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

Scott County Public Schools

General school information

Division: Scott County Public Schools
Division Number: 84
Address: 340 E Jackson St Gate City, VA 24251
Superintendent: Mr. John Ferguson
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

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

Accreditation

Accreditation Status
Elementary Schools
Duffield-Pattonsville PrimaryAccredited
Dungannon IntermediateAccredited
Fort Blackmore PrimaryAccredited
Hilton ElementaryAccredited
Nickelsville ElementaryAccredited
Rye Cove IntermediateAccredited
Shoemaker ElementaryAccredited
Weber City ElementaryAccredited
Yuma ElementaryAccredited
Middle Schools
Gate City MiddleAccredited
High Schools
Gate City HighAccredited
Rye Cove HighAccredited
Twin Springs HighAccredited

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

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 75 86 14 10 78 88 12 13 74 87 13
Female 9 78 87 13 10 80 89 11 12 75 87 13
Male 14 71 85 15 10 76 86 14 13 74 87 13
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 3 73 77 23 - 88 88 12 - 84 84 16
White 11 75 87 13 10 77 88 12 13 74 87 13
Two or more races 25 67 92 8 - 86 86 14 - 91 91 9
Students with Disabilities 7 44 51 49 3 56 59 41 3 52 55 45
Students without Disabilities 12 80 92 8 11 81 92 8 14 79 93 7
Economically Disadvantaged 8 73 81 19 9 75 84 16 8 74 82 18
Not Economically Disadvantaged 16 76 92 8 12 81 93 7 18 75 94 6
English Learners < < < < < < < < < < < <
Military Connected 7 80 87 13 6 94 100 0
Foster Care < < < < - 70 70 30
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 31 57 88 12 22 66 88 12 24 64 88 12
Female 29 63 91 9 22 69 90 10 23 63 86 14
Male 34 52 85 15 23 63 86 14 26 65 91 9
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 31 58 89 11 23 66 89 11 26 63 88 12
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 17 34 51 49 12 44 56 44 7 56 64 36
Students without Disabilities 34 61 95 5 24 69 93 7 29 66 95 5
Economically Disadvantaged 20 62 82 18 20 67 87 13 18 70 88 12
Not Economically Disadvantaged 46 51 97 3 28 64 91 9 33 56 89 11
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 76 82 18 5 78 83 17 9 76 85 15
Female 4 78 82 18 4 77 81 19 9 73 82 18
Male 9 74 83 17 5 79 85 15 10 78 88 13
Black < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 7 76 83 17 4 78 83 17 10 76 86 14
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 6 40 45 55 - 51 51 49 3 33 37 63
Students without Disabilities 7 85 92 8 5 82 88 12 10 81 92 8
Economically Disadvantaged 3 74 78 22 3 74 77 23 6 72 78 22
Not Economically Disadvantaged 12 78 90 10 7 83 91 9 14 80 94 6
English Learners < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 73 82 18 7 77 84 16 10 74 84 16
Female 7 75 81 19 7 83 90 10 8 78 86 14
Male 14 70 84 16 8 72 79 21 12 70 82 18
Asian < < < <
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 10 73 82 18 7 77 85 15 11 74 84 16
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 38 38 63 - 53 53 47 - 54 54 46
Students without Disabilities 11 76 87 13 9 81 90 10 12 78 90 10
Economically Disadvantaged 5 75 80 20 7 73 80 20 6 71 76 24
Not Economically Disadvantaged 15 70 85 15 8 82 89 11 17 79 96 4
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 88 90 10 7 88 95 5 < < 100 0
Female 2 89 91 9 8 86 94 6 < < 100 0
Male 1 87 89 11 5 91 97 3
Asian < < 100 0
Black < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 2 89 91 9 6 88 94 6
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 2 88 90 10 7 88 95 5 < < 100 0
Economically Disadvantaged 2 82 84 16 7 88 95 5
Not Economically Disadvantaged 2 91 93 7 6 89 95 5 < < 100 0
Military Connected < < 100 0
Foster Care < < 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 4 87 90 10 8 83 91 9 7 84 90 10
Female 3 91 94 6 7 86 93 7 8 85 92 8
Male 5 82 87 13 9 80 89 11 6 82 88 12
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 3 87 91 9 9 83 91 9 7 83 90 10
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 58 58 43 - 70 70 30 - 56 56 44
Students without Disabilities 4 92 97 3 10 85 95 5 8 88 95 5
Economically Disadvantaged 4 80 84 16 5 82 87 13 4 82 86 14
Not Economically Disadvantaged 3 95 97 3 13 85 98 2 10 85 95 5
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
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

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 26 66 92 8 26 65 91 9 24 59 83 17
Female 25 68 92 8 22 68 90 10 24 60 83 17
Male 28 65 92 8 30 62 92 8 25 58 82 18
Asian < < < < < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 24 76 100 0 27 63 90 10 9 59 68 32
White 27 66 92 8 26 65 91 9 25 58 83 17
Two or more races 8 77 85 15 15 77 92 8 - 73 73 27
Students with Disabilities 16 48 63 37 13 54 68 32 14 41 54 46
Students without Disabilities 28 69 96 4 28 67 94 6 26 62 88 12
Economically Disadvantaged 23 66 89 11 22 68 89 11 16 62 78 22
Not Economically Disadvantaged 30 66 96 4 31 62 93 7 36 53 89 11
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected 22 74 96 4 16 68 84 16
Foster Care 14 64 79 21 < < < <
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 18 77 95 5 11 75 87 13 2 68 70 30
Female 17 76 93 8 6 77 83 17 - 68 68 32
Male 19 78 97 3 19 73 92 8 3 68 71 29
Hispanic < < 100 0 < < 100 0 < < < <
White 18 77 95 5 11 76 87 13 2 69 70 30
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 5 64 68 32 - 70 70 30 < < < <
Students without Disabilities 19 78 97 3 13 76 88 12 2 73 75 25
Economically Disadvantaged 11 82 93 7 9 77 87 13 - 65 65 35
Not Economically Disadvantaged 25 72 97 3 14 73 87 13 4 73 77 23
English Learners < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 16 82 98 2 20 76 95 5 9 75 84 16
Female 11 87 98 3 14 80 94 6 11 75 86 14
Male 23 74 98 2 26 70 96 4 6 75 81 19
Hispanic < < 100 0 < < 100 0
White 16 82 97 3 18 77 95 5 9 75 84 16
Two or more races < < 100 0
Students with Disabilities 18 73 91 9 < < 100 0 < < 100 0
Students without Disabilities 16 82 98 2 19 76 95 5 9 74 84 16
Economically Disadvantaged 14 83 98 2 19 76 94 6 12 73 85 15
Not Economically Disadvantaged 17 80 97 3 21 75 96 4 6 78 83 17
Military Connected < < 100 0
Foster Care < < 100 0 < < 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 6 83 89 11 7 81 88 12 5 63 68 32
Female 5 82 87 13 6 83 89 11 7 70 77 23
Male 7 84 91 9 9 79 88 12 4 56 61 39
Hispanic < < 100 0 < < < < < < < <
White 6 84 90 10 7 81 88 12 6 62 67 33
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 63 63 37 - 59 59 41 3 31 34 66
Students without Disabilities 7 86 93 7 8 85 93 7 6 72 77 23
Economically Disadvantaged 5 80 84 16 7 79 85 15 5 58 63 37
Not Economically Disadvantaged 7 87 95 5 8 84 92 8 7 71 78 22
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
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 28 59 87 13 28 63 91 9 22 64 86 14
Female 27 62 89 11 27 65 92 8 23 64 87 13
Male 29 57 86 14 29 62 91 9 20 65 84 16
Asian < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < 10 40 50 50
White 28 59 87 13 29 63 92 8 22 64 87 13
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 3 39 42 58 - 45 45 55 - 54 54 46
Students without Disabilities 32 63 95 5 33 66 99 1 25 66 90 10
Economically Disadvantaged 16 66 82 18 19 67 87 13 13 68 80 20
Not Economically Disadvantaged 42 51 94 6 41 57 98 2 33 60 93 7
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 56 37 92 8 64 32 96 4 42 48 90 10
Female 57 37 95 5 62 36 98 2 38 47 85 15
Male 54 36 89 11 66 28 94 6 47 48 95 5
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 58 35 92 8 66 31 97 3 44 46 90 10
Two or more races < < < < < < < < < < < <
Students with Disabilities 22 41 62 38 33 51 84 16 19 44 63 37
Students without Disabilities 62 36 98 2 71 28 99 1 47 48 95 5
Economically Disadvantaged 52 37 89 11 55 42 97 3 27 60 87 13
Not Economically Disadvantaged 63 35 99 1 77 17 94 6 59 35 94 6
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < 100 0 < < 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
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten274115130
Kindergarten277270266
Grade 1287281268
Grade 2276272250
Grade 3249267277
Grade 4244249269
Grade 5269255267
Grade 6265268255
Grade 7254260271
Grade 8270259260
Grade 9254256266
Grade 10278251248
Grade 11274274236
Grade 12261269271
Total Students3,7323,5463,534

< = 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 Students373235463534
Female182217131675
Male191018331859
American Indian422
Asian796
Black262224
Hispanic778084
White357533873370
Two or more races434648
Students with Disabilities618600605
Students without Disabilities311429462929
Economically Disadvantaged202321131973
Not Economically Disadvantaged170914331561
English Learners12109
Not English Learners372035363525
Homeless4118
Military Connected568787
Foster Care122324
< = 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 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 120 135 10 1 12 4
State 50715 36614 2715 1064 5504 1801
Female Division 73 71 4 0 4 2
State 27679 16161 917 351 2003 680
Male Division 47 64 6 1 8 2
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division < < < < 0 <
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 114 131 10 1 12 4
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 20 10 0 2 4
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 41 90 10 1 10 3
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < 0 <
State 1263 4111 306 32 2060 159
Homeless Division < < < < < <
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
Foster Care Division < < < < 0 <
State 23 134 26 19 67 18
< = 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 Students2822659427096124
Female154148961509743
Male128117911209486
Asian<<100<10000
Black<<100<10000
Hispanic<<100<10000
White2722559426096124
Two or more races<<100<10000
Students with Disabilities363083349426
Economically Disadvantaged1551419114594107
English Learners<<100<10000
Homeless<<<<<<<
Military Connected<<100<10000
Foster Care<<<<<00
< = 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 2016-20172017-20182018-2019
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment282 / 26.43%295 / 28.12%280 / 27.45%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision25216335
State85,89957,72533
FemaleDivision1208628
State43,22531,59927
MaleDivision1327742
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision<<100
State6,0845,29213
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision24115635
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision221055
State7,2163,25655
Economically DisadvantagedDivision1336948
State27,32914,19048
Native HawaiianDivision--100
State1428739
English LearnersDivision--100
State5,1822,82046
< = 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
2016-20172017-20182018-2019
NOCTI AssessmentsDivision31611
 State3,6233,5254,095
State LicensuresDivision231823
 State2,2791,8812,231
Industry CertificationDivision359473533
 State109,275104,601107,234
Workplace ReadinessDivision277459
 State42,31350,24144,892
Total Credentials EarnedDivision412581626
 State157,490160,248158,452
Students Earning One or More CredentialsDivision343408438
 State126,113128,672126,041
CTE CompletersDivision215222186
 State40,51641,43840,209
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

< = 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
2015-2016Division1,555.006,800.00800.00
State6,084.004,849.00812.00
2016-2017Division1,600.007,252.00892.00
State6,248.005,052.00871.00
2017-2018Division1,671.007,702.001,129.00
State6,462.005,219.00867.00

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 Students3,0284312,9954263,074315
Female1,4982011,4611911,484137
Male1,5302301,5342351,590178
American Indian<<<<<<
Asian<<<<<<
Black232191203
Hispanic68107010697
White2,8994092,8584082,933297
Two or more races299377448
Students with Disabilities47011246710349884
Economically Disadvantaged1,6673451,7363511,674274
English Learners102120151
Homeless<<64<<
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 38
Disorderly or Disruptive Behavior Offenses 36
Other Offenses Against Persons 15
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 16
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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.1
Asian0.20.30.2
Black0.70.80.640.72.2
Hispanic2.11.62.322.41.1
Native Hawaiian------
White95.896.995.590.195.493.3
Two or more races1.20.81.341.43.4
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian0.20.30.2
Black0.70.60.7
Hispanic2.112.52.32.4
Native Hawaiian
White95.887.595.510095.4100
Two or more races1.21.31.4
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian0.20.30.2
Black0.70.60.7
Hispanic2.12.32.4
Native Hawaiian------
White95.895.595.4
Two or more races1.21.31.4
< = 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 61.661.764.6
< = 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 3944.946.5
< = 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 69.273.373.9
< = 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

2017-2018 Grades K-7 Student Teacher Ratio: 10.25 : 1

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

2017-2018 Grades 8-12 Student Teacher Ratio: 10.9 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = 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 who are teaching out of field (not fully endorsed for the content they are teaching) 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

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division5.4%1.8%
State7.3%1.8%

< = 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 all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201759%36%1%4%
2017-201859%36%1%4%
2018-201957%37%1%5%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%86%73%75%
Asian<92%87%75%
Black79%77%60%75%
Hispanic81%82%63%75%
White87%86%81%75%
Economically Disadvantaged83%81%62%75%
English Learners<56%53%75%
Students with Disabilities60%59%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students92%91%74%70%
Asian<100%89%70%
Black87%89%60%70%
Hispanic90%90%64%70%
White92%90%81%70%
Economically Disadvantaged90%88%63%70%
English Learners<88%57%70%
Students with Disabilities69%68%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students88%
Asian<
Black<
Hispanic88%
White88%
Economically Disadvantaged84%
English Learners<
Students with Disabilities52%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%92%
Asian<<
Black86%87%
Hispanic78%88%
White87%92%
Economically Disadvantaged84%90%
English Learners<<
Students with Disabilities64%72%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White90%86%84%
Economically Disadvantaged86%78%84%
English Learners<65%84%
Students with Disabilities63%56%84%
Homeless---
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students9%11%9%10%
Asian<5%5%10%
Black13%9%9%10%
Hispanic9%12%9%10%
White9%11%9%10%
Economically Disadvantaged14%16%13%10%
English Learners6%8%8%10%
Students with Disabilities14%17%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency25%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency31225%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%100%99%
Asian<<<
Black100%100%<
Hispanic100%100%100%
White99%100%99%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%100%100%
English Learners<<<
Students with Disabilities97%98%94%
Students without Disabilities100%100%100%
Female100%100%99%
Male99%100%99%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 51%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 74%
State 81%