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Southampton County Public Schools

General school information

Division: Southampton County Public Schools
Address: 21308 Plank Road Courtland, VA 23837
Superintendent: Dr. Gwendolyn Page Shannon
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 79 65 21 14 80 66 20 13 80 67 20
Female 15 80 65 20 18 83 66 17 15 83 67 17
Male 11 77 66 23 11 77 66 23 11 78 68 22
American Indian < 100 < 0 < < < < < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 7 68 61 32 8 70 62 30 8 70 62 30
Hispanic 29 86 57 14 29 86 57 14 13 90 77 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 18 86 69 14 19 88 69 12 17 88 71 12
Two or more races < < < < 14 89 75 11 11 89 78 11
Students with Disabilities 9 51 42 49 11 47 36 53 14 50 36 50
Economically Disadvantaged 9 70 62 30 9 73 64 27 9 72 63 28
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 76 61 24 13 78 65 22 14 74 59 26
Female 17 76 59 24 15 85 69 15 18 82 64 18
Male 13 76 63 24 10 71 61 29 11 66 55 34
Black 9 62 53 38 7 67 60 33 10 61 51 39
Hispanic < 100 < 0 < 100 < 0 < < < <
White 20 84 65 16 17 86 69 14 16 85 68 15
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities 13 57 43 43 3 43 40 57 7 38 31 62
Economically Disadvantaged 12 68 56 32 9 70 60 30 11 65 53 35
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 77 58 23 19 80 62 20 10 79 69 21
Female 23 86 63 14 21 81 60 19 12 82 69 18
Male 15 68 53 32 17 80 63 20 8 77 69 23
Black 13 69 55 31 12 72 60 28 10 69 59 31
Hispanic < 100 < 0 < < < < < 100 < 0
White 23 84 61 16 25 86 61 14 11 87 76 13
Students with Disabilities 12 60 48 40 16 52 35 48 3 50 47 50
Economically Disadvantaged 10 68 58 32 12 77 64 23 8 71 63 29
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 85 69 15 21 84 64 16 20 82 62 18
Female 19 83 64 17 29 89 60 11 24 81 57 19
Male 14 86 72 14 13 80 67 20 16 83 67 18
Black 6 75 69 25 14 78 64 23 14 72 59 28
Hispanic < < < < < 100 < 0 < < < <
White 23 92 68 8 26 89 63 11 26 86 60 14
Students with Disabilities 10 69 59 31 17 58 42 42 27 58 30 42
Economically Disadvantaged 10 79 70 21 11 78 67 22 15 75 61 25
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 72 55 28 19 81 62 19 13 81 67 19
Female 16 73 57 27 26 83 58 17 17 87 70 13
Male 17 70 53 30 14 79 64 21 10 76 66 24
Black 3 55 51 45 8 69 61 31 6 73 66 27
Hispanic < < < < < < < < < 100 < 0
White 26 85 59 15 26 89 63 11 21 87 67 13
Students with Disabilities - 33 33 67 17 54 38 46 14 52 38 48
Economically Disadvantaged 10 58 48 42 10 71 61 29 8 74 67 26
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 75 66 25 15 76 61 24 19 88 70 12
Female 11 76 65 24 20 80 60 20 16 88 72 12
Male 8 75 67 25 10 72 62 28 21 88 67 12
Black 6 63 56 37 6 57 52 43 13 80 67 20
Hispanic < < < < < < < < < 100 < 0
White 11 86 75 14 23 91 69 9 22 93 71 7
Students with Disabilities 4 33 30 67 5 41 36 59 26 68 42 32
Economically Disadvantaged 7 68 61 32 8 63 55 37 16 85 69 15
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 76 65 24 10 75 66 25 8 71 64 29
Female 15 80 66 20 11 77 66 23 11 70 60 30
Male 8 72 64 28 7 73 66 27 5 72 68 28
Asian < 100 < 0 < < < < < 100 < 0
Black 5 65 60 35 10 64 54 36 2 53 51 47
Hispanic < 100 < 0 < 100 < 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 13 82 69 18 8 84 75 16 12 86 74 14
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities 19 33 14 67 20 30 10 70 - 32 32 68
Economically Disadvantaged 8 67 60 33 6 69 63 31 2 58 56 42
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 91 86 9 5 89 85 11 8 88 81 12
Female 6 90 84 10 6 92 85 8 10 90 80 10
Male 2 92 89 8 3 87 84 13 5 87 82 13
Asian < 100 < 0 < 100 < 0
Black 1 89 88 11 - 83 83 17 1 85 84 15
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 7 92 85 8 8 94 85 6 13 91 78 9
Students with Disabilities 5 70 65 30 - 50 50 50 16 44 28 56
Economically Disadvantaged 1 91 90 9 - 89 89 11 5 80 75 20
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 86 66 14 22 86 64 14 24 81 57 19
Female 27 91 64 9 27 91 64 9 29 87 57 13
Male 13 81 68 19 16 81 65 19 19 75 56 25
Asian < 100 < 0 < < < < < < < <
Black 8 78 70 22 12 78 65 22 9 74 65 26
Hispanic < 100 < 0 < 100 < 0 - 80 80 20
Native Hawaiian < 100 < 0 < 100 < 0
White 27 91 64 9 28 93 65 7 38 87 49 13
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 13 62 49 38 18 58 39 42 8 29 21 71
Economically Disadvantaged 9 76 67 24 15 83 68 17 12 71 59 29
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 78 57 22 24 87 63 13 18 77 59 23
Female 30 85 55 15 30 92 62 8 21 86 64 14
Male 15 73 58 27 15 80 65 20 15 69 54 31
Asian < 100 < 0 < < < < < 100 < 0
Black 9 64 55 36 19 78 59 22 6 70 64 30
Hispanic < 100 < 0 < 100 < 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 29 87 58 13 25 94 69 6 29 83 53 17
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities 10 35 25 65 15 50 35 50 - 17 17 83
Economically Disadvantaged 9 66 57 34 19 88 69 13 11 67 56 33
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 94 76 6 21 86 66 14 30 85 54 15
Female 24 97 73 3 24 90 67 10 37 88 51 12
Male 11 90 80 10 18 82 65 18 22 81 59 19
Asian < 100 < 0 < < < <
Black 8 91 84 9 5 78 73 23 11 78 67 22
Hispanic < 100 < 0 < 100 < 0 < < < <
White 25 95 70 5 31 92 61 8 46 90 45 10
Students with Disabilities 16 89 74 11 22 67 44 33 14 38 24 62
Economically Disadvantaged 8 88 80 12 11 78 67 22 13 76 63 24
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

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

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

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

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 86 71 14 13 86 73 14 10 80 69 20
Female 15 88 73 12 11 88 77 12 9 82 73 18
Male 16 84 68 16 16 85 69 15 12 77 66 23
American Indian < < < < < < < < < 100 < 0
Asian < < < < < < < < < < < <
Black 7 79 73 21 7 82 75 18 5 70 65 30
Hispanic 18 88 70 12 30 90 60 10 14 91 77 9
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 91 69 9 19 90 71 10 15 86 72 14
Two or more races < < < < 9 89 80 11 5 80 75 20
Students with Disabilities 10 54 44 46 11 58 48 42 17 49 33 51
Economically Disadvantaged 9 81 73 19 7 82 75 18 7 72 66 28
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 84 69 16 16 88 72 12 12 80 68 20
Female 12 83 71 17 12 87 75 13 13 83 70 17
Male 18 85 67 15 20 89 69 11 12 77 65 23
Black 5 78 73 22 8 83 75 17 8 66 58 34
Hispanic < < < < < 100 < 0 < 100 < 0
White 22 90 67 10 22 91 69 9 19 91 72 9
Two or more races < < < < < 100 < 0 - 82 82 18
Students with Disabilities 13 50 37 50 10 60 50 40 11 52 41 48
Economically Disadvantaged 10 80 70 20 6 83 78 17 9 73 64 27
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 89 67 11 22 86 63 14 14 77 63 23
Female 25 91 66 9 20 91 71 9 12 78 66 22
Male 18 87 68 13 24 81 57 19 16 77 61 23
Black 11 83 72 17 9 83 73 17 5 67 62 33
Hispanic < 100 < 0 < < < < < 100 < 0
White 30 94 64 6 32 88 55 12 20 85 65 15
Students with Disabilities 16 72 56 28 10 50 40 50 11 42 31 58
Economically Disadvantaged 14 87 72 13 13 84 71 16 7 68 62 32
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 79 54 21 20 79 59 21 13 75 62 25
Female 25 81 56 19 21 81 60 19 8 77 69 23
Male 25 78 52 22 19 76 57 24 18 73 54 28
Asian < 100 < 0 < 100 < 0
Black 13 66 53 34 12 71 59 29 5 66 62 34
Hispanic < < < < < 100 < 0 < < < <
White 33 88 55 12 26 84 58 16 19 81 62 19
Students with Disabilities 11 43 32 57 25 71 46 29 27 48 21 52
Economically Disadvantaged 14 73 59 27 12 68 56 32 10 67 57 33
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 77 69 23 8 82 73 18 5 72 67 28
Female 7 79 72 21 4 86 82 14 5 74 68 26
Male 9 74 65 26 12 79 67 21 5 71 67 29
Black 5 70 66 30 7 76 69 24 1 61 60 39
Hispanic < < < < < < < < < 100 < 0
White 12 82 70 18 10 85 75 15 9 82 74 18
Students with Disabilities - 46 46 54 17 48 30 52 14 45 31 55
Economically Disadvantaged 3 72 69 28 1 77 76 23 5 65 60 35
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 4 74 70 26 1 70 69 30 6 63 58 37
Female 5 76 71 24 - 67 67 33 3 59 56 41
Male 2 72 69 28 1 72 71 28 8 67 59 33
Black 1 63 62 37 - 61 61 39 7 53 46 47
Hispanic < < < < < 100 < 0 < < < <
White 6 85 79 15 2 79 78 21 4 71 68 29
Students with Disabilities 8 36 28 64 - 48 48 52 23 50 27 50
Economically Disadvantaged 5 72 67 28 - 63 63 37 8 60 52 40
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 87 79 13 9 90 80 10 14 69 55 31
Female 8 93 85 7 5 91 86 9 15 72 57 28
Male 8 80 72 20 14 87 73 13 13 66 53 34
Black 5 82 77 18 3 88 84 12 4 54 50 46
Hispanic < 100 < 0 < 100 < 0 < < < <
White 9 90 81 10 13 91 79 9 21 80 59 20
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 11 52 41 48 11 47 37 53 4 39 35 61
Economically Disadvantaged 6 80 73 20 3 87 84 13 4 61 57 39
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 97 84 3 12 97 85 3 8 92 84 8
Female 13 98 85 2 13 96 83 4 8 95 86 5
Male 12 95 83 5 11 98 87 2 7 89 81 11
Asian < 100 < 0 < 100 < 0
Black 3 96 94 4 6 97 91 3 1 88 87 12
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 18 96 78 4 17 99 82 1 12 93 81 7
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 80 80 20 - 87 87 13 - 59 59 41
Economically Disadvantaged 8 96 89 4 6 97 91 3 3 88 85 12
English Learners < 100 < 0 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 97 75 3 6 85 79 15 8 95 87 5
Female 20 100 80 0 3 85 82 15 6 95 90 5
Male 24 95 71 5 10 85 74 15 12 95 83 5
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 5 93 88 7 - 77 77 23 3 95 92 5
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 31 100 69 0 9 93 84 7 10 95 85 5
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged - 93 93 7 5 82 77 18 2 93 90 7
English Learners < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 100 71 0 20 100 80 0 10 99 89 1
Female 29 100 71 0 19 100 81 0 13 100 87 0
Male 28 100 72 0 21 100 79 0 4 96 93 4
Black 16 100 84 0 11 100 89 0 18 97 79 3
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 35 100 65 0 25 100 75 0 4 100 96 0
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0
Economically Disadvantaged 11 100 89 0 15 100 85 0 17 97 80 3
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 88 73 12 14 87 73 13 12 86 73 14
Female 14 89 75 11 12 86 74 14 10 84 73 16
Male 17 87 71 13 15 88 72 13 15 88 73 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 8 77 69 23 5 75 70 25 4 77 73 23
Hispanic 24 100 76 0 15 85 69 15 22 89 67 11
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 20 95 75 5 20 94 74 6 18 91 74 9
Two or more races < 100 < 0 - 91 91 9 11 100 89 0
Students with Disabilities 22 68 46 32 20 58 38 43 11 55 44 45
Economically Disadvantaged 11 83 72 17 7 77 71 23 7 80 73 20
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 90 57 10 23 88 65 12 21 86 64 14
Female 32 86 55 14 23 89 66 11 18 82 65 18
Male 35 94 58 6 23 88 64 12 25 89 64 11
Asian < 100 < 0 < 100 < 0
Black 22 82 61 18 10 81 71 19 13 81 68 19
Hispanic < 100 < 0 < 100 < 0 < < < <
White 42 95 53 5 34 93 59 7 28 89 62 11
Students with Disabilities 32 75 43 25 30 78 48 22 27 64 36 36
Economically Disadvantaged 24 87 62 13 11 81 70 19 14 80 66 20
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 86 76 14 11 84 73 16 7 78 71 22
Female 10 91 81 9 7 77 70 23 6 74 68 26
Male 9 81 72 19 17 93 76 7 8 82 74 18
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 74 69 26 4 71 67 29 - 62 62 38
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 13 96 83 4 17 93 75 7 13 90 76 10
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 18 50 32 50 21 68 47 32 4 58 54 42
Economically Disadvantaged 6 77 71 23 5 76 70 24 3 66 63 34
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 89 83 11 7 81 74 19 11 88 77 12
Female 7 92 84 8 7 82 75 18 10 90 81 10
Male 5 86 81 14 7 79 73 21 12 86 73 14
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 1 79 78 21 2 69 67 31 3 83 79 17
Hispanic < 100 < 0 < < < < < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 10 95 85 5 9 90 81 10 18 92 74 8
Students with Disabilities - 70 70 30 - 25 25 75 4 46 43 54
Economically Disadvantaged 3 84 81 16 4 69 65 31 7 82 75 18
English Learners < 100 < 0 < 100 < 0
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 78 73 22 12 97 85 3 8 91 83 9
Female 4 79 75 21 12 97 84 3 7 88 82 12
Male 8 78 70 23 12 98 86 2 10 94 84 6
American Indian < 100 < 0
Black - 62 62 38 4 88 84 12 - 84 84 16
Hispanic < 100 < 0 < 100 < 0
White 9 87 77 13 15 100 85 0 10 94 84 6
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0
Economically Disadvantaged 3 76 73 24 - 88 88 12 3 91 88 9
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 94 82 6 14 94 79 6 11 88 77 12
Female 11 95 84 5 12 95 84 5 9 85 77 15
Male 13 94 81 6 18 91 74 9 13 90 78 10
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0
Black 4 87 83 13 4 84 80 16 3 79 77 21
Hispanic < 100 < 0 < 100 < 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 13 97 84 3 21 98 77 2 15 93 78 7
Students with Disabilities < < < < < < < < - 40 40 60
Economically Disadvantaged 14 97 83 3 9 91 83 9 3 87 84 13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 90 61 10 29 92 63 8 29 89 60 11
Female 25 91 65 9 28 92 64 8 26 88 62 12
Male 32 90 57 10 30 92 62 8 32 90 58 10
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < < < <
Black 16 84 68 16 19 86 67 14 18 83 65 17
Hispanic 38 100 62 0 25 100 75 0 33 88 54 13
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 38 94 56 6 36 95 59 5 36 93 57 7
Two or more races < 100 < 0 46 100 54 0 30 87 57 13
Students with Disabilities 21 66 45 34 26 69 43 31 20 62 42 38
Economically Disadvantaged 18 86 68 14 20 88 69 12 23 84 61 16
English Learners < 100 < 0 < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 89 77 11 12 89 77 11 13 78 66 22
Female 9 88 79 12 8 89 81 11 15 76 62 24
Male 15 90 75 10 16 89 73 11 11 81 70 19
Asian < 100 < 0 < < < <
Black 5 87 81 13 3 82 79 18 6 73 67 27
Hispanic < 100 < 0 < 100 < 0 < < < <
White 17 90 74 10 20 93 73 7 20 84 64 16
Students with Disabilities 5 71 67 29 5 60 55 40 - 30 30 70
Economically Disadvantaged 6 85 78 15 4 83 79 17 7 71 64 29
English Learners < 100 < 0 < 100 < 0
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 86 61 14 26 89 63 11 30 92 63 8
Female 25 89 64 11 26 90 64 10 23 93 70 7
Male 25 82 58 18 25 87 62 13 39 91 53 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 11 79 68 21 11 79 68 21 22 86 63 14
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 35 90 55 10 32 94 62 6 32 97 65 3
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 5 32 27 68 - 48 48 52 8 58 50 42
Economically Disadvantaged 11 80 69 20 15 84 68 16 25 85 60 15
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 88 65 12 25 92 67 8 17 95 79 5
Female 14 84 70 16 23 90 68 10 15 93 78 7
Male 32 92 60 8 28 93 66 7 18 98 80 2
American Indian < 100 < 0 < 100 < 0
Black 9 77 68 23 11 89 78 11 4 91 87 9
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 32 94 62 6 34 92 59 8 24 97 73 3
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 9 74 65 26 9 86 77 14 8 92 84 8
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 92 67 8 21 93 72 7 19 87 68 13
Female 23 98 75 2 19 92 73 8 21 87 65 13
Male 27 87 60 13 24 95 71 5 16 88 71 13
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 82 73 18 15 84 69 16 9 77 68 23
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 36 99 63 1 27 100 73 0 26 94 68 6
Students with Disabilities - 44 44 56 7 73 67 27 - 58 58 42
Economically Disadvantaged 12 88 76 12 18 90 72 10 13 81 68 19
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 55 96 41 4 56 96 40 4 56 93 37 7
Female 51 94 43 6 60 97 36 3 50 93 42 7
Male 59 98 39 2 52 96 44 4 62 94 32 6
Asian < 100 < 0 < 100 < 0
Black 39 93 55 7 47 97 51 3 41 94 52 6
Hispanic < 100 < 0 < 100 < 0 < < < <
White 67 98 31 2 62 95 33 5 67 93 26 7
Students with Disabilities 36 91 55 9 42 79 37 21 28 76 48 24
Economically Disadvantaged 41 95 55 5 41 95 54 5 45 91 46 9
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 92.06 State: 89.72 Division: 86.47 State: 88.34 Division: 79.66 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division110
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten127116139
Kindergarten196173175
Grade 1186200179
Grade 2230187211
Grade 3229238186
Grade 4194220240
Grade 5198189226
Grade 6204192201
Grade 7223210193
Grade 8195218213
Grade 9246231236
Grade 10216221223
Grade 11173187201
Grade 12176168177
Total Students2,7932,7502,800
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2015-20162016-20172017-2018
All Students279327502800
Female137913321376
Male141414181424
American Indian121212
Asian9108
Black116311301144
Hispanic364450
Native Hawaiian458
White151314861509
Two or more races566369
Students with Disabilities338337348
Not Students with Disabilities245524132452
Economically Disadvantaged143412491534
Not Economically Disadvantaged135915011266
Not English Learners279327502796
Homeless76
Military Connected29523
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 87 70 7 1 15 9
State 50979 36013 2733 1046 5404 1786
Female Division 51 30 2 1 8 0
State 27837 15823 920 366 1922 656
Male Division 36 40 5 0 7 9
State 23142 20190 1813 680 3482 1130
Black Division 25 38 4 0 10 3
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < < <
State 5086 5583 317 105 2172 323
White Division 56 32 3 1 4 6
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < 0 <
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 8 7 0 8 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 22 42 2 1 11 7
State 10704 17342 1680 460 2640 1096
Homeless Division < < < < 0 <
State 232 695 90 42 303 61
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students18916486.816788.4157.9
Female928390.28491.388.7
Male978183.58385.677.2
Black806783.86783.81012.5
Hispanic0<<<<<<
White1029189.29492.243.9
Two or more races0<100<10000
Students with Disabilities261661.51869.2830.8
Economically Disadvantaged856677.668801112.9
Homeless0<<<<00
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken40 / 4.93%25 / 3.1%39 / 4.66%
Advanced Placement Course Enrollment40 / 4.93%25 / 3.1%41 / 4.9%
Dual Enrollment133 / 16.4%103 / 12.76%150 / 17.92%
Governor’s School Enrollment3 / .37%12 / 1.49%13 / 1.55%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 153 106 31
State 82482 57560 30
Female Division 69 57 17
State 41546 31230 25
Male Division 84 49 42
State 40936 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 54 39 28
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 96 66 31
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 0 < 100
State 5986 3008 50
Economically Disadvantaged Division 44 25 43
State 23515 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision10814
 State413936233471
State LicensuresDivision912
 State179019641412
Industry CertificationDivision142279274
 State100544109590103892
Workplace ReadinessDivision437375
 State307754231350242
Total Credentials EarnedDivision204361365
 State137248157490159017
Students Earning One or More CredentialsDivision192338321
 State109089126113127744
CTE CompletersDivision1018692
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 31 50 19 38%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 31 43 8 18.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 40 53 17 32.1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
62.2 60.9 62.8

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,568.006,215.00893.00
2015-20165,073.006,261.00846.00
2016-20174,271.006,765.00900.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

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

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students249015468932490191847324152006910924621698799
Female1197844142123096344011839634511220764253
Male12937027511260955033123210435581242934546
American Indian103000000111000000
Asian11000000000009010
Black9867638421024853945976843456987824145
Hispanic33312402014640149411
Native Hawaiian0000000000000000
White13986729481356994224131010534501332794250
Two or more races49401514325850169223
Students with Disabilities289211019277371819292351425296302229
Economically Disadvantaged11761094675117513458521205140468712351296470
Homeless10001192011414712022
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 15
Offenses Against Staff <
Weapons Offenses <
Property Offenses 10
All Other Offenses 27
Other Offenses Against Persons 67
Disorderly or Disruptive Behavior Offenses 541
Alcohol, Tobacco, and Other Drug Offenses 12
Technology Offenses 16
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.4330.430.190.436
Asian0.3970.520.3220.3640.24
Black40.75859.4541.6466.4241.09165.88
Hispanic1.3360.691.2891.60.47
Native Hawaiian0.1440.1430.182
White55.0937.6154.17132.6454.03632
Two or more races1.8411.732.0050.752.2911.41
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.4330.430.436
Asian0.3970.3220.364
Black40.75810041.6441.091
Hispanic1.3361.2891.6
Native Hawaiian0.1440.1430.182
White55.0954.17154.036100
Two or more races1.8412.0052.291
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.4330.430.436
Asian0.3970.3220.364
Black40.75841.6441.091
Hispanic1.3361.2891.6
Native Hawaiian0.1440.1430.182
White55.0954.17154.036100
Two or more races1.8412.0052.291
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 48.6645.0146.27
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 50.0752.5549.02
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 71.4670.9769.76
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.2 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 15.79 : 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional12%11%
Provisional Special Education0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201657%40%1%2%
2016-201761%37%0%2%
2017-201860%39%0%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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