 65 66 34
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 76 84 16 3 39 42 58 - 66 66 34
Hispanic 8 77 85 15 - 69 69 31 7 71 79 21
White 5 74 78 22 4 73 77 23 2 68 70 30
Two or more races < < < < - 64 64 36 - 79 79 21
Students with Disabilities 11 41 52 48 8 43 51 49 - 35 35 65
Students without Disabilities 3 84 87 13 2 72 75 25 2 77 79 21
Economically Disadvantaged 3 68 71 29 4 59 64 36 1 65 66 34
Not Economically Disadvantaged 7 75 81 19 3 74 77 23 3 76 79 21
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 54 74 26 21 44 65 35 14 55 70 30
Female 20 58 78 22 18 46 65 35 14 63 77 23
Male 20 50 70 30 22 43 66 34 14 50 63 37
Asian < < < < < < < < < < 100 0
Black 7 34 41 59 6 29 35 65 - 41 41 59
Hispanic < < < < 18 45 64 36 18 36 55 45
White 25 58 82 18 23 50 73 27 15 62 77 23
Two or more races < < < < 15 8 23 77 10 40 50 50
Students with Disabilities 12 31 42 58 9 14 23 77 - 24 24 76
Students without Disabilities 21 57 78 22 24 53 78 22 17 61 78 22
Economically Disadvantaged 5 50 55 45 6 29 35 65 3 49 52 48
Not Economically Disadvantaged 28 56 85 15 29 52 81 19 20 59 79 21
English Learners < < < < < < < < < < < <
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 2 70 72 28 1 61 63 37 4 71 75 25
Female 1 73 74 26 1 68 69 31 3 75 77 23
Male 3 68 70 30 2 55 57 43 5 67 72 28
Asian < < < < < < 100 0 < < < <
Black 4 46 50 50 5 43 49 51 4 70 74 26
Hispanic - 71 71 29 - 67 67 33 - 67 67 33
White 2 74 76 24 1 65 66 34 4 72 77 23
Two or more races < < < < < < < < 6 56 61 39
Students with Disabilities 9 31 40 60 5 32 38 62 8 44 52 48
Students without Disabilities 1 78 79 21 1 68 68 32 3 78 81 20
Economically Disadvantaged - 60 60 40 - 46 46 54 - 67 67 33
Not Economically Disadvantaged 4 77 80 20 2 72 74 26 7 74 81 19
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 6 83 89 11 6 75 82 18 8 75 83 17
Female 4 88 92 8 8 74 82 18 8 81 88 12
Male 9 77 86 14 4 76 81 19 9 70 79 21
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 2 80 82 18 2 63 65 35 - 73 73 27
Hispanic 7 71 79 21 4 68 72 28 18 65 82 18
Native Hawaiian < < < <
White 6 84 90 10 7 79 86 14 10 75 85 15
Two or more races 11 84 95 5 9 64 73 27 7 79 86 14
Students with Disabilities 2 66 68 32 2 39 41 59 3 46 49 51
Students without Disabilities 7 85 92 8 7 80 87 13 9 79 88 12
Economically Disadvantaged 2 77 80 20 2 66 68 32 4 68 72 28
Not Economically Disadvantaged 8 85 93 7 9 82 91 9 10 78 89 11
English Learners < < < < - 42 42 58 10 60 70 30
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 79 91 9 11 69 80 20 8 75 83 17
Female 10 84 94 6 9 74 83 17 8 74 82 18
Male 14 74 88 12 13 64 77 23 7 77 84 16
American Indian < < 100 0
Asian < < < < < < < < < < < <
Black 5 82 87 13 - 67 67 33 4 59 63 37
Hispanic 13 87 100 0 12 53 65 35 - 75 75 25
Native Hawaiian < < 100 0
White 12 79 91 9 12 71 83 17 9 77 86 14
Two or more races 15 70 85 15 15 54 69 31 10 70 80 20
Students with Disabilities 3 68 71 29 2 54 56 44 - 36 36 64
Students without Disabilities 13 80 93 7 12 71 83 17 9 79 87 13
Economically Disadvantaged 5 84 89 11 7 56 64 36 4 68 72 28
Not Economically Disadvantaged 14 77 91 9 12 75 87 13 10 79 88 12
English Learners 9 73 82 18 < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 63 98 2 24 69 93 7 16 82 98 2
Female 36 62 98 2 24 70 94 6 13 84 98 2
Male 34 64 98 2 23 68 92 8 19 80 99 1
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 29 67 96 4 4 83 88 13 7 86 93 7
Hispanic < < 100 0 29 64 93 7 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 36 62 98 2 23 70 94 6 17 82 99 1
Two or more races 30 70 100 0 42 50 92 8 < < < <
Students with Disabilities 21 71 93 7 9 64 73 27 < < 100 0
Students without Disabilities 36 63 98 2 24 69 94 6 15 83 98 2
Economically Disadvantaged 16 82 97 3 23 66 89 11 23 71 94 6
Not Economically Disadvantaged 38 60 98 2 24 70 94 6 15 85 99 1
English Learners < < 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

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 17 71 89 11 17 71 88 12 16 70 86 14
Female 15 75 90 10 15 74 89 11 15 73 87 13
Male 20 68 88 12 19 68 87 13 17 67 84 16
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 25 66 91 9 30 58 88 12 21 63 84 16
Black 5 68 73 27 4 67 71 29 7 69 75 25
Hispanic 13 65 78 22 11 71 82 18 6 61 68 32
Native Hawaiian < < < < < < < <
White 19 72 92 8 19 73 92 8 18 71 89 11
Two or more races 20 70 90 10 20 60 80 20 13 69 81 19
Students with Disabilities 4 61 65 35 7 49 56 44 5 51 57 43
Students without Disabilities 19 73 92 8 18 74 92 8 17 73 90 10
Economically Disadvantaged 8 69 77 23 7 70 76 24 8 67 75 25
Not Economically Disadvantaged 21 72 93 7 22 71 94 6 20 72 91 9
English Learners 5 70 74 26 3 34 38 62 - 24 24 76
Military Connected 29 71 100 0 31 63 94 6
Foster Care - 69 69 31 - 50 50 50
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 28 51 79 21 23 62 85 15 26 54 79 21
Female 25 56 81 19 22 64 86 14 25 55 80 20
Male 31 47 78 22 23 60 83 17 26 53 79 21
Asian < < < < < < < < < < < <
Black 3 43 46 54 6 61 67 33 14 57 71 29
Hispanic 20 53 73 27 16 74 89 11 10 60 70 30
White 33 51 85 15 26 62 88 12 30 52 82 18
Two or more races 15 69 85 15 27 60 87 13 15 62 77 23
Students with Disabilities 8 36 44 56 11 36 48 52 7 36 43 57
Students without Disabilities 31 54 85 15 25 66 91 9 29 57 86 14
Economically Disadvantaged 14 53 67 33 8 64 73 27 15 54 69 31
Not Economically Disadvantaged 35 51 86 14 34 60 94 6 33 54 87 13
English Learners 7 50 57 43 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 77 88 12 9 78 87 13 15 69 84 16
Female 7 83 90 10 7 79 86 14 13 72 85 15
Male 16 70 86 14 11 76 87 13 17 67 84 16
Asian < < < < < < < < < < < <
Black 3 72 74 26 5 65 70 30 9 70 79 21
Hispanic - 79 79 21 7 67 73 27 7 40 47 53
Native Hawaiian < < 100 0 < < < <
White 13 77 90 10 11 81 92 8 16 73 89 11
Two or more races < < 100 0 6 69 75 25 15 54 69 31
Students with Disabilities 10 49 59 41 6 42 47 53 7 43 50 50
Students without Disabilities 12 81 93 7 10 82 92 8 16 74 90 10
Economically Disadvantaged 3 71 74 26 4 71 74 26 8 64 72 28
Not Economically Disadvantaged 15 79 94 6 13 81 94 6 18 72 90 10
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 14 76 90 10 10 79 89 11 14 72 86 14
Female 11 77 88 12 9 84 93 7 14 75 89 11
Male 18 74 92 8 11 74 85 15 14 68 83 17
American Indian < < 100 0 < < 100 0
Asian < < < < < < < < 18 64 82 18
Black 4 80 84 16 - 79 79 21 3 65 68 32
Hispanic < < < < 6 88 94 6 - 64 64 36
White 15 77 92 8 11 80 91 9 16 74 90 10
Two or more races 15 70 85 15 10 70 80 20 < < < <
Students with Disabilities - 72 72 28 - 58 58 42 - 54 54 46
Students without Disabilities 16 76 92 8 12 82 93 7 16 74 90 10
Economically Disadvantaged 8 73 81 19 6 77 83 17 4 65 68 32
Not Economically Disadvantaged 16 76 92 8 13 80 93 7 18 75 93 7
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 76 96 4 31 63 93 7 18 73 91 9
Female 19 75 94 6 29 65 94 6 17 76 93 7
Male 21 77 98 2 32 60 92 8 19 70 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 71 88 13 6 71 76 24 - 83 83 17
Hispanic < < < < < < 100 0 < < < <
White 21 77 97 3 31 65 96 4 21 72 93 7
Two or more races < < < < 41 29 71 29 < < < <
Students with Disabilities - 93 93 7 7 71 79 21 < < < <
Students without Disabilities 21 75 96 4 32 62 94 6 18 73 91 9
Economically Disadvantaged 10 78 88 13 16 71 88 13 13 68 81 19
Not Economically Disadvantaged 22 75 97 3 34 60 95 5 19 74 93 7
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
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 14 79 93 7 12 73 84 16 6 86 91 9
Female 13 83 95 5 8 76 83 17 3 88 90 10
Male 15 76 91 9 16 70 85 15 8 85 92 8
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 83 83 17 2 65 67 33 - 84 84 16
Hispanic 17 75 92 8 - 61 61 39 5 79 84 16
White 14 80 94 6 16 75 92 8 7 86 93 7
Two or more races 36 64 100 0 < < 100 0 8 92 100 0
Students with Disabilities - 76 76 24 - 56 56 44 - 79 79 21
Students without Disabilities 16 80 96 4 14 76 90 10 6 87 94 6
Economically Disadvantaged 5 77 83 17 4 67 71 29 2 86 88 12
Not Economically Disadvantaged 18 80 99 1 17 77 94 6 8 86 94 6
English Learners < < 100 0 - 21 21 79 < < < <
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

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 33 56 89 11 24 63 87 13 21 57 78 22
Female 31 58 88 12 22 65 86 14 20 58 78 22
Male 35 55 90 10 27 61 88 12 21 57 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 50 47 97 3 49 43 91 9 27 45 73 27
Black 12 62 74 26 9 67 77 23 12 51 63 37
Hispanic 27 55 82 18 24 62 86 14 10 65 75 25
White 36 56 92 8 27 62 89 11 23 58 81 19
Two or more races 38 49 87 13 13 70 83 17 17 54 71 29
Students with Disabilities 13 56 68 32 9 47 57 43 6 42 47 53
Students without Disabilities 36 57 93 7 27 65 91 9 23 61 84 16
Economically Disadvantaged 15 61 76 24 13 66 79 21 9 55 65 35
Not Economically Disadvantaged 41 55 95 5 30 61 91 9 27 58 85 15
English Learners 20 65 86 14 22 35 57 43 4 30 35 65
Military Connected 30 61 91 9 < < < <
Foster Care - 46 46 54 < < < <
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 31 61 92 8 36 53 89 11 17 55 72 28
Female 27 63 90 10 30 55 85 15 19 59 78 22
Male 34 59 93 7 42 52 94 6 15 52 67 33
Asian < < 100 0 55 45 100 0 < < < <
Black 18 64 82 18 6 75 81 19 < < < <
Hispanic < < < < 38 46 85 15 < < 100 0
White 33 61 94 6 40 50 90 10 19 50 69 31
Two or more races 25 50 75 25 20 75 95 5 < < < <
Students with Disabilities 8 76 84 16 13 58 71 29 15 8 23 77
Students without Disabilities 34 59 93 7 39 53 91 9 17 68 85 15
Economically Disadvantaged 11 67 78 22 20 66 86 14 4 35 39 61
Not Economically Disadvantaged 35 60 95 5 43 48 91 9 24 68 92 8
English Learners < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0 < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 76 93 7 21 71 92 8 18 63 82 18
Female 17 73 90 10 22 70 92 8 18 64 82 18
Male 17 79 96 4 20 71 91 9 19 62 81 19
Asian < < 100 0 < < < < < < < <
Black 8 83 92 8 - 73 73 27 12 53 65 35
Hispanic < < < < < < < < < < < <
White 17 76 93 7 24 73 96 4 24 67 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 8 67 75 25 - 69 69 31 - 62 62 38
Students without Disabilities 18 78 96 4 24 71 95 5 22 64 86 14
Economically Disadvantaged 10 83 93 7 10 80 90 10 9 58 67 33
Not Economically Disadvantaged 19 74 93 7 28 65 92 8 24 67 92 8
English Learners < < 100 0 < < < < < < < <
Foster Care < < 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 40 54 95 5 28 61 89 11 3 55 57 43
Female 38 57 95 5 21 65 86 14 3 53 56 44
Male 43 52 95 5 34 57 91 9 2 56 59 41
Asian 64 27 91 9 < < < < < < 100 0
Black 13 74 87 13 7 72 78 22 - 29 29 71
Hispanic 36 57 93 7 38 62 100 0 < < < <
White 43 54 96 4 31 58 90 10 2 66 68 32
Two or more races 50 44 94 6 < < 100 0 < < < <
Students with Disabilities 15 62 76 24 6 42 47 53 - 50 50 50
Students without Disabilities 44 54 97 3 31 63 94 6 3 56 59 41
Economically Disadvantaged 14 73 88 12 13 67 81 19 - 44 44 56
Not Economically Disadvantaged 52 46 98 2 35 58 92 8 5 66 71 29
English Learners 50 40 90 10 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 69 86 14 5 80 85 15 8 74 83 17
Female 11 73 84 16 4 81 85 15 6 75 81 19
Male 22 66 88 12 6 79 84 16 11 74 85 15
Asian < < 100 0 < < < < < < < <
Black 3 62 64 36 - 68 68 33 6 69 75 25
Hispanic 15 54 69 31 8 85 92 8 - 57 57 43
White 18 71 89 11 6 82 88 12 9 78 87 13
Two or more races < < 100 0 - 75 75 25 - 58 58 42
Students with Disabilities 6 49 54 46 3 37 40 60 - 51 51 49
Students without Disabilities 18 72 90 10 5 85 90 10 10 78 87 13
Economically Disadvantaged 8 56 64 36 - 71 71 29 3 64 67 33
Not Economically Disadvantaged 20 75 95 5 8 85 93 7 11 79 90 10
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 32 54 87 13 16 69 85 15 20 59 79 21
Female 33 54 86 14 13 74 86 14 19 62 80 20
Male 32 55 87 13 20 64 84 16 21 56 77 23
Asian < < 100 0 < < 100 0 < < < <
Black 8 59 68 32 13 69 81 19 13 44 56 44
Hispanic 29 47 76 24 - 69 69 31 20 67 87 13
White 36 55 91 9 18 69 88 12 22 59 82 18
Two or more races 38 38 75 25 - 54 54 46 - 79 79 21
Students with Disabilities 7 50 57 43 2 49 51 49 3 49 51 49
Students without Disabilities 35 55 90 10 18 72 90 10 22 60 82 18
Economically Disadvantaged 16 56 72 28 11 64 75 25 9 60 69 31
Not Economically Disadvantaged 42 53 95 5 18 71 90 10 26 58 83 17
English Learners < < < < < < < < < < < <
Military Connected < < 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 52 35 87 13 41 46 87 13 39 41 80 20
Female 50 36 86 14 45 43 87 13 40 38 78 22
Male 55 34 89 11 38 49 86 14 39 43 82 18
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 20 49 69 31 23 56 79 21 19 52 71 29
Hispanic 40 53 93 7 < < < < < < 100 0
White 59 31 90 10 43 45 88 12 42 38 80 20
Two or more races 70 20 90 10 36 55 91 9 44 44 88 13
Students with Disabilities 30 30 60 40 18 48 65 35 9 36 45 55
Students without Disabilities 56 36 92 8 45 46 91 9 46 42 88 12
Economically Disadvantaged 24 49 73 27 23 55 77 23 19 51 70 30
Not Economically Disadvantaged 69 27 96 4 54 39 93 7 50 35 85 15
English Learners 20 80 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 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
Division1149
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-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 Graduate--4
Total Students3,8523,9533,962

< = 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 Students385239533962
Female187719091871
Male197520442091
American Indian643
Asian938495
Black451496524
Hispanic196207227
White294329702916
Two or more races163189196
Students with Disabilities516558578
Students without Disabilities333633953384
Economically Disadvantaged118014281446
Not Economically Disadvantaged267225252516
English Learners162175189
Not English Learners369037783773
Homeless61823
Military Connected324442
Foster Care122131
< = 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 200 87 9 5 5 0
State 50983 36029 2739 1053 5386 1766
Female Division 114 39 3 3 3 0
State 27838 15825 923 368 1911 652
Male Division 86 48 6 2 2 0
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 18 14 1 2 1 0
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 162 65 7 3 4 0
State 30221 16421 1144 621 1576 587
Two or more races Division 8 4 1 0 0 0
State 2468 1543 85 58 160 72
Students with Disabilities Division 4 28 9 0 3 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 30 36 6 3 5 0
State 10703 17350 1682 461 2633 1087
English Learners Division 9 5 0 0 0 0
State 1418 3765 269 32 1842 117
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students306296973019852
Female162156961599832
Male144140971429921
Asian<<100<10000
Black363392359713
Hispanic<<100<10000
White241234972379842
Two or more races13131001310000
Students with Disabilities444193419337
Economically Disadvantaged807290759456
English Learners14141001410000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken2 / .17%34 / 2.63%
Advanced Placement Course Enrollment12 / 1%43 / 3.33%
Dual Enrollment551 / 45.73%497 / 38.47%
Governor's School Enrollment - -
IB Course Enrollment288 / 23.9%343 / 26.55%
Senior Enrolled in IB Program5 / .41%7 / .54%

< = 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 StudentsDivision23718223
State83,31058,98329
FemaleDivision1108820
State42,04632,13924
MaleDivision1279426
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision141029
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision19315022
State45,92633,47627
Two or more racesDivision161225
State3,8212,77427
Students with DisabilitiesDivision211243
State6,7843,33551
Economically DisadvantagedDivision513335
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
< = 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
Industry CertificationDivision315309379
 State99,894109,275104,601
Total Credentials EarnedDivision315319383
 State137,248157,490160,248
Students Earning One or More CredentialsDivision282288358
 State109,089126,113128,672
CTE CompletersDivision687395
 State42,40440,51641,438
NOCTI AssessmentsDivision-10-
 State4,1393,6233,525
State LicensuresDivision---
 State2,4402,2791,881
Workplace ReadinessDivision--4
 State30,77542,31350,241
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
2012-2013Division5,250.004,705.00685.00
State5,761.004,621.00875.00
2013-2014Division5,171.005,225.00661.00
State5,807.004,651.00784.00
2014-2015Division5,117.005,089.00638.00
State5,933.004,819.00771.00
2015-2016Division5,079.005,164.00615.00
State6,084.004,849.00812.00
2016-2017Division5,190.005,188.00640.00
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 Students3,4703313,5193833,533330
Female1,6881741,7151831,680154
Male1,7821571,8042001,853176
American Indian<<<<<<
Asian856825883
Black410364326446444
Hispanic175181882119423
Native Hawaiian--<<<<
White2,6482502,6452712,615238
Two or more races149181662216921
Students with Disabilities475854998951278
Economically Disadvantaged1,1602111,2132481,273199
English Learners144151641318515
Homeless691482110
< = 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 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 <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.1
Asian2.42.1
Black11.729.212.527.8
Hispanic5.155.22.9
Native Hawaiian--0.10.4
White76.456.975.162.6
Two or more races4.28.94.86.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.1
Asian2.42.1
Black11.733.312.5
Hispanic5.15.2
Native Hawaiian0.1
White76.466.775.1100
Two or more races4.24.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.1
Asian2.42.1
Black11.712.5
Hispanic5.15.2
Native Hawaiian--0.1
White76.475.1
Two or more races4.24.8
< = 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 32.636.637.6
< = 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 38.537.641.3
< = 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 77.875.873.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

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

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 1.4% 4% 1.4% 0.9% 1.4% 2.2%
High Poverty - - - - - -
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 Education0%0%

< = 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
2016-201736%61%1%2%
2017-201837%60%1%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available