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Shenandoah County Public Schools

General school information

Division: Shenandoah County Public Schools
Address: 600 N Main St, Suite #200 Woodstock, VA 22664-1855
Superintendent: Dr. Mark Johnston
Region: 4
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 10 71 60 29 11 69 58 31 10 67 57 33
Female 12 75 63 25 13 73 61 27 11 71 60 29
Male 9 67 58 33 9 64 55 36 9 63 54 37
American Indian < < < < < < < < < < < <
Asian 20 90 70 10 12 84 72 16 36 86 50 14
Black 12 54 42 46 5 56 51 44 10 61 51 39
Hispanic 6 60 54 40 7 58 51 42 9 57 49 43
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 11 73 62 27 12 71 59 29 10 69 59 31
Two or more races 9 69 60 31 11 64 54 36 11 66 54 34
Students with Disabilities 9 35 27 65 10 32 23 68 12 40 28 60
Economically Disadvantaged 6 60 54 40 8 58 50 42 7 57 49 43
English Learners 3 46 43 54 7 36 29 64 6 46 40 54
Migrant < < < < < < < < < < < <
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 10 64 55 36 11 59 48 41 11 51 40 49
Female 14 70 56 30 12 61 49 39 13 52 39 48
Male 5 59 53 41 10 57 47 43 9 50 41 50
Black 20 53 33 47 7 33 27 67 - 60 60 40
Hispanic 12 60 48 40 10 54 44 46 8 40 32 60
White 9 66 57 34 11 61 50 39 12 52 41 48
Two or more races 9 45 36 55 10 40 30 60 14 57 43 43
Students with Disabilities 4 22 18 78 9 26 17 74 10 29 20 71
Economically Disadvantaged 7 56 49 44 8 50 42 50 8 40 33 60
English Learners 7 58 51 42 4 47 43 53 7 36 29 64
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 12 63 51 37 13 63 49 37 10 59 49 41
Female 14 70 56 30 16 68 52 32 10 64 54 36
Male 9 57 47 43 11 57 47 43 10 53 44 47
Asian < 100 < 0 < 100 < 0
Black 20 60 40 40 6 53 47 47 6 50 44 50
Hispanic 7 45 38 55 10 58 49 42 7 55 48 45
White 12 65 53 35 15 65 50 35 10 60 50 40
Two or more races 8 77 69 23 8 42 33 58 25 33 8 67
Students with Disabilities 17 42 25 58 8 29 20 71 9 28 19 72
Economically Disadvantaged 7 54 47 46 9 56 46 44 8 52 43 48
English Learners 8 39 31 61 13 42 29 58 8 53 45 47
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 14 74 60 26 18 70 52 30 13 65 51 35
Female 11 73 63 27 20 72 52 28 15 70 54 30
Male 18 75 57 25 15 68 53 32 12 60 48 40
Black 7 57 50 43 10 60 50 40 21 63 42 37
Hispanic 2 54 52 46 14 63 49 37 9 52 43 48
White 16 78 61 22 19 71 52 29 14 67 53 33
Two or more races 20 80 60 20 7 73 67 27 23 69 46 31
Students with Disabilities 8 44 35 56 19 51 32 49 9 40 31 60
Economically Disadvantaged 8 63 55 37 13 62 49 38 9 59 50 41
English Learners - 58 58 42 20 27 7 73 4 39 35 61
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 13 70 56 30 13 65 53 35 14 69 56 31
Female 16 76 60 24 12 68 56 32 17 71 55 29
Male 11 63 52 37 13 62 49 38 10 67 56 33
Asian < 100 < 0 < < < < < 100 < 0
Black 18 55 36 45 - 57 57 43 20 70 50 30
Hispanic 13 63 50 38 4 45 42 55 12 62 50 38
White 13 72 58 28 14 69 55 31 13 70 57 30
Two or more races 13 50 38 50 < < < < 12 71 59 29
Students with Disabilities 7 29 22 71 12 26 14 74 10 45 34 55
Economically Disadvantaged 6 59 54 41 8 54 46 46 8 59 52 41
English Learners - 47 47 53 9 18 9 82 6 48 42 52
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 10 74 63 26 10 75 65 25 10 73 64 27
Female 14 77 63 23 12 82 71 18 9 79 70 21
Male 7 70 63 30 9 69 60 31 11 68 57 32
Asian < < < < < 100 < 0 < < < <
Black 8 42 33 58 8 77 69 23 11 58 47 42
Hispanic - 68 68 32 5 73 67 27 7 62 55 38
White 12 75 63 25 11 75 64 25 10 76 66 24
Two or more races 8 69 62 31 20 80 60 20 < < < <
Students with Disabilities 7 29 22 71 14 35 20 65 15 35 19 65
Economically Disadvantaged 6 63 57 37 10 67 57 33 8 61 54 39
English Learners - 21 21 79 - 31 31 69 - 51 51 49
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 8 66 58 34 7 65 58 35 7 69 63 31
Female 9 72 62 28 10 72 62 28 7 76 68 24
Male 6 59 54 41 5 59 54 41 6 63 57 37
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black - 38 38 62 - 43 43 57 8 50 42 50
Hispanic 5 52 48 48 5 48 43 52 10 61 52 39
White 8 68 60 32 8 68 60 32 6 71 65 29
Two or more races 6 75 69 25 8 58 50 42 - 64 64 36
Students with Disabilities 5 29 23 71 5 20 15 80 13 35 22 65
Economically Disadvantaged 4 52 48 48 2 45 43 55 6 61 56 39
English Learners - - - 100 - 8 8 92 7 44 37 56
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 7 84 77 16 6 83 78 17 5 81 76 19
Female 6 85 79 15 7 90 83 10 4 84 80 16
Male 7 83 76 17 4 77 73 23 6 79 72 21
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < 100 < 0
Black 10 80 70 20 10 80 70 20 - 75 75 25
Hispanic 3 78 75 22 - 69 69 31 6 73 67 27
White 8 85 77 15 6 85 79 15 6 82 76 18
Two or more races 5 84 79 16 - 82 82 18 < < < <
Students with Disabilities 12 53 41 47 2 42 40 58 16 63 47 37
Economically Disadvantaged 6 77 71 23 4 77 73 23 5 72 66 28
English Learners - 58 58 42 - 30 30 70 6 50 44 50
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 16 72 56 28 19 72 54 28 14 70 55 30
Female 20 76 56 24 27 82 55 18 18 79 61 21
Male 13 69 56 31 11 64 52 36 11 62 51 38
American Indian < 100 < 0 < < < < < < < <
Asian < < < < 33 67 33 33 < 100 < 0
Black 13 58 46 42 9 61 52 39 10 53 43 47
Hispanic 5 58 53 42 9 55 47 45 12 62 50 38
White 18 75 57 25 20 75 54 25 15 72 57 28
Two or more races 12 71 59 29 4 70 65 30 13 65 52 35
Students with Disabilities 14 41 27 59 5 35 30 65 17 45 27 55
Economically Disadvantaged 9 63 54 37 13 59 46 41 13 60 48 40
English Learners - 24 24 76 5 20 15 80 10 37 27 63
Migrant < < < < < < < <
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 10 64 53 36 16 62 46 38 12 63 51 37
Female 14 71 57 29 25 71 46 29 15 76 61 24
Male 7 56 49 44 9 55 46 45 9 50 41 50
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 < < < < < 100 < 0
Black - 46 46 54 8 54 46 46 8 42 33 58
Hispanic 7 52 46 48 9 44 35 56 12 53 41 47
White 11 65 54 35 18 66 48 34 11 65 54 35
Two or more races 6 69 63 31 8 62 54 38 21 57 36 43
Students with Disabilities 8 27 19 73 3 21 18 79 15 30 15 70
Economically Disadvantaged 4 54 49 46 9 43 35 57 9 53 45 47
English Learners - - - 100 < < < < 12 36 24 64
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 22 81 59 19 21 82 61 18 17 77 60 23
Female 26 82 56 18 28 91 63 9 22 83 61 17
Male 19 81 62 19 14 73 59 27 13 73 59 27
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 27 73 45 27 10 70 60 30 11 61 50 39
Hispanic 3 63 60 37 8 72 64 28 13 73 60 27
White 26 85 59 15 23 83 61 17 18 78 60 22
Two or more races 17 72 56 28 - 80 80 20 < < < <
Students with Disabilities 19 53 34 47 7 50 43 50 19 56 37 44
Economically Disadvantaged 14 73 58 27 16 74 58 26 17 68 51 32
English Learners - 36 36 64 9 36 27 64 6 38 31 63
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 12 77 64 23 11 72 61 28 10 69 59 31
Female 13 80 67 20 11 75 64 25 11 72 61 28
Male 12 74 62 26 10 69 58 31 10 67 57 33
American Indian 8 83 75 17 < < < < 10 50 40 50
Asian 33 89 56 11 27 92 65 8 26 96 70 4
Black 12 72 60 28 6 55 49 45 5 55 50 45
Hispanic 8 72 64 28 9 67 57 33 11 62 51 38
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 77 65 23 11 73 62 27 10 71 61 29
Two or more races 10 75 65 25 9 70 62 30 9 65 56 35
Students with Disabilities 8 43 35 57 8 39 31 61 12 42 30 58
Economically Disadvantaged 9 69 60 31 8 63 55 37 8 61 52 39
English Learners 4 66 62 34 6 52 46 48 9 56 47 44
Migrant < < < < < < < < < < < <
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 12 68 56 32 11 66 55 34 12 59 46 41
Female 11 72 61 28 11 66 55 34 11 60 48 40
Male 13 65 52 35 10 66 55 34 13 58 45 42
Black - 53 53 47 7 43 36 57 10 50 40 50
Hispanic 13 72 58 28 12 62 51 38 10 57 47 43
White 13 69 56 31 11 68 57 32 12 59 47 41
Two or more races 8 67 58 33 10 40 30 60 29 64 36 36
Students with Disabilities 6 33 27 67 10 28 17 72 10 35 25 65
Economically Disadvantaged 6 61 55 39 10 56 46 44 9 50 41 50
English Learners 9 70 61 30 4 63 59 37 12 60 48 40
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 18 72 53 28 12 67 55 33 13 69 56 31
Female 21 74 53 26 13 68 55 32 12 69 57 31
Male 16 70 54 30 11 65 54 35 15 70 55 30
Asian < 100 < 0 < 100 < 0
Black 30 80 50 20 - 65 65 35 - 69 69 31
Hispanic 7 55 48 45 16 60 44 40 11 64 53 36
White 20 74 54 26 12 68 56 32 14 71 57 29
Two or more races 8 77 69 23 8 67 58 33 25 42 17 58
Students with Disabilities 15 42 27 58 10 34 24 66 9 34 25 66
Economically Disadvantaged 14 65 51 35 9 60 51 40 11 61 50 39
English Learners 5 57 51 43 7 50 43 50 11 68 56 32
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 16 73 57 27 15 63 48 37 16 65 49 35
Female 16 75 59 25 14 64 50 36 18 68 51 32
Male 17 71 55 29 15 62 47 38 13 61 48 39
Black 21 64 43 36 20 50 30 50 11 53 42 47
Hispanic 12 51 39 49 12 54 42 46 16 57 41 43
White 16 76 60 24 15 65 50 35 16 67 51 33
Two or more races 20 80 60 20 7 53 47 47 8 62 54 38
Students with Disabilities 11 40 30 60 15 39 24 61 9 35 26 65
Economically Disadvantaged 13 61 47 39 11 59 48 41 11 59 47 41
English Learners 9 63 53 38 20 33 13 67 11 49 38 51
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 12 80 68 20 14 81 67 19 11 79 67 21
Female 12 85 73 15 11 84 72 16 13 80 68 20
Male 12 74 62 26 17 79 62 21 10 78 67 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 64 45 36 7 86 79 14 < 100 < 0
Hispanic 13 77 65 23 6 64 58 36 12 68 56 32
White 11 81 70 19 15 84 69 16 11 80 69 20
Two or more races 13 63 50 38 < < < < 6 76 71 24
Students with Disabilities 10 30 20 70 12 43 31 57 16 48 33 52
Economically Disadvantaged 7 74 67 26 10 74 64 26 8 72 63 28
English Learners - 68 68 32 8 58 50 42 12 67 55 33
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 10 66 56 34 9 62 52 38 9 55 46 45
Female 11 71 60 30 10 70 60 30 9 62 53 38
Male 10 62 52 38 8 53 45 47 8 48 40 52
Asian < < < < < 100 < 0 < 100 < 0
Black - 64 64 36 17 42 25 58 12 29 18 71
Hispanic 5 61 56 39 6 59 53 41 11 41 30 59
White 12 67 55 33 9 62 53 38 8 59 51 41
Two or more races - 55 55 45 13 80 67 20 < < < <
Students with Disabilities 5 40 35 60 14 24 10 76 17 30 13 70
Economically Disadvantaged 7 54 47 46 7 54 47 46 9 47 38 53
English Learners - 53 53 47 7 20 13 80 6 42 36 58
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 2 77 74 23 3 69 66 31 3 63 60 37
Female 2 79 77 21 3 77 74 23 2 68 67 32
Male 3 75 72 25 2 62 60 38 4 58 54 43
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 8 67 58 33 - 45 45 55 - 30 30 70
Hispanic 2 76 75 24 - 65 65 35 6 55 49 45
White 2 77 75 23 4 71 68 29 3 65 63 35
Two or more races 7 86 79 14 < < < < - 58 58 42
Students with Disabilities 5 40 35 60 3 41 38 59 15 39 24 61
Economically Disadvantaged 3 68 66 32 1 58 57 42 5 56 52 44
English Learners - 71 71 29 - 33 33 67 7 52 44 48
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 3 80 77 20 6 83 77 17 4 80 76 20
Female 3 84 81 16 7 87 80 13 5 84 79 16
Male 3 77 74 23 4 79 75 21 3 76 73 24
American Indian < < < < < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 8 54 46 46 - 63 63 38
Hispanic 4 82 79 18 6 88 82 12 4 81 76 19
White 3 80 77 20 6 83 77 17 4 81 77 19
Two or more races - 73 73 27 - 88 88 13 8 69 62 31
Students with Disabilities - 50 50 50 - 62 62 38 - 54 54 46
Economically Disadvantaged 1 77 76 23 3 77 73 23 2 74 72 26
English Learners - 73 73 27 - 88 88 13 4 69 65 31
Migrant < < < < < < < < < < < <
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 84 70 16 10 73 63 27 6 68 62 32
Female 16 88 71 12 9 78 69 22 7 66 59 34
Male 11 80 69 20 11 68 57 32 5 70 65 30
American Indian < < < < < < < < < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black 17 83 67 17 - 43 43 57 - 44 44 56
Hispanic 6 85 79 15 12 70 58 30 4 59 55 41
Native Hawaiian < 100 < 0
White 14 84 69 16 10 74 64 26 6 70 64 30
Two or more races 8 92 83 8 20 80 60 20 - 75 75 25
Students with Disabilities 2 48 45 52 - 39 39 61 3 43 40 57
Economically Disadvantaged 7 77 70 23 3 61 58 39 4 57 53 43
English Learners - 73 73 27 - 38 38 62 - 29 29 71
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 26 93 67 7 22 86 64 14 19 87 68 13
Female 26 93 66 7 24 84 60 16 21 92 71 8
Male 25 93 67 7 19 89 69 11 17 81 64 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < < < < < < < < < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic 12 100 88 0 12 94 82 6 39 91 52 9
White 27 92 65 8 24 85 61 15 18 87 69 13
Two or more races < < < < - 100 100 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 26 95 69 5 27 92 65 8 20 82 62 18
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

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 11 83 72 17 11 80 69 20 10 77 67 23
Female 10 83 73 17 10 79 69 21 9 78 69 22
Male 12 83 71 17 12 81 69 19 10 75 65 25
American Indian < < < < < 100 < 0 < < < <
Asian 7 80 73 20 6 100 94 0 36 100 64 0
Black 4 75 72 25 6 67 61 33 4 64 60 36
Hispanic 4 68 64 32 3 65 63 35 7 69 63 31
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 85 73 15 12 82 70 18 10 78 68 22
Two or more races 6 88 82 12 11 78 67 22 13 74 60 26
Students with Disabilities 7 59 52 41 8 53 45 47 10 55 45 45
Economically Disadvantaged 7 75 68 25 6 68 62 32 6 71 64 29
English Learners 1 45 43 55 3 34 32 66 3 51 49 49
Migrant < < < < < < < < < < < <
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 16 76 60 24 14 63 49 37 12 70 58 30
Female 14 73 59 27 14 58 44 42 12 70 58 30
Male 18 79 60 21 13 67 55 33 12 70 58 30
Black 14 71 57 29 30 70 40 30 11 68 58 32
Hispanic 8 56 48 44 7 50 43 50 4 72 68 28
White 18 80 62 20 14 65 50 35 13 70 57 30
Two or more races 9 73 64 27 7 60 53 40 23 62 38 38
Students with Disabilities 4 50 46 50 19 43 24 57 9 49 40 51
Economically Disadvantaged 11 67 56 33 10 55 45 45 7 65 59 35
English Learners 3 52 48 48 12 24 12 76 2 61 59 39
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 8 75 67 25 8 74 67 26 6 66 60 34
Female 9 76 66 24 7 74 67 26 4 71 67 29
Male 7 74 67 26 9 75 67 25 7 62 54 38
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 62 62 38 - 50 50 50 - 62 62 38
Hispanic 1 61 59 39 2 58 56 42 10 59 49 41
White 10 77 67 23 9 78 69 22 5 67 62 33
Two or more races - 88 88 13 8 67 58 33 14 64 50 36
Students with Disabilities 11 45 34 55 3 40 37 60 15 43 28 57
Economically Disadvantaged 7 65 58 35 3 62 58 38 6 59 54 41
English Learners - 11 11 89 - 8 8 92 7 54 46 46
Migrant < < < < < < < < < < < <
Biology 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 12 86 73 14 11 83 72 17
Female 11 89 78 11 11 87 75 13 10 86 76 14
Male 8 84 76 16 14 85 71 15 12 79 67 21
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < < < < < 100 < 0 < 100 < 0
Black - 73 73 27 - 80 80 20 - 71 71 29
Hispanic 5 74 69 26 2 81 79 19 8 73 64 27
Native Hawaiian < 100 < 0 < 100 < 0
White 11 88 78 12 14 86 73 14 12 84 73 16
Two or more races - 88 88 13 < < < < 7 87 80 13
Students with Disabilities - 64 64 36 4 57 54 43 2 55 53 45
Economically Disadvantaged 4 80 76 20 7 73 66 27 7 76 69 24
English Learners - 58 58 42 - 75 75 25 - 43 43 57
Migrant < 100 < 0
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 96 79 4 13 93 80 7 12 83 72 17
Female 14 95 81 5 10 95 84 5 11 79 67 21
Male 21 96 75 4 17 92 75 8 13 89 77 11
Black < 100 < 0 < 100 < 0 < < < <
Hispanic 4 89 86 11 4 82 79 18 9 70 61 30
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 19 96 77 4 16 94 78 6 13 86 73 14
Two or more races < 100 < 0 - 100 100 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Economically Disadvantaged 10 91 81 9 9 91 83 9 8 81 73 19
English Learners < 100 < 0 < < < <
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 88 81 12 7 86 79 14 7 83 77 17
Female 3 87 83 13 6 84 78 16 7 85 78 16
Male 10 88 79 12 8 88 80 12 6 82 76 18
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 91 91 9 - 58 58 42 - 65 65 35
Hispanic 2 71 69 29 - 66 66 34 - 70 70 30
White 8 89 81 11 9 92 83 8 7 87 79 13
Two or more races 7 93 86 7 6 82 76 18 < < < <
Students with Disabilities 2 67 65 33 2 66 64 34 1 57 56 43
Economically Disadvantaged 5 83 79 17 3 75 72 25 3 79 75 21
English Learners - 35 35 65 - 33 33 67 - 42 42 58
Migrant < < < < < < < < < < < <
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 21 84 63 16 18 82 64 18 18 80 62 20
Female 18 83 65 17 16 81 66 19 14 81 67 19
Male 24 85 61 15 20 83 63 17 23 80 57 20
American Indian < 100 < 0 < < < < 10 70 60 30
Asian 36 100 64 0 19 100 81 0 27 100 73 0
Black 9 79 70 21 7 75 68 25 14 73 59 27
Hispanic 14 82 68 18 11 76 64 24 16 72 56 28
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 85 62 15 19 83 64 17 19 82 63 18
Two or more races 17 80 64 20 15 84 69 16 15 80 65 20
Students with Disabilities 13 61 48 39 6 53 47 47 13 55 42 45
Economically Disadvantaged 14 78 63 22 11 73 62 27 14 73 60 27
English Learners 7 69 62 31 3 49 46 51 13 56 42 44
Migrant < < < < < < < < < < < <
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 15 87 72 13 18 89 71 11 14 86 72 14
Female 12 84 72 16 14 88 74 12 5 84 79 16
Male 18 90 72 10 22 90 68 10 23 88 65 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < 10 86 76 14 7 79 71 21
Hispanic 6 87 81 13 16 88 72 12 15 71 56 29
Native Hawaiian < 100 < 0 < 100 < 0
White 16 88 71 12 18 89 70 11 14 88 74 12
Two or more races 13 75 63 25 27 100 73 0 17 100 83 0
Students with Disabilities 7 69 62 31 5 70 66 30 7 60 53 40
Economically Disadvantaged 13 83 70 17 11 83 71 17 12 77 66 23
English Learners - 84 84 16 - 73 73 27 5 43 38 57
Migrant < 100 < 0 < < < <
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 18 84 66 16 11 81 70 19 17 84 67 16
Female 14 85 71 15 10 80 70 20 13 85 72 15
Male 21 83 62 17 12 82 70 18 21 83 62 17
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 75 75 25 - 67 67 33 12 88 76 12
Hispanic 10 77 67 23 8 68 60 32 9 64 55 36
Native Hawaiian < 100 < 0 < 100 < 0
White 19 85 66 15 12 83 71 17 19 87 68 13
Two or more races 13 81 69 19 - 79 79 21 18 91 73 9
Students with Disabilities 9 60 51 40 4 51 47 49 3 64 60 36
Economically Disadvantaged 10 77 66 23 5 70 64 30 8 75 67 25
English Learners 6 47 41 53 - 41 41 59 - 33 33 67
Migrant < < < < < < < < < < < <
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 91 70 9 11 87 76 13 9 76 67 24
Female 14 90 76 10 3 83 80 17 7 69 62 31
Male 29 91 61 9 20 91 71 9 11 84 74 16
American Indian < 100 < 0 < < < < < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 91 91 9 < 100 < 0 < < < <
Hispanic 16 89 74 11 4 88 83 13 4 75 71 25
White 22 90 68 10 13 86 74 14 11 77 66 23
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged 16 88 72 12 5 82 76 18 9 72 64 28
English Learners < < < < < < < <
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 22 85 63 15 20 81 61 19 18 74 56 26
Female 20 86 66 14 21 80 59 20 20 80 61 20
Male 23 83 60 17 19 83 63 18 17 69 52 31
American Indian < 100 < 0 < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 64 57 36 7 71 64 29 17 58 42 42
Hispanic 18 85 67 15 9 76 67 24 12 72 60 28
White 23 85 63 15 22 82 60 18 20 75 56 25
Two or more races 13 81 69 19 17 75 58 25 15 77 62 23
Students with Disabilities 4 46 42 54 - 42 42 58 2 32 30 68
Economically Disadvantaged 11 77 66 23 9 72 62 28 12 69 57 31
English Learners < < < < < < < < - 60 60 40
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 30 75 45 25 24 73 49 27 24 78 53 22
Female 29 72 42 28 22 75 52 25 20 77 57 23
Male 31 78 48 22 27 72 46 28 29 78 49 22
Asian < 100 < 0 < 100 < 0
Black < < < < 12 71 59 29 25 75 50 25
Hispanic 22 69 47 31 16 69 53 31 30 83 53 18
White 31 75 44 25 26 74 48 26 24 78 54 22
Two or more races 23 77 54 23 17 75 58 25 17 42 25 58
Students with Disabilities 8 42 34 58 2 36 34 64 6 38 32 62
Economically Disadvantaged 18 67 49 33 17 65 48 35 17 69 52 31
English Learners 24 88 65 12 < < < < 34 86 52 14
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: 94.81 State: 89.72 Division: 91.58 State: 88.34 Division: 89.76 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division191911
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten144145147
Kindergarten410417443
Grade 1426423419
Grade 2475415419
Grade 3459479428
Grade 4448465484
Grade 5421437476
Grade 6457418437
Grade 7480464427
Grade 8488459468
Grade 9499533521
Grade 10476455492
Grade 11452478454
Grade 12437419445
Post Graduate333
Total Students6,0756,0106,063
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 Students607560106063
Female296029152952
Male311530953111
American Indian151116
Asian343834
Black159169182
Hispanic754811840
Native Hawaiian333
White491747864800
Two or more races193192188
Students with Disabilities720766823
Not Students with Disabilities535552445240
Economically Disadvantaged281328172763
Not Economically Disadvantaged326231933300
English Learners392459498
Not English Learners568355515565
Migrant121012
Homeless162430
Military Connected345357
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 237 213 12 3 11 2
State 50979 36013 2733 1046 5404 1786
Female Division 140 94 4 1 5 0
State 27837 15823 920 366 1922 656
Male Division 97 119 8 2 6 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 8 3 0 0 1 0
State 7955 11090 1111 244 1359 744
Hispanic Division 18 15 6 2 3 0
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 199 186 5 1 7 2
State 30218 16420 1139 617 1589 596
Two or more races Division 5 5 1 0 0 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 8 37 12 0 2 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 57 86 8 3 6 1
State 10704 17342 1680 460 2640 1096
English Learners Division 5 11 5 1 2 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care Division < < < < < <
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 Students47846296.746597.3112.3
Female24423897.52399852
Male23422495.722696.662.6
American Indian0<100<10000
Asian0<100<10000
Black121191.71191.718.3
Hispanic443988.64193.236.8
Native Hawaiian0<100<10000
White40039097.539197.871.8
Two or more races11111001110000
Students with Disabilities595796.65796.623.4
Economically Disadvantaged16115193.815495.763.7
English Learners242187.52291.728.3
Homeless0<<<<00
Foster Care0<<<<<<
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 Taken30 / 1.61%43 / 2.28%21 / 1.1%
Advanced Placement Course Enrollment220 / 11.8%221 / 11.72%238 / 12.45%
Dual Enrollment302 / 16.2%356 / 18.89%397 / 20.76%
Governor’s School Enrollment25 / 1.34%25 / 1.33%25 / 1.31%
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 420 232 45
State 82482 57560 30
Female Division 199 139 30
State 41546 31230 25
Male Division 221 93 58
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 37 23 38
State 8547 5341 38
White Division 364 200 45
State 46319 33154 28
Two or more races Division 10 < 100
State 3521 2499 29
Students with Disabilities Division 31 < 100
State 5986 3008 50
Economically Disadvantaged Division 123 54 56
State 23515 13119 44
English Learners Division 13 < 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 AssessmentsDivision1299347
 State413936233471
State LicensuresDivision19718
 State179019641412
Industry CertificationDivision634747651
 State100544109590103892
Workplace ReadinessDivision228279471
 State307754231350242
Total Credentials EarnedDivision101011261187
 State137248157490159017
Students Earning One or More CredentialsDivision762854947
 State109089126113127744
CTE CompletersDivision269243262
 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 89 119 70 58.8%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 81 104 58 55.8%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 62 74 50 67.6%
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
68.3 68.3 67.6

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
2014-20154,217.005,300.00620.00
2015-20164,414.005,329.00635.00
2016-20174,384.005,646.00708.00

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 Students5678385134140544746012914253924991701345404458180190
Female27701815658266420364732629247845426302299390
Male290820478822783257656927632528680277422987100
American Indian13000140001311012121
Asian35210351003901131102
Black1451332150103816395517612214
Hispanic692372014690502211728853319769702424
Native Hawaiian0000000000000000
White462231910811843843839811742813841171034246357144141
Two or more races16914261721665167181361681778
Students with Disabilities630622134647822726686863633700902935
Economically Disadvantaged24272439096228029178902395317120962457304118145
English Learners38316963862063486401710500401117
Homeless31761341116532114105313613
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
Offenses Against Student 74
Offenses Against Staff 15
Weapons Offenses 20
Property Offenses 14
All Other Offenses <
Other Offenses Against Persons 120
Disorderly or Disruptive Behavior Offenses 313
Alcohol, Tobacco, and Other Drug Offenses 74
Technology Offenses <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.210.260.2470.183
Asian0.5490.510.560.6320.74
Black2.6473.592.6171.622.8128.09
Hispanic12.10510.2612.41214.6113.49414.95
Native Hawaiian0.0320.0490.05
White81.45682.5680.93879.8779.63471.32
Two or more races3.0022.823.1773.93.1954.9
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 Indian0.210.2470.183
Asian0.5490.560.632
Black2.6472.6172.812
Hispanic12.10512.41213.494
Native Hawaiian0.0320.0490.05
White81.45610080.93866.6779.634100
Two or more races3.0023.17733.333.195
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 Indian0.210.2470.183
Asian0.5490.560.632
Black2.6472.61713.042.812
Hispanic12.1057.1412.4124.3513.49429.17
Native Hawaiian0.0320.0490.05
White81.45692.8680.93869.5779.63466.67
Two or more races3.0023.17713.043.1954.17
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 43.1442.7142.49
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 28.6523.431.38
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 69.957.5567.64
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: 10.62 : 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: 13.59 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional7%9%
Provisional Special Education3%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
2015-201644%52%1%3%
2016-201745%51%1%3%
2017-201848%48%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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