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Spotsylvania County Public Schools

General school information

Division: Spotsylvania County Public Schools
Address: 8020 River Stone Drive Fredericksburg, VA 22407
Superintendent: Dr. Stephen Scott Baker
Region: 3
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 15 79 64 21 16 79 63 21 15 78 63 22
Female 18 83 64 17 19 83 64 17 17 81 64 19
Male 13 76 63 24 14 76 62 24 13 74 61 26
American Indian 17 78 61 22 16 84 68 16 18 79 61 21
Asian 26 88 62 12 22 89 67 11 23 90 67 10
Black 8 68 61 32 9 69 59 31 8 66 59 34
Hispanic 11 72 61 28 11 74 63 26 11 70 59 30
Native Hawaiian 25 90 65 10 18 76 59 24 11 94 83 6
White 19 84 65 16 20 84 64 16 19 83 65 17
Two or more races 15 78 64 22 14 79 65 21 14 76 62 24
Students with Disabilities 8 44 36 56 8 45 37 55 10 44 34 56
Economically Disadvantaged 7 66 59 34 8 66 58 34 8 65 57 35
English Learners 3 51 47 49 3 52 49 48 5 52 47 48
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 14 74 60 26 16 74 58 26 16 72 56 28
Female 15 76 61 24 19 78 59 22 18 75 57 25
Male 13 72 59 28 13 70 56 30 14 69 55 31
American Indian < 100 < 0 < < < < < < < <
Asian 14 92 78 8 30 94 64 6 28 83 56 17
Black 7 64 57 36 10 64 54 36 7 60 53 40
Hispanic 10 64 53 36 9 65 55 35 13 60 48 40
Native Hawaiian < < < < < < < < < 100 < 0
White 17 80 63 20 20 79 58 21 21 81 60 19
Two or more races 13 70 56 30 13 77 64 23 12 68 56 32
Students with Disabilities 11 50 39 50 10 49 39 51 11 47 37 53
Economically Disadvantaged 7 59 52 41 9 61 52 39 11 61 50 39
English Learners 4 48 44 52 3 53 49 47 7 39 32 61
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 18 77 59 23 19 79 60 21 16 75 59 25
Female 22 81 59 19 20 81 61 19 18 79 61 21
Male 14 73 59 27 18 77 59 23 15 72 57 28
American Indian < < < < < 100 < 0 < < < <
Asian 43 90 48 10 25 92 67 8 39 97 58 3
Black 12 65 53 35 13 69 56 31 9 64 56 36
Hispanic 7 69 61 31 13 74 61 26 9 68 59 32
Native Hawaiian < < < < < < < < < 100 < 0
White 22 82 61 18 24 84 60 16 21 81 60 19
Two or more races 18 80 62 20 12 76 64 24 12 72 60 28
Students with Disabilities 8 49 41 51 11 51 41 49 10 44 33 56
Economically Disadvantaged 7 66 59 34 10 68 58 32 8 64 56 36
English Learners 2 55 52 45 5 65 60 35 4 61 57 39
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 24 82 58 18 23 82 60 18 21 78 57 22
Female 27 84 57 16 24 86 62 14 24 82 58 18
Male 22 80 58 20 21 79 58 21 18 75 57 25
American Indian < 100 < 0 < < < < < 100 < 0
Asian 35 86 51 14 31 93 62 7 34 90 56 10
Black 13 73 60 27 11 73 63 27 13 68 56 32
Hispanic 18 74 56 26 15 77 62 23 16 72 56 28
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 29 86 57 14 28 87 59 13 25 84 59 16
Two or more races 19 83 64 17 23 78 55 22 20 72 52 28
Students with Disabilities 10 50 40 50 8 55 47 45 9 45 35 55
Economically Disadvantaged 11 70 59 30 11 72 62 28 11 68 56 32
English Learners 8 57 49 43 7 65 58 35 8 64 56 36
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 19 77 58 23 19 77 58 23 16 77 61 23
Female 23 81 58 19 21 81 59 19 19 81 62 19
Male 15 73 58 27 16 73 57 27 14 73 59 27
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 31 90 60 10 24 87 63 13 28 85 58 15
Black 10 62 53 38 11 66 55 34 7 63 56 37
Hispanic 15 69 54 31 12 72 60 28 12 72 59 28
Native Hawaiian < 100 < 0 < < < <
White 22 81 60 19 23 81 58 19 20 83 63 17
Two or more races 20 78 58 22 12 74 62 26 16 80 64 20
Students with Disabilities 7 39 32 61 4 35 31 65 6 37 31 64
Economically Disadvantaged 9 60 51 40 7 61 54 39 8 64 56 36
English Learners 1 43 42 57 2 42 40 58 5 58 54 42
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 15 82 67 18 16 81 66 19 16 79 63 21
Female 19 86 68 14 22 86 64 14 18 83 66 17
Male 11 79 67 21 10 77 67 23 14 75 61 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 17 93 76 7 27 92 65 8 12 90 78 10
Black 6 71 64 29 9 70 60 30 9 70 62 30
Hispanic 11 78 68 22 13 76 63 24 12 75 63 25
White 19 87 68 13 17 85 68 15 20 83 63 17
Two or more races 13 83 71 17 17 80 63 20 14 73 59 27
Students with Disabilities 6 41 35 59 6 46 39 54 8 44 36 56
Economically Disadvantaged 5 71 65 29 7 68 62 32 8 67 59 33
English Learners - 62 62 38 - 44 44 56 4 47 43 53
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 12 75 63 25 14 74 60 26 12 74 61 26
Female 15 80 66 20 17 80 63 20 15 80 65 20
Male 9 70 61 30 11 69 57 31 10 68 58 32
American Indian < < < < < 100 < 0 < < < <
Asian 19 81 62 19 14 86 72 14 23 89 67 11
Black 4 61 57 39 7 58 50 42 5 57 51 43
Hispanic 9 68 59 32 9 70 60 30 7 64 57 36
White 14 81 66 19 18 80 62 20 15 80 65 20
Two or more races 11 72 60 28 12 79 66 21 14 77 63 23
Students with Disabilities 8 34 26 66 10 34 24 66 9 39 30 61
Economically Disadvantaged 5 60 54 40 7 57 51 43 6 57 51 43
English Learners - 22 22 78 - 26 26 74 1 34 33 66
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 87 80 13 7 88 82 12 8 88 80 12
Female 10 91 81 9 7 91 83 9 9 89 80 11
Male 5 84 79 16 6 86 80 14 7 86 79 14
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 22 89 67 11 9 83 74 17 10 91 81 9
Black 4 81 77 19 3 81 79 19 4 82 77 18
Hispanic 4 85 82 15 2 86 85 14 5 78 73 22
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 9 90 82 10 9 91 82 9 10 91 81 9
Two or more races 7 86 79 14 2 93 91 7 5 95 89 5
Students with Disabilities 7 48 41 52 8 51 42 49 15 54 39 46
Economically Disadvantaged 3 78 75 22 2 75 74 25 5 79 74 21
English Learners 2 56 54 44 - 47 47 53 4 40 37 60
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 19 76 57 24 23 79 57 21 22 76 54 24
Female 24 82 58 18 29 86 58 14 28 84 55 16
Male 14 70 55 30 17 72 55 28 15 68 53 32
American Indian < < < < < < < < < < < <
Asian 33 83 50 17 30 85 55 15 42 88 46 12
Black 8 65 57 35 12 68 56 32 11 62 51 38
Hispanic 13 71 58 29 18 76 59 24 15 74 58 26
Native Hawaiian < < < < 30 80 50 20 < < < <
White 23 80 57 20 27 83 56 17 25 80 55 20
Two or more races 17 78 61 22 20 83 63 17 22 74 52 26
Students with Disabilities 7 30 23 70 10 40 30 60 14 35 21 65
Economically Disadvantaged 8 62 54 38 9 64 55 36 11 62 51 38
English Learners 1 42 42 58 - 40 40 60 5 47 41 53
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 17 69 52 31 21 75 54 25 18 66 48 34
Female 23 78 55 22 29 84 56 16 24 76 52 24
Male 12 62 50 38 13 65 51 35 12 56 44 44
American Indian < < < < < 100 < 0 < 100 < 0
Asian 20 78 58 22 32 90 59 10 38 82 44 18
Black 8 54 46 46 12 62 50 38 10 50 40 50
Hispanic 13 62 48 38 18 71 53 29 14 64 50 36
White 21 75 54 25 25 79 54 21 20 71 51 29
Two or more races 13 74 61 26 18 79 62 21 16 61 46 39
Students with Disabilities 6 25 19 75 8 31 23 69 10 29 18 71
Economically Disadvantaged 8 55 47 45 9 61 52 39 9 51 42 49
English Learners - 31 31 69 - 41 41 59 5 38 33 62
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 21 82 61 18 25 84 60 16 25 87 61 13
Female 25 87 62 13 29 88 60 12 32 91 59 9
Male 17 78 61 22 20 80 59 20 18 82 64 18
American Indian < < < < < < < < < < < <
Asian 48 89 41 11 29 80 51 20 46 93 47 7
Black 8 75 66 25 13 75 62 25 12 74 63 26
Hispanic 12 81 69 19 17 82 65 18 16 83 67 17
Native Hawaiian < < < < < < < < < 100 < 0
White 26 85 59 15 29 87 58 13 29 90 61 10
Two or more races 21 82 61 18 23 88 65 12 30 90 60 10
Students with Disabilities 9 37 28 63 13 51 38 49 21 48 27 52
Economically Disadvantaged 8 71 63 29 9 69 60 31 14 76 62 24
English Learners 2 54 52 46 - 40 40 60 6 56 50 44
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 80 64 20 15 80 65 20 14 75 62 25
Female 17 82 66 18 15 82 66 18 14 78 64 22
Male 15 78 63 22 14 77 63 23 13 72 59 28
American Indian 14 78 64 22 15 82 67 18 11 74 63 26
Asian 30 90 61 10 32 93 60 7 28 86 58 14
Black 9 70 60 30 7 68 61 32 7 62 55 38
Hispanic 12 76 65 24 11 76 65 24 10 71 61 29
Native Hawaiian 9 70 61 30 13 88 75 13 21 88 67 13
White 18 84 65 16 17 84 66 16 16 81 64 19
Two or more races 16 80 64 20 14 79 65 21 12 74 62 26
Students with Disabilities 10 48 38 52 8 48 41 52 8 42 34 58
Economically Disadvantaged 9 69 61 31 7 68 61 32 7 64 57 36
English Learners 6 63 57 37 7 63 56 37 7 59 52 41
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 22 78 57 22 21 78 57 22 19 74 54 26
Female 21 78 57 22 20 78 58 22 18 73 55 27
Male 22 79 56 21 21 77 56 23 20 74 54 26
American Indian < 100 < 0 < < < < < < < <
Asian 27 97 70 3 42 94 52 6 33 80 48 20
Black 14 69 55 31 8 64 56 36 7 57 50 43
Hispanic 16 73 57 27 13 69 56 31 14 65 51 35
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 26 83 57 17 26 84 58 16 25 83 58 17
Two or more races 22 77 55 23 18 74 56 26 17 72 55 28
Students with Disabilities 16 51 36 49 11 48 37 52 12 48 36 53
Economically Disadvantaged 13 68 55 32 10 65 55 35 12 63 51 37
English Learners 9 64 55 36 9 61 52 39 9 50 41 50
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 31 83 52 17 26 81 55 19 24 79 55 21
Female 32 84 52 16 25 81 56 19 22 80 58 20
Male 30 83 52 17 27 81 54 19 26 78 52 22
American Indian < < < < < 100 < 0 < < < <
Asian 55 93 38 7 47 100 53 0 54 89 34 11
Black 23 72 49 28 17 70 53 30 11 66 55 34
Hispanic 23 81 58 19 19 77 59 23 17 76 59 24
Native Hawaiian < < < < < < < < < 100 < 0
White 35 87 52 13 31 86 55 14 32 85 53 15
Two or more races 31 83 52 17 23 75 52 25 15 76 61 24
Students with Disabilities 15 55 40 45 13 53 40 47 12 47 36 53
Economically Disadvantaged 17 74 58 26 14 71 57 29 12 69 56 31
English Learners 12 72 59 28 12 73 60 27 11 68 57 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 32 84 52 16 28 84 55 16 26 78 52 22
Female 32 86 53 14 29 85 56 15 27 79 51 21
Male 32 83 52 17 28 82 54 18 26 78 53 22
American Indian < 100 < 0 < < < < < 100 < 0
Asian 58 95 37 5 62 90 29 10 49 98 49 2
Black 18 74 56 26 16 72 57 28 16 64 49 36
Hispanic 25 83 58 17 23 82 59 18 21 73 52 27
Native Hawaiian < 100 < 0 < < < < < < < <
White 37 88 51 12 33 88 55 12 32 86 54 14
Two or more races 28 81 53 19 27 80 53 20 20 72 51 28
Students with Disabilities 11 54 43 46 9 55 46 46 9 47 38 53
Economically Disadvantaged 16 74 58 26 12 75 62 25 14 66 52 34
English Learners 10 73 63 27 11 74 63 26 13 68 55 32
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 15 87 72 13 11 81 70 19 7 74 68 26
Female 17 90 73 10 11 85 74 15 7 78 71 22
Male 14 85 71 15 10 77 67 23 6 71 65 29
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 42 98 56 2 19 96 78 4 5 80 75 20
Black 12 77 65 23 8 74 67 26 6 59 54 41
Hispanic 9 84 75 16 11 81 71 19 5 75 70 25
Native Hawaiian < 100 < 0 < < < <
White 17 90 74 10 12 83 71 17 8 81 73 19
Two or more races 14 87 73 13 8 81 73 19 8 77 68 23
Students with Disabilities 11 61 51 39 4 55 51 45 4 36 32 64
Economically Disadvantaged 9 78 68 22 5 73 68 27 5 67 62 33
English Learners 3 74 71 26 3 67 64 33 3 73 70 27
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 12 71 59 29 13 75 63 25 11 68 57 32
Female 12 75 63 25 15 79 64 21 11 71 60 29
Male 11 66 55 34 11 71 61 29 10 66 55 34
American Indian < 100 < 0 < < < < < 100 < 0
Asian 23 86 64 14 37 94 56 6 34 82 48 18
Black 7 55 48 45 7 58 52 42 6 57 51 43
Hispanic 8 66 58 34 7 69 61 31 8 66 58 34
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 13 75 62 25 14 80 66 20 12 73 61 27
Two or more races 15 80 64 20 12 72 60 28 11 63 53 37
Students with Disabilities 11 36 25 64 8 42 34 58 6 36 30 64
Economically Disadvantaged 5 56 51 44 5 58 53 42 6 56 50 44
English Learners 4 41 37 59 2 39 36 61 5 50 45 50
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 3 67 64 33 3 68 65 32 2 58 56 42
Female 3 74 71 26 3 73 70 27 2 64 63 36
Male 2 61 59 39 4 64 60 36 3 53 51 47
American Indian < < < < < < < <
Asian - 71 71 29 - 94 94 6 5 67 62 33
Black 3 61 58 39 4 58 54 42 1 43 42 57
Hispanic 1 64 63 36 3 66 64 34 3 56 54 44
White 4 71 67 29 3 71 68 29 2 65 63 35
Two or more races 2 64 62 36 3 79 76 21 7 61 54 39
Students with Disabilities 8 33 25 67 9 40 31 60 8 39 31 61
Economically Disadvantaged 3 59 56 41 3 57 54 43 2 48 46 52
English Learners - 41 41 59 3 48 45 52 1 39 38 61
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 6 81 76 19 7 86 79 14 8 80 72 20
Female 7 85 78 15 9 89 80 11 10 85 75 15
Male 4 79 74 21 5 83 78 17 6 74 69 26
American Indian < 100 < 0 < < < < < 100 < 0
Asian 13 92 79 8 19 95 77 5 26 89 63 11
Black 2 77 75 23 2 78 76 22 3 70 67 30
Hispanic 5 77 72 23 4 82 78 18 5 75 70 25
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 7 83 76 17 9 89 80 11 9 83 74 17
Two or more races 2 84 82 16 7 85 78 15 6 79 73 21
Students with Disabilities - 46 46 54 - 56 56 44 1 45 44 55
Economically Disadvantaged 2 72 70 28 2 77 75 23 3 70 67 30
English Learners 3 59 56 41 1 70 69 30 1 58 58 42
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 77 71 23 8 76 69 24 6 71 65 29
Female 7 78 71 22 9 77 68 23 6 75 69 25
Male 5 76 71 24 6 76 69 24 7 68 61 32
American Indian < < < < < 100 < 0 < < < <
Asian 17 85 69 15 18 84 65 16 14 83 68 17
Black - 63 63 37 1 64 63 36 3 55 53 45
Hispanic 3 72 69 28 5 73 69 27 4 68 64 32
Native Hawaiian < < < < < 100 < 0 < < < <
White 7 82 75 18 10 80 70 20 8 77 69 23
Two or more races 5 75 70 25 2 80 78 20 7 76 69 24
Students with Disabilities 1 37 36 63 - 28 28 72 - 28 28 72
Economically Disadvantaged 2 63 61 37 3 60 57 40 2 56 53 44
English Learners - 53 53 47 2 48 46 52 1 38 37 62
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 14 88 74 12 13 86 73 14 14 90 75 10
Female 15 89 74 11 13 88 74 12 15 92 77 8
Male 13 87 74 13 14 85 71 15 14 86 73 14
American Indian < < < < < < < < < 100 < 0
Asian 27 91 64 9 33 89 57 11 19 95 77 5
Black 5 81 76 19 3 74 70 26 7 88 81 12
Hispanic 9 88 79 12 15 86 71 14 11 87 76 13
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 17 90 73 10 15 89 74 11 17 90 73 10
Two or more races 7 89 81 11 9 88 79 12 9 92 83 8
Students with Disabilities - 70 70 30 3 50 47 50 - 63 63 37
Economically Disadvantaged 5 85 79 15 10 78 68 22 7 86 79 14
English Learners - 71 71 29 10 60 50 40 3 93 90 7
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

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

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

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 82 70 18 12 80 68 20 11 79 68 21
Female 10 82 72 18 11 81 70 19 11 79 69 21
Male 13 82 69 18 13 80 67 20 12 78 67 22
American Indian 5 71 67 29 4 82 79 18 21 79 57 21
Asian 19 89 70 11 22 91 69 9 19 91 72 9
Black 4 70 65 30 4 66 62 34 5 63 59 37
Hispanic 7 75 68 25 7 74 68 26 6 69 63 31
Native Hawaiian < < < < 20 90 70 10 7 86 79 14
White 14 87 72 13 15 86 71 14 14 86 72 14
Two or more races 12 83 71 17 12 78 67 22 12 79 67 21
Students with Disabilities 5 49 44 51 5 46 41 54 5 46 41 54
Economically Disadvantaged 5 69 64 31 4 65 61 35 5 64 60 36
English Learners 3 46 43 54 1 47 45 53 2 45 43 55
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 23 79 56 21 21 74 53 26 19 76 57 24
Female 22 79 57 21 21 75 54 25 18 77 58 23
Male 23 79 56 21 20 73 53 27 20 75 55 25
American Indian < 100 < 0 < < < < < 100 < 0
Asian 40 88 49 12 41 86 45 14 26 88 62 12
Black 11 64 52 36 10 58 48 42 11 62 51 38
Hispanic 15 74 59 26 13 68 55 32 10 68 58 32
Native Hawaiian < 100 < 0 < < < < < < < <
White 26 84 57 16 25 81 56 19 25 84 58 16
Two or more races 27 81 54 19 22 70 47 30 20 73 54 27
Students with Disabilities 9 48 39 52 7 40 34 60 6 43 37 57
Economically Disadvantaged 11 65 55 35 8 59 51 41 8 62 54 38
English Learners 8 56 48 44 3 54 51 46 3 57 54 43
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 9 80 71 20 11 77 65 23 10 75 65 25
Female 8 80 72 20 11 77 66 23 9 75 66 25
Male 11 80 69 20 12 77 64 23 10 75 65 25
American Indian < < < < < < < < < < < <
Asian 21 81 60 19 18 93 75 7 23 86 63 14
Black 2 66 64 34 4 61 57 39 3 55 51 45
Hispanic 6 76 70 24 8 72 65 28 3 62 59 38
White 12 86 74 14 15 83 67 17 13 84 71 16
Two or more races 11 75 64 25 8 79 70 21 11 72 62 28
Students with Disabilities 3 42 39 58 5 44 39 56 7 46 39 54
Economically Disadvantaged 4 67 63 33 5 59 55 41 3 58 54 42
English Learners - 40 40 60 - 30 30 70 1 27 26 73
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 87 77 13 11 85 74 15 11 84 73 16
Female 9 87 78 13 10 87 77 13 12 85 73 15
Male 10 86 76 14 13 84 71 16 10 82 72 18
American Indian < < < < < < < < < 100 < 0
Asian 16 93 77 7 26 92 66 8 22 92 71 8
Black 3 80 77 20 3 73 70 27 4 72 69 28
Hispanic 4 81 76 19 4 79 75 21 7 71 65 29
Native Hawaiian < 100 < 0 < 100 < 0
White 12 89 77 11 15 89 74 11 14 90 76 10
Two or more races 11 89 79 11 9 88 80 12 13 82 69 18
Students with Disabilities 2 50 48 50 4 48 44 52 1 48 47 52
Economically Disadvantaged 3 75 72 25 4 70 67 30 4 70 66 30
English Learners - 48 48 52 - 49 49 51 4 29 25 71
Chemistry 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 81 73 19 10 80 69 20
Female 6 77 71 23 7 80 74 20 9 77 68 23
Male 10 76 66 24 9 83 73 17 12 82 70 18
American Indian < < < < < 100 < 0 < < < <
Asian 15 88 73 12 9 97 89 3 16 96 80 4
Black 1 58 57 42 1 71 70 29 3 65 63 35
Hispanic 4 70 66 30 4 75 71 25 8 69 61 31
Native Hawaiian < < < < < < < <
White 10 82 72 18 11 85 74 15 12 84 71 16
Two or more races 3 80 77 20 8 77 69 23 5 83 78 17
Students with Disabilities 3 45 42 55 5 52 48 48 8 54 46 46
Economically Disadvantaged 3 63 60 37 3 71 67 29 6 68 62 32
English Learners - 39 39 61 - 78 78 22 - 57 57 43
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 85 77 15 6 83 77 17 6 80 75 20
Female 6 84 78 16 5 84 79 16 5 81 76 19
Male 9 86 77 14 7 83 76 17 6 79 73 21
American Indian < < < < < < < < < 100 < 0
Asian 7 97 90 3 14 88 74 12 6 94 88 6
Black 2 75 73 25 1 69 68 31 1 62 61 38
Hispanic 5 73 68 27 3 78 75 22 3 76 72 24
Native Hawaiian < 100 < 0 < 100 < 0
White 10 90 79 10 8 90 81 10 8 87 79 13
Two or more races 2 90 88 10 6 80 74 20 6 86 80 14
Students with Disabilities 2 53 52 47 1 49 48 51 - 43 43 57
Economically Disadvantaged 2 70 68 30 1 70 69 30 2 65 64 35
English Learners - 36 36 64 1 40 39 60 - 48 48 52
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 19 84 65 16 22 85 63 15 19 83 64 17
Female 18 83 65 17 20 84 64 16 18 83 65 17
Male 20 85 65 15 24 86 62 14 21 83 62 17
American Indian 22 91 70 9 12 88 76 12 19 94 75 6
Asian 27 92 64 8 31 95 64 5 30 93 63 7
Black 9 75 65 25 12 75 63 25 9 72 63 28
Hispanic 15 79 65 21 17 81 65 19 16 81 64 19
Native Hawaiian 38 90 52 10 < 100 < 0 15 92 77 8
White 23 87 64 13 25 88 63 12 23 87 63 13
Two or more races 17 87 70 13 20 85 65 15 16 82 65 18
Students with Disabilities 8 50 43 50 8 52 44 48 8 51 43 49
Economically Disadvantaged 10 72 62 28 11 73 62 27 10 72 61 28
English Learners 10 60 50 40 11 65 54 35 9 61 52 39
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 13 86 74 14 17 87 71 13 15 86 71 14
Female 11 86 75 14 14 85 71 15 12 86 73 14
Male 14 86 72 14 19 89 70 11 18 86 68 14
American Indian < < < < < 100 < 0 < 100 < 0
Asian 14 84 70 16 11 96 84 4 21 88 68 12
Black 3 77 74 23 8 82 74 18 5 74 68 26
Hispanic 8 85 77 15 10 82 72 18 12 80 68 20
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 17 89 73 11 21 89 68 11 19 90 71 10
Two or more races 9 88 79 13 10 92 82 8 9 88 79 12
Students with Disabilities 3 45 42 55 5 49 44 51 3 50 47 50
Economically Disadvantaged 5 76 71 24 6 76 69 24 7 73 66 27
English Learners - 66 66 34 2 52 50 48 3 45 42 55
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 < < < < < < < <
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
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 13 80 67 20 19 83 65 17 12 80 67 20
Female 10 77 67 23 13 81 68 19 10 76 66 24
Male 15 83 67 17 24 85 61 15 15 84 69 16
American Indian < 100 < 0 < < < < < 100 < 0
Asian 20 88 67 12 29 94 65 6 25 90 65 10
Black 6 71 65 29 9 72 63 28 5 70 66 30
Hispanic 7 76 68 24 15 81 67 19 10 76 65 24
Native Hawaiian < 100 < 0 < 100 < 0
White 16 83 67 17 22 86 64 14 15 84 69 16
Two or more races 7 81 74 19 17 85 68 15 15 74 58 26
Students with Disabilities 5 46 41 54 11 43 32 57 4 48 43 53
Economically Disadvantaged 5 65 59 35 10 70 60 30 5 68 63 32
English Learners - 56 56 44 7 59 52 41 3 44 41 56
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 88 73 12 14 86 72 14 11 84 73 16
Female 13 87 75 13 12 86 73 14 10 85 75 15
Male 16 88 72 12 15 86 71 14 13 84 71 16
American Indian < < < < < < < < < 100 < 0
Asian 24 95 71 5 28 94 66 6 9 98 89 2
Black 4 79 76 21 4 75 70 25 5 70 65 30
Hispanic 9 79 70 21 9 81 71 19 9 82 73 18
Native Hawaiian < 100 < 0 < 100 < 0
White 18 91 73 9 18 90 73 10 15 89 75 11
Two or more races 10 95 85 5 11 85 74 15 8 83 76 17
Students with Disabilities 4 58 54 42 3 55 53 45 1 43 43 57
Economically Disadvantaged 5 75 70 25 4 75 70 25 4 71 67 29
English Learners 1 45 43 55 3 56 52 44 - 59 59 41
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 84 63 16 24 85 61 15 25 84 59 16
Female 23 84 61 16 24 85 61 15 24 84 60 16
Male 21 85 64 15 24 85 61 15 25 83 59 17
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 17 95 78 5 46 96 50 4 41 93 52 7
Black 11 73 62 27 13 73 60 27 13 76 63 24
Hispanic 16 81 65 19 13 82 69 19 21 86 65 14
Native Hawaiian < 100 < 0 < 100 < 0
White 27 88 61 12 28 89 60 11 29 86 56 14
Two or more races 18 86 68 14 26 87 61 13 18 83 65 17
Students with Disabilities 3 39 36 61 4 49 45 51 5 52 47 48
Economically Disadvantaged 10 72 62 28 10 73 63 27 13 74 62 26
English Learners 8 54 46 46 4 61 57 39 9 71 62 29
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 35 81 46 19 36 83 46 17 33 81 48 19
Female 35 81 46 19 36 82 46 18 31 81 50 19
Male 35 82 47 18 37 84 47 16 35 80 45 20
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 70 97 27 3 47 97 50 3 67 97 30 3
Black 24 71 47 29 28 73 45 27 18 71 53 29
Hispanic 30 78 48 22 33 82 48 18 27 79 52 21
Native Hawaiian < < < < < 100 < 0 < < < <
White 39 84 46 16 40 86 46 14 39 84 45 16
Two or more races 33 86 53 14 32 80 48 20 26 80 54 20
Students with Disabilities 10 50 40 50 8 47 39 53 11 48 36 52
Economically Disadvantaged 21 72 51 28 22 73 51 27 20 71 52 29
English Learners 26 74 48 26 25 81 56 19 21 74 53 26
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: 91.57 State: 89.72 Division: 91.24 State: 88.34 Division: 90.97 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division364330
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten424445469
Kindergarten1,5621,5711,544
Grade 11,6121,5811,652
Grade 21,7741,6031,647
Grade 31,8011,7891,642
Grade 41,7151,7641,850
Grade 51,8111,7601,827
Grade 61,7841,8481,786
Grade 71,8141,8271,883
Grade 81,8661,8531,863
Grade 92,0152,0142,035
Grade 101,9251,9301,910
Grade 111,7741,8281,838
Grade 121,8541,8041,862
Total Students23,73123,61723,808
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 Students237312361723808
Female114431144611510
Male122881217112298
American Indian575350
Asian610577600
Black425042434376
Hispanic331535433759
Native Hawaiian363436
White140421362213374
Two or more races142115451613
Students with Disabilities277127942970
Not Students with Disabilities209602082320838
Economically Disadvantaged713987579739
Not Economically Disadvantaged165921486014069
English Learners115012731396
Not English Learners225812234422412
Homeless292284234
Military Connected609801969
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 1036 647 57 29 114 24
State 50979 36013 2733 1046 5404 1786
Female Division 587 272 19 12 30 7
State 27837 15823 920 366 1922 656
Male Division 449 375 38 17 84 17
State 23142 20190 1813 680 3482 1130
American Indian Division < < < < 0 <
State 144 124 8 2 27 9
Asian Division 30 15 1 0 0 1
State 5026 1194 70 18 91 37
Black Division 158 153 14 2 22 10
State 7955 11090 1111 244 1359 744
Hispanic Division 120 73 2 3 38 3
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 672 366 38 23 44 10
State 30218 16420 1139 617 1589 596
Two or more races Division 52 36 2 1 10 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 7 123 57 5 33 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 213 273 28 12 79 19
State 10704 17342 1680 460 2640 1096
English Learners Division 6 26 1 1 25 1
State 1418 3757 272 31 1847 115
Homeless Division 4 15 0 0 11 0
State 232 695 90 42 303 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 35 15 4 1 1 0
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students1907174091.2177092.81146
Female92787894.789196.1303.2
Male9808628887989.7848.6
American Indian0<100<10000
Asian474697.94710000
Black35932590.532791.1226.1
Hispanic23919581.619882.83815.9
Native Hawaiian0<100<10000
White1153107693.3109995.3443.8
Two or more races1019089.19190.1109.9
Students with Disabilities22518783.119285.33314.7
Economically Disadvantaged62451482.452784.57912.7
English Learners6033553558.32541.7
Homeless301963.31963.31136.7
Foster Care0<100<10000
Military Connected565496.45598.211.8
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 Taken1,161 / 15.34%2,162 / 28.55%1,834 / 24.02%
Advanced Placement Course Enrollment2,374 / 31.37%2,427 / 32.05%2,465 / 32.29%
Dual Enrollment317 / 4.19%241 / 3.18%340 / 4.45%
Governor’s School Enrollment222 / 2.93%224 / 2.96%225 / 2.95%
IB Course Enrollment - 17 / .22%22 / .29%
Senior Enrolled in IB Program - - 13 / .17%
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 1646 1109 33
State 82482 57560 30
Female Division 805 582 28
State 41546 31230 25
Male Division 841 527 37
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 51 41 20
State 5492 4724 14
Black Division 300 197 34
State 18272 11640 36
Hispanic Division 187 117 37
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 1029 711 31
State 46319 33154 28
Two or more races Division 74 40 46
State 3521 2499 29
Students with Disabilities Division 95 38 60
State 5986 3008 50
Economically Disadvantaged Division 400 211 47
State 23515 13119 44
English Learners Division 65 30 54
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision-15-
 State413936233471
State LicensuresDivision152019
 State179019641412
Industry CertificationDivision228227192795
 State100544109590103892
Workplace ReadinessDivision230260318
 State307754231350242
Total Credentials EarnedDivision252730143132
 State137248157490159017
Students Earning One or More CredentialsDivision216925632608
 State109089126113127744
CTE CompletersDivision962933889
 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 1561 2706 1571 58.1%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1593 2836 1625 57.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1738 3189 1823 57.2%
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
66.8 65.9 65.8

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
2014-20154,350.005,204.00596.00
2015-20164,816.005,149.00606.00
2016-20174,931.005,310.00633.00

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 Students221371407590672215411565711899211961895681875216031716712887
Female10753662267326104207843344231032392032840110497828326381
Male11384745323346111217813774761087397535347411106888386506
American Indian63316503004621147330
Asian600188115673213105703783580351312
Black4134227106133395327112219838973521291924012339164215
Hispanic298319885893092204101124328227487139353327390131
Native Hawaiian31302304113130236300
White130708573553921253994842450012034107539947011956931378467
Two or more races12561013539131010350661336152576814391326462
Students with Disabilities224021091124240123112617224443001201702578263134191
Economically Disadvantaged72567123213757565816378543763510153895498727982435615
English Learners112974302212238532521319104276114651142855
Homeless3847059633766045843169148110315894593
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 227
Offenses Against Staff 36
Weapons Offenses 64
Property Offenses 43
All Other Offenses 40
Other Offenses Against Persons 472
Disorderly or Disruptive Behavior Offenses 874
Alcohol, Tobacco, and Other Drug Offenses 139
Technology Offenses 19
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 Indian0.3060.20.240.2250.18
Asian2.5791.072.570.922.4450.45
Black18.05629.7917.90932.6317.98136.22
Hispanic13.35511.0413.96911.6615.01512.01
Native Hawaiian0.1130.290.1520.170.144
White59.8951.7659.17247.2357.72842.73
Two or more races5.7025.865.9887.386.5478.4
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 Indian0.3060.240.2251.14
Asian2.5792.572.445
Black18.05635.7917.90925.7117.98137.5
Hispanic13.3558.4213.96910.4815.01514.77
Native Hawaiian0.1131.050.1520.144
White59.8951.5859.17258.157.72836.36
Two or more races5.7023.165.9885.716.54710.23
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 Indian0.3060.240.225
Asian2.5792.572.445
Black18.05617.90917.981
Hispanic13.35513.96915.015
Native Hawaiian0.1130.1520.144
White59.8959.17210057.728
Two or more races5.7025.9886.547
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 38.0438.5439.08
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 31.3334.3436.5
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 72.4369.6569.9
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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 14.54 : 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 14.27 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%6%
Provisional Special Education1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201643%55%0%2%
2016-201744%54%1%1%
2017-201845%52%1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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