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Scott County Public Schools

General school information

Division: Scott County Public Schools
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

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

Writing

Writing Performance: All Students

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

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 80 68 20 15 77 62 23 17 76 59 24
Female 16 89 74 11 20 82 62 18 21 84 63 16
Male 8 70 62 30 10 72 62 28 12 67 55 33
Asian < < < < < 100 < 0 < < < <
Hispanic 17 75 58 25 27 91 64 9 < < < <
White 12 81 69 19 15 77 62 23 17 76 59 24
Two or more races < < < < < < < < < < < <
Students with Disabilities 9 39 29 61 11 34 23 66 4 33 29 67
Economically Disadvantaged 9 72 63 28 11 69 59 31 13 68 55 32
English Learners < < < < < 100 < 0 < < < <
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 74 61 26 14 75 61 25 13 69 56 31
Female 19 87 69 13 16 79 64 21 18 78 59 22
Male 7 63 55 38 12 70 59 30 8 61 53 39
Hispanic < < < < < < < < < < < <
White 12 74 62 26 13 75 62 25 13 69 56 31
Two or more races < < < < < < < < < < < <
Students with Disabilities 3 28 26 72 6 30 24 70 3 28 25 72
Economically Disadvantaged 9 67 58 33 8 68 60 32 8 56 47 44
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 85 73 15 17 80 62 20 23 88 65 12
Female 14 91 77 9 26 85 59 15 24 92 68 8
Male 10 78 68 22 9 74 65 26 23 82 60 18
Asian < < < < < 100 < 0 < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 12 87 75 13 18 79 62 21 23 88 65 12
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 17 50 33 50 33 50 17 50 < < < <
Economically Disadvantaged 9 77 68 23 13 70 57 30 21 90 70 10
English Learners < < < < < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

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

Science

Science Performance: All Students

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

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

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

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

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

History

History Performance: All Students

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

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

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

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

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

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 84.39 State: 89.72 Division: 84.23 State: 88.34 Division: 87.65 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division100
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten265274115
Kindergarten295277270
Grade 1308287281
Grade 2263276272
Grade 3253249267
Grade 4281244249
Grade 5266269255
Grade 6263265268
Grade 7249254260
Grade 8254270259
Grade 9289254256
Grade 10288278251
Grade 11272274274
Grade 12271261269
Total Students3,8173,7323,546
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 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 2015-20162016-20172017-2018
All Students381737323546
Female188018221713
Male193719101833
American Indian642
Asian979
Black302622
Hispanic737780
Native Hawaiian1
White365735753387
Two or more races414346
Students with Disabilities613618600
Not Students with Disabilities320431142946
Economically Disadvantaged213220232113
Not Economically Disadvantaged168517091433
English Learners131210
Not English Learners380437203536
Homeless2411
Military Connected455687
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 136 116 13 0 11 4
State 50979 36013 2733 1046 5404 1786
Female Division 70 50 5 0 2 2
State 27837 15823 920 366 1922 656
Male Division 66 66 8 0 9 2
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division < < < < 0 <
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < < <
State 5086 5583 317 105 2172 323
White Division 132 109 12 0 10 4
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 0 22 13 0 0 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 45 88 13 0 7 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students28026594.626594.6113.9
Female12912596.912596.921.6
Male15114092.714092.796
American Indian0<100<10000
Asian0<100<10000
Black0<100<10000
Hispanic0<<<<<<
White26725394.825394.8103.7
Two or more races0<100<10000
Students with Disabilities35351003510000
Economically Disadvantaged15614693.614693.674.5
English Learners0<100<10000
Foster Care0<<<<00
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment269 / 24.02%282 / 26.43%295 / 28.12%
Governor’s School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 245 163 33
State 82482 57560 30
Female Division 144 97 33
State 41546 31230 25
Male Division 101 66 35
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 237 159 33
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 18 < 100
State 5986 3008 50
Economically Disadvantaged Division 117 63 46
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision3316
 State413936233471
State LicensuresDivision182318
 State179019641412
Industry CertificationDivision436359473
 State100544109590103892
Workplace ReadinessDivision572774
 State307754231350242
Total Credentials EarnedDivision514412581
 State137248157490159017
Students Earning One or More CredentialsDivision409343408
 State109089126113127744
CTE CompletersDivision231215221
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
68.6 67 68

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20151,711.006,727.00843.00
2015-20161,641.006,714.00800.00
2016-20171,701.007,150.00892.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students33692499185332624792893193265929531912549992
Female16791224739163512149451578121394515501155038
Male16901274446169112643441615144535016411394954
American Indian0000000000000000
Asian00000000000010000
Black26101251102530023110
Hispanic69430626007382177403
Native Hawaiian000000000000
White32292408782318823690883053250889130342449685
Two or more races32411374103332344524
Students with Disabilities532652023541722522527653621523683322
Economically Disadvantaged18701946963188520781761787212777918972008676
English Learners10000121001020012000
Homeless81037143653110122
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Weapons Offenses <
Property Offenses <
All Other Offenses 25
Other Offenses Against Persons 47
Disorderly or Disruptive Behavior Offenses 41
Alcohol, Tobacco, and Other Drug Offenses 26
Offenses Against Student <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1320.1570.107
Asian0.1590.2360.188
Black0.5823.310.7860.670.6970.78
Hispanic2.0621.321.9122.672.0631.55
Native Hawaiian0.0260.026
White96.16792.7295.8089695.79396.9
Two or more races0.8722.651.0740.671.1520.78
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1320.1570.107
Asian0.1590.2360.188
Black0.5826.670.7860.697
Hispanic2.0626.671.9122.06312.5
Native Hawaiian0.0260.026
White96.16786.6795.80810095.79387.5
Two or more races0.8721.0741.152
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1320.1570.107
Asian0.1590.2360.188
Black0.5820.7860.697
Hispanic2.0621.9122.063
Native Hawaiian0.0260.026
White96.16795.80895.793
Two or more races0.8721.0741.152
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 55.8159.9161.55
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 41.9640.8939.04
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 76.8572.7469.27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 10.29 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 11.52 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional4%5%
Provisional Special Education2%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201657%37%1%5%
2016-201760%35%1%4%
2017-201860%36%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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