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Southampton County Public Schools

General school information

Division: Southampton County Public Schools
Division Number: 87
Address: 21308 Plank Road Courtland, VA 23837
Superintendent: Dr. Gwendolyn Page Shannon
Region: 2
Division Website (opens new window)
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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 66 80 20 13 67 80 20 13 67 80 20
Female 18 66 83 17 15 67 83 17 14 69 84 16
Male 11 66 77 23 11 68 78 22 12 65 77 23
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 8 62 70 30 8 62 70 30 7 62 70 30
Hispanic 29 57 86 14 13 77 90 10 13 74 87 13
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 69 88 12 17 71 88 12 18 70 88 12
Two or more races 14 75 89 11 11 78 89 11 9 71 80 20
Students with Disabilities 11 36 47 53 14 36 50 50 15 37 52 48
Students without Disabilities 15 70 85 15 13 72 85 15 13 72 85 15
Economically Disadvantaged 9 64 73 27 9 63 72 28 9 64 74 26
Not Economically Disadvantaged 19 68 87 13 17 72 90 10 17 70 88 12
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
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 65 78 22 14 59 74 26 13 60 74 26
Female 15 69 85 15 18 64 82 18 14 63 76 24
Male 10 61 71 29 11 55 66 34 13 58 71 29
American Indian < < < < < < 100 0
Black 7 60 67 33 10 51 61 39 5 58 62 38
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 17 69 86 14 16 68 85 15 21 61 82 18
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 3 40 43 57 7 31 38 62 21 42 63 37
Students without Disabilities 14 69 83 17 16 65 80 20 12 62 75 25
Economically Disadvantaged 9 60 70 30 11 53 65 35 11 58 69 31
Not Economically Disadvantaged 17 71 88 12 18 67 85 15 16 64 80 20
Military Connected < < 100 0
Foster Care < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 80 20 10 69 79 21 18 62 80 20
Female 21 60 81 19 12 69 82 18 22 61 83 17
Male 17 63 80 20 8 69 77 23 15 62 78 22
Black 12 60 72 28 10 59 69 31 9 57 66 34
Hispanic < < < < < < 100 0 < < 100 0
White 25 61 86 14 11 76 87 13 26 65 92 8
Two or more races 9 73 82 18 < < < < 8 67 75 25
Students with Disabilities 16 35 52 48 3 47 50 50 6 50 56 44
Students without Disabilities 19 66 85 15 11 73 84 16 21 64 85 15
Economically Disadvantaged 12 64 77 23 8 63 71 29 13 59 72 28
Not Economically Disadvantaged 26 59 84 16 13 79 92 8 24 65 90 10
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 21 64 84 16 20 62 82 18 18 63 81 19
Female 29 60 89 11 24 57 81 19 19 65 85 15
Male 13 67 80 20 16 67 83 18 17 61 78 22
Asian < < 100 0 < < 100 0
Black 14 64 78 23 14 59 72 28 10 61 71 29
Hispanic < < 100 0 < < < < < < < <
White 26 63 89 11 26 60 86 14 23 67 90 10
Two or more races < < 100 0 - 100 100 0 < < < <
Students with Disabilities 17 42 58 42 27 30 58 42 9 41 50 50
Students without Disabilities 21 67 88 12 19 67 86 14 19 67 86 14
Economically Disadvantaged 11 67 78 22 15 61 75 25 13 61 74 26
Not Economically Disadvantaged 31 60 91 9 27 63 90 10 24 66 90 10
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19 13 67 81 19 12 66 77 23
Female 26 58 83 17 17 70 87 13 15 68 83 17
Male 14 64 79 21 10 66 76 24 9 64 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 8 61 69 31 6 66 73 27 10 58 68 32
Hispanic < < < < < < 100 0 < < < <
White 26 63 89 11 21 67 87 13 15 69 84 16
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 17 38 54 46 14 38 52 48 19 32 51 49
Students without Disabilities 20 65 85 15 13 72 86 14 10 72 82 18
Economically Disadvantaged 10 61 71 29 8 67 74 26 8 64 72 28
Not Economically Disadvantaged 26 62 88 12 21 69 90 10 17 67 85 15
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 61 76 24 19 70 88 12 13 68 81 19
Female 20 60 80 20 16 72 88 12 18 69 87 13
Male 10 62 72 28 21 67 88 12 9 67 76 24
Black 6 52 57 43 13 67 80 20 8 66 74 26
Hispanic < < < < < < 100 0 < < 100 0
White 23 69 91 9 22 71 93 7 18 68 86 14
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 36 41 59 26 42 68 32 21 29 50 50
Students without Disabilities 16 64 81 19 17 75 92 8 12 73 85 15
Economically Disadvantaged 8 55 63 37 16 69 85 15 9 65 74 26
Not Economically Disadvantaged 22 67 89 11 21 70 91 9 18 71 89 11
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 10 66 75 25 8 64 71 29 11 69 80 20
Female 11 66 77 23 11 60 70 30 8 73 81 19
Male 7 66 73 27 5 68 72 28 14 65 79 21
Black 10 54 64 36 2 51 53 47 8 56 64 36
Hispanic < < 100 0 < < < < < < 100 0
White 8 75 84 16 12 74 86 14 13 77 89 11
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 20 10 30 70 - 32 32 68 23 32 55 45
Students without Disabilities 9 71 80 20 8 68 76 24 9 76 85 15
Economically Disadvantaged 6 63 69 31 2 56 58 42 8 63 71 29
Not Economically Disadvantaged 12 68 80 20 13 71 85 15 14 74 88 12
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 85 89 11 8 81 88 12 5 84 89 11
Female 6 85 92 8 10 80 90 10 4 87 91 9
Male 3 84 87 13 5 82 87 13 6 80 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 83 83 17 1 84 85 15 1 81 82 18
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 8 85 94 6 13 78 91 9 8 85 93 7
Two or more races < < < < < < 100 0
Students with Disabilities - 50 50 50 16 28 44 56 8 35 42 58
Students without Disabilities 5 88 93 7 6 89 95 5 4 91 95 5
Economically Disadvantaged - 89 89 11 5 75 80 20 1 85 86 14
Not Economically Disadvantaged 7 82 90 10 10 85 95 5 8 83 90 10
< = 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 22 64 86 14 24 57 81 19 23 59 82 18
Female 27 64 91 9 29 57 87 13 28 58 85 15
Male 16 65 81 19 19 56 75 25 19 60 78 22
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < < < 100 0
Black 12 65 78 22 9 65 74 26 11 58 69 31
Hispanic < < 100 0 - 80 80 20 25 67 92 8
Native Hawaiian < < 100 0 < < 100 0
White 28 65 93 7 38 49 87 13 30 59 89 11
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 18 39 58 42 8 21 29 71 13 30 43 57
Students without Disabilities 23 67 89 11 26 62 88 12 25 63 88 12
Economically Disadvantaged 15 68 83 17 12 59 71 29 16 59 75 25
Not Economically Disadvantaged 26 62 88 12 35 54 90 10 27 58 86 14
English Learners < < 100 0 < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 63 87 13 18 59 77 23 23 55 78 22
Female 30 62 92 8 21 64 86 14 29 53 82 18
Male 15 65 80 20 15 54 69 31 18 57 76 24
Black 19 59 78 22 6 64 70 30 11 53 63 37
Hispanic < < 100 0 < < < < < < 100 0
White 25 69 94 6 29 53 83 17 30 58 88 13
Two or more races < < 100 0 < < 100 0
Students with Disabilities 15 35 50 50 - 17 17 83 16 31 47 53
Students without Disabilities 24 66 90 10 20 64 84 16 25 60 85 15
Economically Disadvantaged 19 69 88 13 11 56 67 33 19 51 70 30
Not Economically Disadvantaged 26 60 86 14 26 62 88 12 26 58 84 16
Foster Care < < 100 0 < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 66 86 14 30 54 85 15 23 62 85 15
Female 24 67 90 10 37 51 88 12 26 62 88 12
Male 18 65 82 18 22 59 81 19 19 62 81 19
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 5 73 78 23 11 67 78 22 12 62 74 26
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 31 61 92 8 46 45 90 10 30 61 91 9
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 22 44 67 33 14 24 38 62 8 29 38 63
Students without Disabilities 20 68 88 12 33 59 92 8 24 66 91 9
Economically Disadvantaged 11 67 78 22 13 63 76 24 13 67 80 20
Not Economically Disadvantaged 25 65 90 10 44 47 92 8 29 59 87 13
English Learners < < 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 13 73 86 14 10 69 80 20 9 76 85 15
Female 11 77 88 12 9 73 82 18 7 79 86 14
Male 16 69 85 15 12 66 77 23 10 73 83 17
American Indian < < < < < < 100 0 < < < <
Asian < < < < < < < < < < 100 0
Black 7 75 82 18 5 65 70 30 5 72 77 23
Hispanic 30 60 90 10 14 77 91 9 11 82 92 8
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 19 71 90 10 15 72 86 14 12 79 90 10
Two or more races 9 80 89 11 5 75 80 20 6 86 92 8
Students with Disabilities 11 48 58 42 17 33 49 51 13 45 58 42
Students without Disabilities 14 76 90 10 10 74 84 16 8 80 88 12
Economically Disadvantaged 7 75 82 18 7 66 72 28 6 73 79 21
Not Economically Disadvantaged 20 71 90 10 14 73 87 13 11 79 90 10
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 16 72 88 12 12 68 80 20 12 75 87 13
Female 12 75 87 13 13 70 83 17 8 78 86 14
Male 20 69 89 11 12 65 77 23 17 72 88 12
American Indian < < 100 0 < < < <
Black 8 75 83 17 8 58 66 34 6 71 77 23
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 22 69 91 9 19 72 91 9 17 77 95 5
Two or more races < < 100 0 - 82 82 18 < < 100 0
Students with Disabilities 10 50 60 40 11 41 52 48 26 42 68 32
Students without Disabilities 17 75 92 8 13 72 85 15 11 78 89 11
Economically Disadvantaged 6 78 83 17 9 64 73 27 11 71 82 18
Not Economically Disadvantaged 28 65 94 6 17 72 89 11 14 80 94 6
Military Connected < < 100 0
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 63 86 14 14 63 77 23 14 73 88 13
Female 20 71 91 9 12 66 78 22 16 72 88 12
Male 24 57 81 19 16 61 77 23 12 75 87 13
Black 9 73 83 17 5 62 67 33 4 74 78 23
Hispanic < < < < < < 100 0 < < 100 0
White 32 55 88 12 20 65 85 15 22 73 95 5
Two or more races 10 80 90 10 < < < < 15 77 92 8
Students with Disabilities 10 40 50 50 11 31 42 58 6 48 55 45
Students without Disabilities 24 67 91 9 14 69 83 17 16 79 94 6
Economically Disadvantaged 13 71 84 16 7 62 68 32 10 73 84 16
Not Economically Disadvantaged 32 55 87 13 24 66 91 9 18 74 92 8
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 20 59 79 21 13 62 75 25 12 69 81 19
Female 21 60 81 19 8 69 77 23 11 71 82 18
Male 19 57 76 24 18 54 73 28 13 67 80 20
Asian < < 100 0 < < 100 0
Black 12 59 71 29 5 62 66 34 7 66 73 27
Hispanic < < 100 0 < < < < < < < <
White 26 58 84 16 19 62 81 19 17 72 88 12
Two or more races < < 100 0 9 55 64 36 < < < <
Students with Disabilities 25 46 71 29 27 21 48 52 6 50 56 44
Students without Disabilities 19 60 80 20 11 68 79 21 13 72 85 15
Economically Disadvantaged 12 56 68 32 10 57 67 33 6 68 75 25
Not Economically Disadvantaged 29 61 90 10 17 67 84 16 20 69 89 11
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 8 73 82 18 5 67 72 28 7 65 72 28
Female 4 82 86 14 5 68 74 26 4 71 75 25
Male 12 67 79 21 5 67 71 29 9 60 69 31
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 7 69 76 24 1 60 61 39 4 55 59 41
Hispanic < < < < < < 100 0 < < < <
White 10 75 85 15 9 74 82 18 9 71 80 20
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 17 30 48 52 14 31 45 55 16 22 38 62
Students without Disabilities 7 80 87 13 3 74 77 23 5 73 78 22
Economically Disadvantaged 1 76 77 23 5 60 65 35 4 60 64 36
Not Economically Disadvantaged 14 72 85 15 5 78 83 17 12 72 84 16
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 1 69 70 30 6 58 63 37 < < < <
Female - 67 67 33 3 56 59 41 < < < <
Male 1 71 72 28 8 59 67 33 < < < <
Black - 61 61 39 7 46 53 47 < < < <
White 2 78 79 21 4 68 71 29 < < < <
Students with Disabilities - 48 48 52 23 27 50 50 < < < <
Economically Disadvantaged - 63 63 37 8 52 60 40 < < < <
Not Economically Disadvantaged 2 77 79 21 4 63 67 33 < < < <
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 9 80 90 10 14 55 69 31 5 77 82 18
Female 5 86 91 9 15 57 72 28 4 81 86 14
Male 14 73 87 13 13 53 66 34 6 73 79 21
Black 3 84 88 12 4 50 54 46 4 72 75 25
Hispanic < < 100 0 < < < < < < 100 0
White 13 79 91 9 21 59 80 20 7 80 86 14
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 11 37 47 53 4 35 39 61 15 41 57 43
Students without Disabilities 9 84 93 7 15 58 73 27 4 82 86 14
Economically Disadvantaged 3 84 87 13 4 57 61 39 5 73 78 22
Not Economically Disadvantaged 14 77 91 9 24 53 77 23 6 81 86 14
Foster Care < < 100 0 < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 85 97 3 8 84 92 8 3 87 90 11
Female 13 83 96 4 8 86 95 5 4 87 91 9
Male 11 87 98 2 7 81 89 11 2 86 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0
Black 6 91 97 3 1 87 88 12 1 85 86 14
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 17 82 99 1 12 81 93 7 5 87 92 8
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 87 87 13 - 59 59 41 - 81 81 19
Students without Disabilities 14 85 98 2 8 86 95 5 3 87 91 9
Economically Disadvantaged 6 91 97 3 3 85 88 12 - 88 88 12
Not Economically Disadvantaged 17 81 98 2 13 82 95 5 6 85 91 9
Foster Care < < < <
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 79 85 15 8 87 95 5 4 87 91 9
Female 3 82 85 15 6 90 95 5 2 83 86 14
Male 10 74 85 15 12 83 95 5 5 93 98 2
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black - 77 77 23 3 92 95 5 2 81 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 9 84 93 7 10 85 95 5 5 89 94 6
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 6 80 86 14 8 87 95 5 4 87 91 9
Economically Disadvantaged 5 77 82 18 2 90 93 7 - 87 87 13
Not Economically Disadvantaged 6 81 87 13 12 85 96 4 6 87 93 7
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 20 80 100 0 10 89 99 1 10 87 98 2
Female 19 81 100 0 13 87 100 0 10 89 98 2
Male 21 79 100 0 4 93 96 4 11 85 97 3
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 11 89 100 0 18 79 97 3 7 87 94 6
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 25 75 100 0 4 96 100 0 11 88 99 1
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 20 80 100 0 10 89 99 1 10 87 98 2
Economically Disadvantaged 15 85 100 0 17 80 97 3 11 88 98 2
Not Economically Disadvantaged 23 77 100 0 6 94 100 0 10 87 97 3
< = 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 14 73 87 13 12 73 86 14 15 72 87 13
Female 12 74 86 14 10 73 84 16 13 74 86 14
Male 15 72 88 13 15 73 88 12 17 70 88 12
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 5 70 75 25 4 73 77 23 7 70 78 22
Hispanic 15 69 85 15 22 67 89 11 12 82 94 6
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 20 74 94 6 18 74 91 9 21 73 94 6
Two or more races - 91 91 9 11 89 100 0 7 86 93 7
Students with Disabilities 20 38 58 43 11 44 55 45 15 49 64 36
Students without Disabilities 13 77 90 10 13 77 90 10 15 75 90 10
Economically Disadvantaged 7 71 77 23 7 73 80 20 10 70 80 20
Not Economically Disadvantaged 19 75 93 7 18 74 91 9 18 74 93 7
Foster Care < < 100 0 < < < <
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 23 65 88 12 21 64 86 14 20 61 82 18
Female 23 66 89 11 18 65 82 18 22 58 80 20
Male 23 64 88 12 25 64 89 11 18 65 83 17
Asian < < 100 0 < < 100 0
Black 10 71 81 19 13 68 81 19 12 58 70 30
Hispanic < < 100 0 < < < < < < < <
White 34 59 93 7 28 62 89 11 26 65 91 9
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 30 48 78 22 27 36 64 36 3 52 55 45
Students without Disabilities 22 67 90 10 21 69 90 11 23 63 86 14
Economically Disadvantaged 11 70 81 19 14 66 80 20 16 59 75 25
Not Economically Disadvantaged 37 60 97 3 31 63 93 7 25 65 90 10
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 73 84 16 7 71 78 22 17 69 86 14
Female 7 70 77 23 6 68 74 26 14 72 86 14
Male 17 76 93 7 8 74 82 18 20 66 86 14
Black 4 67 71 29 - 62 62 38 11 67 77 23
Hispanic < < 100 0 < < 100 0 < < 100 0
White 17 75 93 7 13 76 90 10 23 69 92 8
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 21 47 68 32 4 54 58 42 23 40 63 37
Students without Disabilities 10 75 86 14 8 73 81 19 16 75 91 9
Economically Disadvantaged 5 70 76 24 3 63 66 34 10 69 80 20
Not Economically Disadvantaged 16 75 91 9 12 79 90 10 24 68 92 8
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 7 74 81 19 11 77 88 12 13 82 96 4
Female 7 75 82 18 10 81 90 10 10 86 95 5
Male 7 73 79 21 12 73 86 14 18 78 96 4
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 2 67 69 31 3 79 83 17 4 84 87 13
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 9 81 90 10 18 74 92 8 20 80 100 0
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 25 25 75 4 43 46 54 < < < <
Students without Disabilities 7 80 87 13 12 82 95 5 14 83 97 3
Economically Disadvantaged 4 65 69 31 7 75 82 18 7 87 93 7
Not Economically Disadvantaged 9 80 89 11 16 78 95 5 17 80 97 3
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 85 97 3 8 83 91 9 3 76 79 21
Female 12 84 97 3 7 82 88 12 - 88 88 12
Male 12 86 98 2 10 84 94 6 6 65 71 29
American Indian < < < <
Asian < < < <
Black 4 84 88 12 - 84 84 16 - 86 86 14
Hispanic < < 100 0
Native Hawaiian < < 100 0
White 15 85 100 0 10 84 94 6 5 74 79 21
Two or more races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 12 85 97 3 8 83 91 9 3 76 79 21
Economically Disadvantaged - 88 88 12 3 88 91 9 - 79 79 21
Not Economically Disadvantaged 16 84 100 0 10 81 91 9 5 75 80 20
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 79 94 6 11 77 88 12 7 81 88 12
Female 12 84 95 5 9 77 85 15 3 83 86 14
Male 18 74 91 9 13 78 90 10 12 79 91 9
American Indian < < 100 0
Asian < < 100 0
Black 4 80 84 16 3 77 79 21 - 80 80 20
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0
White 21 77 98 2 15 78 93 7 13 81 95 5
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < - 40 40 60 4 57 61 39
Students without Disabilities 14 84 99 1 12 81 93 7 7 84 92 8
Economically Disadvantaged 9 83 91 9 3 84 87 13 3 77 80 20
Not Economically Disadvantaged 17 78 94 6 17 71 88 12 10 84 94 6
< = 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 29 63 92 8 29 60 89 11 24 57 81 19
Female 28 64 92 8 26 62 88 12 20 60 80 20
Male 30 62 92 8 32 58 90 10 27 54 81 19
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 19 67 86 14 18 65 83 17 15 53 68 32
Hispanic 25 75 100 0 33 54 88 13 30 65 95 5
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 36 59 95 5 36 57 93 7 30 60 90 10
Two or more races 46 54 100 0 30 57 87 13 29 57 86 14
Students with Disabilities 26 43 69 31 20 42 62 38 17 39 57 43
Students without Disabilities 29 65 94 6 30 62 92 8 25 60 84 16
Economically Disadvantaged 20 69 88 12 23 61 84 16 17 56 74 26
Not Economically Disadvantaged 36 59 94 6 34 59 93 7 30 58 88 12
English Learners < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
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 12 77 89 11 13 66 78 22 5 61 66 34
Female 8 81 89 11 15 62 76 24 7 65 72 28
Male 16 73 89 11 11 70 81 19 2 58 60 40
American Indian < < 100 0
Asian < < < < < < 100 0
Black 3 79 82 18 6 67 73 27 2 52 55 45
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 20 73 93 7 20 64 84 16 5 68 73 27
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 5 55 60 40 - 30 30 70 - 29 29 71
Students without Disabilities 13 80 92 8 14 69 84 16 5 68 73 27
Economically Disadvantaged 4 79 83 17 7 64 71 29 2 60 62 38
Not Economically Disadvantaged 17 76 93 7 18 67 84 16 8 64 72 28
English Learners < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 63 89 11 30 63 92 8 14 55 69 31
Female 26 64 90 10 23 70 93 7 12 55 67 33
Male 25 62 87 13 39 53 91 9 17 55 71 29
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 11 68 79 21 22 63 86 14 6 46 52 48
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 32 62 94 6 32 65 97 3 23 64 87 13
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 48 48 52 8 50 58 42 3 48 52 48
Students without Disabilities 29 64 93 7 31 64 95 5 16 56 72 28
Economically Disadvantaged 15 68 84 16 25 60 85 15 7 52 59 41
Not Economically Disadvantaged 34 58 93 8 33 65 98 2 22 57 78 22
English Learners < < 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 25 67 92 8 17 79 95 5 14 73 87 13
Female 23 68 90 10 15 78 93 7 10 73 82 18
Male 28 66 93 7 18 80 98 2 22 73 95 5
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 11 78 89 11 4 87 91 9 13 64 78 22
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 34 59 92 8 24 73 97 3 14 77 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 25 67 92 8 17 79 96 4 14 73 87 13
Economically Disadvantaged 9 77 86 14 8 84 92 8 15 67 83 17
Not Economically Disadvantaged 31 63 94 6 22 75 98 2 14 76 90 10
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 21 72 93 7 19 68 87 13 16 68 84 16
Female 19 73 92 8 21 65 87 13 12 72 84 16
Male 24 71 95 5 16 71 88 13 19 64 83 17
Asian < < 100 0 < < 100 0
Black 15 69 84 16 9 68 77 23 9 59 68 32
Hispanic < < 100 0 < < 100 0 < < 100 0
White 27 73 100 0 26 68 94 6 18 75 93 7
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 7 67 73 27 - 58 58 42 - 29 29 71
Students without Disabilities 23 72 95 5 21 69 90 10 18 74 92 8
Economically Disadvantaged 18 72 90 10 13 68 81 19 5 68 73 27
Not Economically Disadvantaged 24 72 96 4 25 68 93 7 25 68 93 7
Foster Care < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 56 40 96 4 56 37 93 7 47 44 91 9
Female 60 36 97 3 50 42 93 7 42 50 93 7
Male 52 44 96 4 62 32 94 6 51 38 89 11
Asian < < 100 0 < < 100 0
Black 47 51 97 3 41 52 94 6 28 57 85 15
Hispanic < < 100 0 < < < < < < < <
White 62 33 95 5 67 26 93 7 64 32 96 4
Two or more races < < 100 0 45 45 91 9 < < 100 0
Students with Disabilities 42 37 79 21 28 48 76 24 11 61 71 29
Students without Disabilities 58 41 98 2 60 36 95 5 51 42 93 7
Economically Disadvantaged 41 54 95 5 45 46 91 9 36 50 86 14
Not Economically Disadvantaged 73 24 98 2 70 26 96 4 60 37 97 3
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division1--
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-kindergarten116139156
Kindergarten173175216
Grade 1200179183
Grade 2187211190
Grade 3238186219
Grade 4220240188
Grade 5189226257
Grade 6192201229
Grade 7210193206
Grade 8218213192
Grade 9231236220
Grade 10221223225
Grade 11187201192
Grade 12168177196
Total Students2,7502,8002,869

< = 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 Students275028002869
Female133213761399
Male141814241470
American Indian12127
Asian1087
Black113011441176
Hispanic445046
Native Hawaiian5810
White148615091545
Two or more races636978
Students with Disabilities337348377
Students without Disabilities241324522492
Economically Disadvantaged124915341337
Not Economically Disadvantaged150112661532
Not English Learners275027962861
Homeless6-2
Military Connected52331
< = 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 87 70 7 1 15 9
State 50983 36029 2739 1053 5386 1766
Female Division 51 30 2 1 8 0
State 27838 15825 923 368 1911 652
Male Division 36 40 5 0 7 9
State 23145 20204 1816 685 3475 1114
Black Division 25 38 4 0 10 3
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < < <
State 5087 5586 317 107 2168 323
White Division 56 32 3 1 4 6
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 8 7 0 8 2
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 22 42 2 1 11 7
State 10703 17350 1682 461 2633 1087
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
< = 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 Students1891648716788158
Female928390849189
Male978184838677
Black80678467841013
Hispanic<<<<<<<
White1029189949244
Two or more races<<100<10000
Students with Disabilities2616621869831
Economically Disadvantaged85667868801113
Homeless<<<<<00
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken25 / 3.1%39 / 4.66%40 / 4.8%
Advanced Placement Course Enrollment25 / 3.1%41 / 4.9%43 / 5.16%
Dual Enrollment103 / 12.76%150 / 17.92%151 / 18.13%
Governor's School Enrollment12 / 1.49%13 / 1.55%14 / 1.68%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision15710136
State85,89957,72533
FemaleDivision816322
State43,22531,59927
MaleDivision763850
State42,67426,12639
BlackDivision634233
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision885439
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision643545
State27,32914,19048
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
Native HawaiianDivision--100
State1428739
English LearnersDivision--100
State5,1822,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision10814
 State4,1393,6233,525
State LicensuresDivision912
 State2,4402,2791,881
Industry CertificationDivision142279274
 State99,894109,275104,601
Workplace ReadinessDivision437375
 State30,77542,31350,241
Total Credentials EarnedDivision204361365
 State137,248157,490160,248
Students Earning One or More CredentialsDivision192338321
 State109,089126,113128,672
CTE CompletersDivision1018692
 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
2015-2016Division5,073.006,261.00846.00
State6,084.004,849.00812.00
2016-2017Division4,271.006,765.00900.00
State6,248.005,052.00871.00
2017-2018Division3,314.006,741.00945.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,2883492,3443392,469235
Female1,1211671,1691561,217106
Male1,1671821,1751831,252129
American Indian101<<<<
Asian<<<<<<
Black9151599451561,02197
Hispanic452476453
Native Hawaiian<<<<<<
White1,2531771,2661711,310127
Two or more races528624745
Students with Disabilities267742777331351
Economically Disadvantaged1,1292521,1612551,283158
English Learners<<<<<<
Homeless11892137
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 15
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 12
Other Offenses Against Persons 132
Disorderly or Disruptive Behavior Offenses 340
Alcohol, Tobacco, and Other Drug Offenses 12
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.4
Asian0.40.20.30.3
Black41.165.940.971.6
Hispanic1.60.51.81.2
Native Hawaiian0.20.30.6
White543253.923.6
Two or more races2.31.42.52.7
< = 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 Indian0.40.4
Asian0.40.3
Black41.140.9
Hispanic1.61.8
Native Hawaiian0.20.3
White5410053.9
Two or more races2.32.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.40.4
Asian0.40.3
Black41.140.9
Hispanic1.61.8
Native Hawaiian0.20.3
White5410053.9
Two or more races2.32.5
< = 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 46.349.549.5
< = 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 4942.951.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 69.869.767.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 13.48 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 15.78 : 1

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

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division12.5%1.9%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201760%37%1%2%
2017-201859%38%1%2%
2018-201959%36%1%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 Students81%81%73%75%
Asian<85%87%75%
Black71%70%60%75%
Hispanic90%88%63%75%
White88%88%81%75%
Economically Disadvantaged74%73%62%75%
English Learners<<53%75%
Students with Disabilities53%55%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students78%83%74%70%
Asian<89%89%70%
Black68%75%60%70%
Hispanic91%90%64%70%
White85%88%81%70%
Economically Disadvantaged71%77%63%70%
English Learners<<57%70%
Students with Disabilities48%56%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students84%
Asian<
Black75%
Hispanic88%
White89%
Economically Disadvantaged77%
English Learners<
Students with Disabilities59%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students82%78%
Asian<<
Black73%68%
Hispanic88%90%
White89%85%
Economically Disadvantaged75%71%
English Learners<<
Students with Disabilities60%53%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian<90%84%
Black87%82%84%
Hispanic<81%84%
White85%86%84%
Economically Disadvantaged84%78%84%
English Learners-65%84%
Students with Disabilities50%56%84%
Homeless<--
Foster Care---

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%13%9%10%
Asian<-5%10%
Black14%14%9%10%
Hispanic11%8%9%10%
White12%12%9%10%
Economically Disadvantaged18%18%13%10%
English Learners<-8%10%
Students with Disabilities21%22%14%10%

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

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

English Learner Progress and Proficiency

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

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%98%
Asian<<<
Black100%99%99%
Hispanic100%100%100%
White100%98%98%
Economically Disadvantaged100%99%99%
Not Economically Disadvantaged100%98%98%
English Learners<<<
Students with Disabilities99%97%96%
Students without Disabilities100%99%98%
Female100%99%98%
Male100%99%98%
Migrant---

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 63%
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 85%
State 81%
Southampton County Public Schools to top