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Smyth County Public Schools

General school information

Division: Smyth County Public Schools
Division Number: 86
Address: 121 Bagley Cir Ste 300 Marion, VA 24354-3140
Superintendent: Dr. Dennis G Carter
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 64 79 21 13 67 80 20 12 66 77 23
Female 15 66 82 18 14 67 81 19 13 66 79 21
Male 13 62 76 24 12 66 78 22 11 65 76 24
American Indian < < 100 0 < < < <
Asian 19 56 75 25 < < < < 9 73 82 18
Black 8 63 71 29 3 66 68 32 5 57 62 38
Hispanic 11 72 83 17 16 59 74 26 16 60 76 24
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 14 64 79 21 13 67 80 20 12 66 78 22
Two or more races 20 55 75 25 30 50 80 20 11 72 83 17
Students with Disabilities 9 41 50 50 10 46 56 44 10 43 53 47
Students without Disabilities 15 68 83 17 13 70 84 16 12 69 81 19
Economically Disadvantaged 11 63 74 26 10 64 74 26 9 63 72 28
Not Economically Disadvantaged 19 66 86 14 16 71 88 12 15 69 84 16
English Learners 10 30 40 60 < < < < < < < <
Military Connected 6 76 82 18
Foster Care < < < < 6 50 56 44
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26 14 56 70 30 16 56 72 28
Female 13 62 75 25 16 58 74 26 18 58 77 23
Male 13 61 73 27 13 54 67 33 14 53 67 33
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 80 80 20 < < < < < < < <
White 14 61 75 25 14 57 71 29 17 56 73 27
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 14 49 63 37 26 33 58 42 16 36 52 48
Students without Disabilities 13 64 76 24 12 60 72 28 16 60 77 23
Economically Disadvantaged 10 60 70 30 14 51 64 36 13 50 63 37
Not Economically Disadvantaged 19 63 82 18 16 63 79 21 21 64 85 15
English Learners < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 63 79 21 12 63 75 25 16 60 76 24
Female 16 67 83 17 11 66 77 23 20 59 79 21
Male 16 59 76 24 13 60 73 27 13 60 73 27
Black < < < < < < < < < < < <
Hispanic 8 75 83 17 18 55 73 27 < < < <
White 17 63 79 21 12 63 75 25 15 60 75 25
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 8 50 58 42 8 56 65 35 16 41 57 43
Students without Disabilities 18 65 82 18 13 64 77 23 16 63 79 21
Economically Disadvantaged 13 61 74 26 11 63 73 27 14 57 70 30
Not Economically Disadvantaged 22 66 88 12 14 63 78 22 19 64 82 18
English Learners < < < < < < < < < < < <
Military Connected < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 60 80 20 19 62 81 19 15 61 75 25
Female 21 58 79 21 20 64 83 17 15 60 75 25
Male 20 61 81 19 18 61 79 21 14 61 76 24
Asian < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic 9 82 91 9 36 45 82 18 9 64 73 27
Native Hawaiian < < 100 0
White 21 58 79 21 18 63 82 18 15 60 75 25
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 7 44 51 49 6 55 61 39 16 37 53 47
Students without Disabilities 22 62 84 16 21 63 84 16 14 65 79 21
Economically Disadvantaged 17 60 77 23 16 59 76 24 12 62 74 26
Not Economically Disadvantaged 25 59 85 15 23 67 90 10 19 58 77 23
English Learners < < 100 0 < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0 < < 100 0
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 12 69 81 19 9 68 77 23
Female 14 61 74 26 14 66 80 20 8 71 78 22
Male 18 59 78 22 10 72 83 17 10 65 75 25
American Indian < < < <
Black < < 100 0 < < < < - 50 50 50
Hispanic < < < < 8 67 75 25 18 55 73 27
White 16 60 76 24 12 70 82 18 9 69 78 22
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 11 42 53 47 2 44 46 54 - 47 47 53
Students without Disabilities 18 64 81 19 13 73 87 13 10 71 81 19
Economically Disadvantaged 10 62 72 28 9 68 77 23 5 68 73 27
Not Economically Disadvantaged 26 57 83 17 17 71 88 12 13 68 81 19
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 68 87 13 16 67 83 17 11 71 83 17
Female 25 68 93 7 16 67 83 17 13 70 83 17
Male 13 69 82 18 16 67 83 17 10 73 82 18
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic 36 45 82 18 < < < < 9 82 91 9
White 19 70 88 12 15 67 83 17 11 71 82 18
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 13 44 56 44 9 55 64 36 2 45 48 52
Students without Disabilities 20 72 91 9 17 70 87 13 12 75 88 12
Economically Disadvantaged 13 68 80 20 12 66 78 22 8 70 78 22
Not Economically Disadvantaged 26 69 95 5 23 70 92 8 15 73 87 13
Military Connected < < 100 0
Foster Care < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 67 77 23 10 70 80 20 10 66 75 25
Female 12 72 84 16 12 71 83 17 10 68 78 22
Male 6 63 69 31 9 69 77 23 10 64 74 26
Asian < < 100 0 < < 100 0 < < < <
Black - 73 73 27 - 60 60 40 < < < <
Hispanic 7 71 79 21 9 55 64 36 < < < <
White 9 67 76 24 11 71 81 19 9 66 75 25
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 24 31 69 12 31 43 57 10 44 53 47
Students without Disabilities 10 74 84 16 10 76 86 14 10 70 80 20
Economically Disadvantaged 7 65 72 28 5 68 73 27 7 61 68 32
Not Economically Disadvantaged 13 71 83 17 17 72 90 10 13 71 84 16
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 72 77 23 6 79 85 15 7 76 83 17
Female 6 77 83 17 8 78 86 14 8 77 85 15
Male 4 68 72 28 3 81 84 16 5 75 81 19
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 - 80 80 20 < < < <
White 5 72 77 23 5 80 85 15 7 76 83 17
Students with Disabilities - 32 32 68 5 43 48 53 11 53 63 37
Students without Disabilities 6 78 83 17 6 84 90 10 6 80 86 14
Economically Disadvantaged 2 68 70 30 5 71 76 24 5 69 74 26
Not Economically Disadvantaged 7 76 83 17 7 86 93 7 9 85 94 6
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 56 69 31 12 55 67 33 12 54 66 34
Female 18 61 79 21 15 59 74 26 15 58 73 27
Male 7 51 59 41 9 51 61 39 10 51 61 39
Asian < < 100 0 < < 100 0 < < < <
Black - 43 43 57 7 20 27 73 < < 100 0
Hispanic 11 59 70 30 13 47 60 40 < < < <
White 13 56 69 31 12 57 69 31 12 53 66 34
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 3 21 24 76 5 24 29 71 11 29 39 61
Students without Disabilities 14 61 76 24 13 60 73 27 13 60 72 28
Economically Disadvantaged 9 52 60 40 8 50 59 41 8 50 59 41
Not Economically Disadvantaged 17 60 77 23 17 62 79 21 17 58 75 25
Military Connected < < < <
Foster Care < < < < < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 55 66 34 9 56 65 35 11 55 66 34
Female 17 59 76 24 12 61 73 27 14 59 73 27
Male 5 51 56 44 6 52 57 43 10 51 61 39
Asian < < 100 0 < < 100 0 < < < <
Black - 55 55 45 < < < < < < 100 0
Hispanic 7 64 71 29 < < < < < < < <
White 11 55 65 35 9 58 67 33 11 54 65 35
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 15 15 85 2 24 27 73 5 31 35 65
Students without Disabilities 12 61 74 26 10 61 71 29 13 60 72 28
Economically Disadvantaged 6 54 60 40 4 51 55 45 7 51 58 42
Not Economically Disadvantaged 17 57 74 26 15 63 79 21 17 59 75 25
Military Connected < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 57 71 29 16 54 70 30 < < 100 0
Female 20 62 82 18 18 57 75 25 < < 100 0
Male 9 51 61 39 13 51 65 35 < < 100 0
White 14 57 72 28 16 55 71 29 < < 100 0
Students with Disabilities 6 26 32 68 8 24 32 68 < < 100 0
Economically Disadvantaged 12 50 61 39 13 50 63 37 < < 100 0
Not Economically Disadvantaged 17 62 79 21 20 60 80 20 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 79 21 12 67 79 21 13 71 84 16
Female 15 66 81 19 11 70 81 19 12 74 86 14
Male 16 61 77 23 13 64 77 23 14 68 82 18
American Indian < < < < < < 100 0 < < < <
Asian 40 47 87 13 23 54 77 23 30 60 90 10
Black 5 67 71 29 4 63 67 33 7 55 62 38
Hispanic 7 79 87 13 12 65 77 23 16 69 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 16 63 79 21 12 67 79 21 13 71 85 15
Two or more races 29 38 67 33 35 40 75 25 6 65 71 29
Students with Disabilities 8 45 52 48 9 43 53 47 11 52 63 37
Students without Disabilities 17 66 83 17 13 70 83 17 14 74 88 12
Economically Disadvantaged 11 62 73 27 10 66 75 25 9 71 80 20
Not Economically Disadvantaged 22 66 87 13 16 68 84 16 18 71 89 11
English Learners 9 64 73 27 13 53 67 33 17 58 75 25
Military Connected 12 76 88 12
Foster Care < < < < 20 67 87 13
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 12 60 72 28 14 65 79 21
Female 11 63 73 27 7 70 77 23 14 60 74 26
Male 12 57 69 31 15 53 68 32 14 71 84 16
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic - 90 90 10 < < < < < < < <
White 12 59 71 29 11 61 73 27 15 65 80 20
Two or more races < < < < < < < < < < < <
Students with Disabilities 14 36 50 50 14 37 51 49 16 39 55 45
Students without Disabilities 11 64 75 25 11 64 76 24 14 70 84 16
Economically Disadvantaged 10 58 68 32 8 58 67 33 9 62 72 28
Not Economically Disadvantaged 14 63 78 22 16 64 80 20 21 67 89 11
English Learners < < < < < < < < < < 100 0
Military Connected < < < <
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 52 81 19 18 61 79 21 17 66 83 17
Female 26 57 83 17 16 63 78 22 16 74 91 9
Male 31 49 79 21 21 59 80 20 18 58 77 23
Black < < < < < < 100 0 < < < <
Hispanic 25 58 83 17 8 83 92 8 < < < <
White 28 52 81 19 19 60 79 21 17 67 84 16
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 8 45 53 47 15 44 58 42 16 48 64 36
Students without Disabilities 32 54 85 15 19 64 83 17 18 69 86 14
Economically Disadvantaged 21 56 77 23 15 63 78 22 15 63 78 22
Not Economically Disadvantaged 42 46 88 12 24 57 81 19 20 69 89 11
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 49 77 23 23 54 77 23 12 65 78 22
Female 28 48 75 25 24 56 80 20 8 70 78 22
Male 30 49 79 21 23 53 75 25 16 61 77 23
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 9 82 91 9 36 36 73 27 18 73 91 9
Native Hawaiian < < 100 0
White 29 48 77 23 23 55 78 22 13 65 78 22
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 5 39 44 56 8 45 53 47 14 47 61 39
Students without Disabilities 32 50 82 18 25 56 81 19 12 68 81 19
Economically Disadvantaged 21 50 71 29 21 53 74 26 9 67 76 24
Not Economically Disadvantaged 42 46 88 12 26 57 83 17 18 62 80 20
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 70 90 10 16 75 90 10 20 66 86 14
Female 16 73 89 11 18 73 91 9 20 69 89 11
Male 22 69 90 10 14 76 90 10 20 63 83 17
American Indian < < < <
Black < < 100 0 < < < < 10 50 60 40
Hispanic < < 100 0 8 75 83 17 36 64 100 0
White 19 70 89 11 16 76 92 8 20 66 86 14
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 10 66 76 24 5 61 66 34 9 58 67 33
Students without Disabilities 21 71 93 7 17 77 94 6 22 67 89 11
Economically Disadvantaged 12 74 86 14 13 75 88 12 15 71 86 14
Not Economically Disadvantaged 30 65 95 5 20 74 94 6 26 59 86 14
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 62 74 26 9 60 69 31 13 76 89 11
Female 15 63 79 21 7 65 72 28 15 77 92 8
Male 11 60 70 30 10 56 66 34 11 75 86 14
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 14 61 75 25 8 60 68 32 14 77 90 10
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 11 24 34 66 11 38 49 51 5 57 62 38
Students without Disabilities 13 68 81 19 8 66 73 27 15 79 94 6
Economically Disadvantaged 10 57 67 33 7 57 64 36 7 76 83 17
Not Economically Disadvantaged 17 69 87 13 11 66 77 23 21 75 96 4
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 78 80 20 4 74 79 21 11 72 83 17
Female 2 82 84 16 6 73 79 21 9 77 86 14
Male 3 74 77 23 3 75 78 22 13 68 81 19
Asian < < 100 0
Black - 91 91 9 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 3 77 79 21 4 76 80 20 11 72 83 17
Two or more races < < 100 0 < < 100 0
Students with Disabilities 2 35 37 63 7 37 44 56 7 53 60 40
Students without Disabilities 3 89 91 9 3 85 88 12 13 77 89 11
Economically Disadvantaged 3 73 76 24 4 74 78 22 9 69 77 23
Not Economically Disadvantaged 1 86 88 12 4 76 80 20 15 77 92 8
English Learners < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 74 80 20 4 79 83 17 2 83 85 15
Female 7 76 83 17 4 80 85 15 2 85 88 13
Male 5 72 78 22 3 78 81 19 1 81 82 18
American Indian < < 100 0
Asian < < 100 0
Black < < < < - 67 67 33 8 67 75 25
Hispanic < < < < 8 62 69 31 - 86 86 14
White 6 74 80 20 4 80 84 16 2 83 85 15
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 53 53 47 - 43 43 57 - 71 71 29
Students without Disabilities 7 76 83 17 4 84 88 12 2 85 87 13
Economically Disadvantaged 3 70 74 26 2 78 80 20 1 81 82 18
Not Economically Disadvantaged 10 79 89 11 6 82 87 13 3 85 89 11
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < < <
Foster Care < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 62 68 32 8 66 74 26 6 79 85 15
Female 7 65 72 28 7 71 77 23 4 84 88 12
Male 5 60 64 36 10 61 71 29 10 72 82 18
American Indian < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic - 70 70 30 < < < < < < < <
White 6 62 68 32 9 66 74 26 6 81 87 13
Students with Disabilities - 56 56 44 - 56 56 44 8 38 46 54
Students without Disabilities 6 63 69 31 9 66 75 25 6 81 88 12
Economically Disadvantaged 2 51 53 47 5 64 69 31 4 76 80 20
Not Economically Disadvantaged 9 72 82 18 13 68 81 19 9 81 90 10
English Learners < < 100 0 < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 71 93 7 16 76 92 8 22 72 95 5
Female 20 74 94 6 12 79 91 9 21 75 97 3
Male 26 67 92 8 21 72 93 7 24 68 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 71 94 6 16 76 92 8 23 73 95 5
Two or more races < < 100 0
Students with Disabilities 10 70 80 20 < < < < < < 100 0
Students without Disabilities 23 71 94 6 16 77 93 7 23 72 95 5
Economically Disadvantaged 15 81 96 4 7 86 93 7 17 75 92 8
Not Economically Disadvantaged 26 67 92 8 21 70 91 9 25 71 96 4
English Learners < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 71 82 18 13 70 82 18 14 71 84 16
Female 10 72 81 19 12 71 83 17 11 74 85 15
Male 13 69 83 17 14 68 82 18 16 68 84 16
Asian 36 64 100 0 < < 100 0 < < < <
Black - 71 71 29 - 63 63 37 3 64 67 33
Hispanic 7 74 80 20 9 80 89 11 13 65 78 23
Native Hawaiian < < 100 0 < < 100 0
White 12 70 82 18 13 70 83 17 14 71 85 15
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 3 44 47 53 5 46 52 48 9 52 61 40
Students without Disabilities 12 74 87 13 14 73 87 13 15 74 88 12
Economically Disadvantaged 7 69 76 24 10 67 77 23 9 71 80 20
Not Economically Disadvantaged 17 73 89 11 16 73 90 10 19 71 90 10
English Learners < < < < < < < < < < < <
Military Connected - 90 90 10
Foster Care < < < < - 67 67 33
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 59 75 25 20 60 79 21 19 61 80 20
Female 13 57 70 30 18 61 79 21 13 65 78 22
Male 20 60 80 20 21 59 80 20 24 57 81 19
Asian < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 82 82 18 18 64 82 18 27 55 82 18
Native Hawaiian < < 100 0 < < 100 0
White 17 58 75 25 20 60 80 20 19 61 80 20
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 2 37 39 61 13 50 63 38 18 41 59 41
Students without Disabilities 18 62 81 19 21 61 82 18 19 65 84 16
Economically Disadvantaged 13 59 72 29 18 58 75 25 16 62 79 21
Not Economically Disadvantaged 23 58 81 19 22 63 86 14 22 59 81 19
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 75 83 17 14 73 87 13 15 70 85 15
Female 8 77 85 15 14 74 87 13 10 74 85 15
Male 9 72 80 20 14 73 87 13 19 67 86 14
Asian < < 100 0 < < 100 0 < < < <
Black - 91 91 9 - 70 70 30 < < 100 0
Hispanic 7 79 86 14 < < < < < < < <
White 8 74 82 18 15 73 88 12 15 70 85 15
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 2 41 43 57 7 43 50 50 8 55 63 37
Students without Disabilities 9 80 89 11 15 78 93 7 16 73 90 10
Economically Disadvantaged 5 73 78 22 8 73 81 19 8 69 77 23
Not Economically Disadvantaged 12 77 89 11 22 73 95 5 23 72 94 6
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 75 86 14 12 64 76 24 9 75 84 16
Female 9 80 89 11 11 68 79 21 12 77 89 11
Male 12 71 83 17 13 60 73 27 7 72 80 20
Asian < < 100 0 < < 100 0
Black < < < < < < < < - 53 53 47
Hispanic 17 50 67 33 < < 100 0 8 69 77 23
White 10 76 87 13 12 64 76 24 9 76 86 14
Students with Disabilities - 46 46 54 - 39 39 61 - 49 49 51
Students without Disabilities 12 79 91 9 13 67 80 20 11 78 89 11
Economically Disadvantaged 4 73 77 23 8 58 66 34 7 73 80 20
Not Economically Disadvantaged 15 77 93 7 18 72 90 10 13 76 90 10
English Learners < < < <
Military Connected < < 100 0
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 74 88 12 10 77 86 14 < < 100 0
Female 9 74 84 16 10 75 85 15
Male 23 75 98 2 9 78 87 13 < < 100 0
Asian < < 100 0 < < 100 0
Black < < < <
Hispanic < < 100 0 < < 100 0
White 15 74 89 11 9 76 86 14 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 15 76 90 10 10 77 87 13 < < 100 0
Economically Disadvantaged 10 73 83 17 10 73 82 18
Not Economically Disadvantaged 16 75 91 9 10 78 88 12 < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 72 81 19 8 78 86 14 11 77 88 12
Female 8 70 79 21 7 79 86 14 9 80 89 11
Male 10 73 83 17 8 78 86 14 13 74 88 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < - 79 79 21 < < < <
Hispanic < < < < 7 86 93 7 - 70 70 30
White 9 72 81 19 8 78 86 14 12 78 90 10
Students with Disabilities - 58 58 42 - 55 55 45 2 64 67 33
Students without Disabilities 10 74 84 16 9 82 91 9 12 79 91 9
Economically Disadvantaged 4 71 75 25 6 78 84 16 5 79 84 16
Not Economically Disadvantaged 16 74 90 10 10 79 89 11 18 75 93 7
English Learners < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 61 84 16 23 62 84 16 21 59 80 20
Female 20 64 84 16 18 65 83 17 16 61 77 23
Male 27 58 85 15 26 59 85 15 25 58 82 18
Asian 50 40 90 10 < < < < < < < <
Black 8 50 58 42 15 56 71 29 15 45 60 40
Hispanic 18 72 90 10 14 72 86 14 19 63 81 19
White 24 61 85 15 23 62 85 15 21 59 80 20
Two or more races < < < < < < < < 18 45 64 36
Students with Disabilities 9 47 56 44 11 47 58 42 14 43 56 44
Students without Disabilities 26 63 89 11 24 64 88 12 22 62 84 16
Economically Disadvantaged 17 61 78 22 19 62 80 20 16 58 74 26
Not Economically Disadvantaged 31 61 92 8 28 62 89 11 26 60 86 14
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 69 83 17 16 71 86 14 5 53 58 42
Female 11 70 81 19 11 72 83 17 - 55 55 45
Male 17 68 85 15 20 70 90 10 11 50 61 39
Asian < < < <
Black < < < < < < < < < < < <
Hispanic < < < < 9 82 91 9 < < 100 0
White 15 69 84 16 16 70 86 14 5 53 58 42
Two or more races < < 100 0
Students with Disabilities 3 49 51 49 - 58 58 42 - 33 33 67
Students without Disabilities 16 71 87 13 17 72 90 10 6 56 63 37
Economically Disadvantaged 9 65 74 26 13 68 81 19 5 40 45 55
Not Economically Disadvantaged 18 71 89 11 18 73 92 8 6 69 75 25
English Learners < < < < < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 58 80 20 24 57 81 19 9 49 58 42
Female 18 62 79 21 19 67 86 14 7 51 59 41
Male 27 55 81 19 29 47 76 24 11 46 57 43
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 22 58 80 20 24 56 80 20 8 52 61 39
Two or more races < < 100 0
Students with Disabilities - 42 42 58 7 25 32 68 - 47 47 53
Students without Disabilities 26 60 86 14 26 62 88 12 11 50 61 39
Economically Disadvantaged 17 57 74 26 17 60 77 23 9 41 50 50
Not Economically Disadvantaged 30 59 89 11 33 54 87 13 8 64 72 28
English Learners < < < <
Foster Care < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 59 76 24 15 67 82 18 21 68 89 11
Female 10 65 75 25 3 75 78 23 20 60 80 20
Male 26 52 78 22 26 60 85 15 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 19 59 78 22 16 66 82 18 24 65 88 12
Two or more races < < < <
Students with Disabilities < < < < < < 100 0
Students without Disabilities 18 59 77 23 15 67 82 18 22 67 89 11
Economically Disadvantaged 7 48 55 45 19 56 74 26 20 70 90 10
Not Economically Disadvantaged 26 68 94 6 11 77 89 11 < < < <
English Learners < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 76 85 15 15 71 85 15 12 70 82 18
Female 8 76 84 16 14 71 85 15 7 73 80 20
Male 9 77 86 14 15 71 86 14 15 68 84 16
Asian < < 100 0 < < 100 0 < < < <
Black - 80 80 20 - 50 50 50 < < < <
Hispanic 7 86 93 7 8 67 75 25 < < < <
White 8 76 84 16 15 72 87 13 12 71 82 18
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 43 43 57 - 46 46 54 9 51 60 40
Students without Disabilities 10 82 91 9 16 74 90 10 13 74 86 14
Economically Disadvantaged 5 74 79 21 11 71 82 18 8 68 76 24
Not Economically Disadvantaged 13 79 92 8 19 71 90 10 16 73 89 11
English Learners < < < < < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 64 88 12 23 60 83 17 20 62 82 18
Female 22 67 89 11 19 63 82 18 17 59 77 23
Male 25 61 86 14 27 58 85 15 22 65 87 13
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 9 73 82 18
White 24 65 89 11 23 60 83 17 20 62 83 17
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 6 42 48 52 10 55 65 35 - 42 42 58
Students without Disabilities 26 67 92 8 26 61 87 13 23 65 88 12
Economically Disadvantaged 11 70 80 20 17 63 80 20 15 63 78 22
Not Economically Disadvantaged 38 58 96 4 34 56 90 10 26 61 87 13
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 39 86 14 37 47 84 16 36 47 83 17
Female 41 46 87 13 33 48 81 19 29 54 84 16
Male 52 33 85 15 41 47 88 12 42 40 82 18
Black < < < < < < 100 0 < < < <
Hispanic 42 50 92 8 25 50 75 25 < < < <
White 47 39 86 14 38 47 85 15 36 47 83 17
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 16 52 68 32 21 51 72 28 22 38 59 41
Students without Disabilities 51 37 89 11 39 47 86 14 38 48 86 14
Economically Disadvantaged 39 43 82 18 32 51 83 17 27 53 80 20
Not Economically Disadvantaged 61 32 93 7 45 41 86 14 48 39 87 13
English Learners < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division11-
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten150148145
Kindergarten314312292
Grade 1301308300
Grade 2299297295
Grade 3334302293
Grade 4377333300
Grade 5325369333
Grade 6359324356
Grade 7339363328
Grade 8349336362
Grade 9336377352
Grade 10385316347
Grade 11319358302
Grade 12318288327
Total Students4,5054,4314,332

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students450544314332
Female217921352085
Male232622962247
American Indian223
Asian252521
Black697175
Hispanic133133132
Native Hawaiian511
White423141714064
Two or more races402836
Students with Disabilities621635617
Students without Disabilities388437963715
Economically Disadvantaged251025852377
Not Economically Disadvantaged199518461955
English Learners525449
Not English Learners445343774283
Homeless71012
Military Connected242426
Foster Care424653
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 121 164 11 0 10 6
State 50983 36029 2739 1053 5386 1766
Female Division 77 69 3 0 5 0
State 27838 15825 923 368 1911 652
Male Division 44 95 8 0 5 6
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division < < < < < <
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 117 154 11 0 8 6
State 30221 16421 1144 621 1576 587
Students with Disabilities Division 0 27 11 0 3 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 33 89 9 0 6 2
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3122969529695103
Female154149971499753
Male158147931479353
Asian<<100<10000
Black<<<<<<<
Hispanic<<100<10000
White296282952829583
Students with Disabilities413893389337
Economically Disadvantaged139131941319464
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken70 / 5.15%107 / 7.99%
Advanced Placement Course Enrollment73 / 5.38%114 / 8.51%
Dual Enrollment372 / 27.39%401 / 29.95%
Governor's School Enrollment2 / .15%10 / .75%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision32919341
State83,31058,98329
FemaleDivision17611833
State42,04632,13924
MaleDivision1537551
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision11<100
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision31118142
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision421467
State6,7843,33551
Economically DisadvantagedDivision1315459
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision5247-
 State4,1393,6233,525
State LicensuresDivision1313-
 State2,4402,2791,881
Industry CertificationDivision19419-
 State99,894109,275104,601
Workplace ReadinessDivision284350323
 State30,77542,31350,241
Total Credentials EarnedDivision543429323
 State137,248157,490160,248
Students Earning One or More CredentialsDivision410387323
 State109,089126,113128,672
CTE CompletersDivision14762142
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division2,153.006,315.001,166.00
State5,761.004,621.00875.00
2013-2014Division2,139.006,410.001,081.00
State5,807.004,651.00784.00
2014-2015Division2,273.006,540.00951.00
State5,933.004,819.00771.00
2015-2016Division2,308.006,610.00989.00
State6,084.004,849.00812.00
2016-2017Division2,135.006,970.001,178.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,5008223,5936323,513661
Female1,6784061,7262991,689319
Male1,8224161,8673331,824342
American Indian<<<<<<
Asian222231173
Black481857145815
Hispanic102241071810914
Native Hawaiian<<<<<<
White3,2947723,3815933,297624
Two or more races286226284
Students with Disabilities460154489134487141
Economically Disadvantaged1,8636161,9844501,852500
English Learners464444451
Homeless<<131<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 68
Offenses Against Staff 15
Weapons Offenses 11
Property Offenses 12
All Other Offenses 13
Other Offenses Against Persons 183
Disorderly or Disruptive Behavior Offenses 240
Alcohol, Tobacco, and Other Drug Offenses 43
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian000.2
Asian0.60.60.7
Black1.52.91.65.7
Hispanic31.231
Native Hawaiian0.10
White93.994.494.191.6
Two or more races0.91.50.60.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian00
Asian0.60.6
Black1.51.6
Hispanic33
Native Hawaiian0.10
White93.994.1
Two or more races0.90.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian00
Asian0.60.6
Black1.51.6
Hispanic33
Native Hawaiian0.10
White93.994.1
Two or more races0.90.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 56.167.270
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 46.849.747.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 75.474.774.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.2 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 10.81 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 1% 15.3% 1.6% 5.1% 4.2% 5.5%
High Poverty 1.6% 16.2% 0.8% 5.1% 5.4% 8.1%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%1%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201753%43%0%4%
2017-201853%43%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students80%80%73%75%
Asian67%80%87%75%
Black71%70%60%75%
Hispanic79%80%63%75%
White80%80%81%75%
Economically Disadvantaged74%74%62%75%
English Learners67%65%53%75%
Students with Disabilities55%54%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students81%81%74%70%
Asian67%80%89%70%
Black76%72%60%70%
Hispanic80%84%64%70%
White82%81%81%70%
Economically Disadvantaged77%76%63%70%
English Learners77%75%57%70%
Students with Disabilities53%51%42%70%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students83%
Asian<
Black61%
Hispanic77%
White84%
Economically Disadvantaged78%
English Learners<
Students with Disabilities54%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students83%83%
Asian<<
Black71%74%
Hispanic79%85%
White83%83%
Economically Disadvantaged79%80%
English Learners84%85%
Students with Disabilities67%65%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students91%84%84%
Asian<90%84%
Black100%82%84%
Hispanic<81%84%
White91%86%84%
Economically Disadvantaged86%78%84%
English Learners<65%84%
Students with Disabilities71%56%84%
Homeless<--
Foster Care<--

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%16%9%10%
Asian4%5%5%10%
Black20%22%9%10%
Hispanic14%16%9%10%
White15%16%9%10%
Economically Disadvantaged18%22%13%10%
English Learners8%6%8%10%
Students with Disabilities22%23%14%10%

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress64%46%58%
English Learner Proficiency21%--

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress142264%
English Learner Proficiency73421%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian100%100%<
Black100%100%100%
Hispanic99%99%96%
White100%99%100%
Economically Disadvantaged100%99%100%
Not Economically Disadvantaged100%99%100%
English Learners100%100%<
Students with Disabilities98%98%98%
Students without Disabilities100%100%100%
Female100%100%99%
Male100%99%100%
Migrant---

< = Results suppressed to protect student privacy
— = Not applicable or no students

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 53%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 78%
State 81%