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Stafford County Public Schools

General school information

Division: Stafford County Public Schools
Address: 31 Stafford Avenue Stafford, VA 22554
Superintendent: Dr. Scott R. Kizner
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 16 82 66 18 17 82 65 18 16 81 65 19
Female 18 85 67 15 19 85 67 15 17 84 67 16
Male 13 79 66 21 15 79 64 21 14 78 64 22
American Indian 13 72 60 28 16 80 65 20 8 86 78 14
Asian 24 87 62 13 24 87 62 13 23 84 61 16
Black 7 73 65 27 10 72 62 28 9 73 64 27
Hispanic 10 76 66 24 11 78 66 22 10 73 63 27
Native Hawaiian 16 90 73 10 11 89 78 11 9 85 76 15
White 20 87 67 13 21 87 66 13 20 87 67 13
Two or more races 14 83 69 17 16 84 67 16 15 82 67 18
Students with Disabilities 12 48 36 52 11 51 40 49 11 52 41 48
Economically Disadvantaged 8 69 62 31 9 71 61 29 8 69 61 31
English Learners 6 61 55 39 9 64 55 36 5 58 53 42
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 75 60 25 16 74 58 26 17 73 56 27
Female 17 76 59 24 18 78 60 22 20 77 57 23
Male 12 73 62 27 14 71 57 29 14 69 56 31
American Indian < < < < < < < < < < < <
Asian 27 81 54 19 18 85 66 15 19 75 56 25
Black 5 62 58 38 8 60 52 40 12 66 53 34
Hispanic 10 68 58 32 12 74 62 26 12 64 53 36
Native Hawaiian - 92 92 8 < 100 < 0 < < < <
White 19 81 62 19 21 79 58 21 22 80 58 20
Two or more races 16 76 60 24 14 78 64 22 13 72 59 28
Students with Disabilities 10 46 36 54 12 43 30 57 13 44 31 56
Economically Disadvantaged 7 61 54 39 9 64 55 36 7 58 50 42
English Learners 10 50 40 50 12 66 54 35 7 52 45 48
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 20 78 58 22 18 77 58 23
Female 21 80 59 20 22 81 59 19 20 80 61 20
Male 15 75 59 25 17 75 58 25 17 73 56 27
American Indian < < < < < < < < < < < <
Asian 36 84 48 16 36 83 47 17 26 85 59 15
Black 9 68 59 32 12 65 53 35 10 64 54 36
Hispanic 10 68 58 32 14 70 57 30 13 72 58 28
Native Hawaiian < 100 < 0 10 70 60 30 < < < <
White 22 82 60 18 24 86 62 14 23 83 60 17
Two or more races 23 82 59 18 21 78 57 22 18 80 62 20
Students with Disabilities 11 44 34 56 10 51 40 49 15 47 31 53
Economically Disadvantaged 11 67 56 33 11 63 53 37 10 66 57 34
English Learners 8 59 51 41 12 56 45 44 6 57 51 43
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 25 83 58 17 25 83 59 17 22 80 57 20
Female 25 84 58 16 27 85 58 15 24 83 59 17
Male 24 82 58 18 22 82 60 18 20 76 56 24
American Indian < < < < < < < < < < < <
Asian 31 80 49 20 37 89 52 11 33 83 50 17
Black 12 73 60 27 18 76 58 24 14 71 57 29
Hispanic 16 79 63 21 16 77 62 23 11 69 58 31
Native Hawaiian < 100 < 0 < 100 < 0 9 91 82 9
White 32 88 56 12 30 87 57 13 30 87 57 13
Two or more races 23 81 58 19 22 87 65 13 24 82 59 18
Students with Disabilities 17 47 30 53 14 54 40 46 11 53 42 47
Economically Disadvantaged 13 71 59 29 17 76 58 24 14 67 54 33
English Learners 9 67 59 33 11 69 57 31 6 53 48 47
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 80 61 20 22 83 60 17 17 83 66 17
Female 22 85 63 15 23 84 62 16 20 85 65 15
Male 16 76 60 24 22 81 60 19 14 81 67 19
American Indian < < < < < 100 < 0 < < < <
Asian 31 86 55 14 38 83 45 17 27 89 62 11
Black 11 71 59 29 12 73 61 27 9 75 66 25
Hispanic 12 76 64 24 13 77 64 23 11 78 67 22
Native Hawaiian < < < < < 100 < 0 < < < <
White 24 85 61 15 28 88 59 12 21 88 67 12
Two or more races 16 78 62 22 19 81 62 19 21 83 62 17
Students with Disabilities 15 49 34 51 10 44 34 56 8 56 48 44
Economically Disadvantaged 9 67 58 33 10 70 60 30 8 73 65 27
English Learners 6 62 56 38 10 64 54 36 4 68 64 32
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 85 70 15 15 85 70 15 17 84 67 16
Female 19 90 71 10 18 90 72 10 19 86 67 14
Male 12 81 69 19 12 81 68 19 16 82 66 18
American Indian < < < < < < < < < 100 < 0
Asian 19 96 77 4 20 86 65 14 32 85 52 15
Black 7 80 72 20 10 77 67 23 10 77 67 23
Hispanic 8 82 73 18 13 82 70 18 11 75 63 25
Native Hawaiian < < < < < < < < < 100 < 0
White 21 88 67 12 18 90 72 10 22 90 68 10
Two or more races 7 86 79 14 16 84 68 16 13 87 73 13
Students with Disabilities 11 45 34 55 10 57 46 43 10 51 42 49
Economically Disadvantaged 5 73 69 27 8 74 66 26 9 72 63 28
English Learners 2 67 65 33 7 71 65 29 5 63 58 37
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 13 81 68 19 15 79 64 21 11 81 70 19
Female 16 86 70 14 18 83 65 17 12 85 73 15
Male 9 77 67 23 13 75 62 25 10 76 66 24
American Indian < < < < < < < < 10 90 80 10
Asian 25 86 62 14 20 90 70 10 15 86 71 14
Black 7 70 62 30 9 68 59 32 6 72 66 28
Hispanic 9 73 64 27 7 74 67 26 8 74 66 26
Native Hawaiian < < < < < 100 < 0 < < < <
White 15 87 72 13 20 83 63 17 15 87 72 13
Two or more races 9 86 77 14 12 84 72 16 9 83 75 17
Students with Disabilities 8 38 29 62 11 43 32 57 12 52 40 48
Economically Disadvantaged 6 67 61 33 6 62 56 38 5 69 64 31
English Learners 3 56 53 44 3 55 52 45 1 52 51 48
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 90 84 10 6 90 85 10 7 89 81 11
Female 7 92 85 8 6 94 87 6 8 91 83 9
Male 6 89 83 11 5 87 82 13 6 86 80 14
American Indian < < < < < 100 < 0 < 100 < 0
Asian 7 89 82 11 6 90 85 10 13 86 72 14
Black 2 85 83 15 3 84 80 16 3 83 80 17
Hispanic 6 88 81 12 4 88 84 12 6 81 75 19
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 8 93 85 7 7 93 86 7 9 93 84 7
Two or more races 6 92 86 8 8 93 85 7 7 89 82 11
Students with Disabilities 11 67 56 33 10 66 56 34 8 60 52 40
Economically Disadvantaged 2 82 80 18 3 83 80 17 3 81 78 19
English Learners 1 67 66 33 3 62 59 38 - 53 53 47
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 22 81 59 19 22 81 59 19 19 77 58 23
Female 26 86 60 14 26 87 61 13 24 83 59 17
Male 18 76 58 24 17 75 58 25 14 70 57 30
American Indian 36 86 50 14 12 82 71 18 6 69 63 31
Asian 36 84 47 16 34 87 53 13 30 84 54 16
Black 11 72 61 28 13 71 57 29 11 66 56 34
Hispanic 14 77 62 23 16 77 60 23 12 70 57 30
Native Hawaiian 23 92 69 8 40 100 60 0 29 86 57 14
White 27 85 58 15 26 85 59 15 24 83 59 17
Two or more races 21 81 61 19 22 84 62 16 19 77 57 23
Students with Disabilities 8 42 33 58 9 42 34 58 9 42 32 58
Economically Disadvantaged 9 66 57 34 11 69 57 31 9 63 54 37
English Learners 6 58 52 42 7 54 47 46 1 43 41 57
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 20 75 54 25 17 74 57 26 14 69 55 31
Female 25 83 58 17 22 83 61 17 17 76 59 24
Male 16 67 51 33 13 67 54 33 11 61 50 39
American Indian < < < < < < < < 9 55 45 45
Asian 46 84 38 16 32 86 55 14 31 85 54 15
Black 9 64 55 36 9 62 54 38 8 57 49 43
Hispanic 14 70 56 30 12 69 57 31 10 63 53 37
Native Hawaiian < < < < < 100 < 0 < < < <
White 25 80 55 20 21 79 58 21 17 75 58 25
Two or more races 20 75 55 25 17 79 62 21 12 66 54 34
Students with Disabilities 5 31 27 69 7 34 28 66 8 34 26 66
Economically Disadvantaged 10 60 50 40 9 59 51 41 7 54 47 46
English Learners 6 52 47 48 10 55 46 45 2 40 38 60
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 23 86 63 14 26 86 60 14 23 85 61 15
Female 26 89 62 11 31 90 60 10 30 89 59 11
Male 19 83 64 17 21 82 61 18 16 80 63 20
American Indian < < < < 10 90 80 10 < 100 < 0
Asian 28 84 56 16 36 88 51 13 29 83 54 17
Black 13 79 67 21 17 77 60 23 13 75 62 25
Hispanic 15 83 68 17 20 83 63 17 15 77 63 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 28 89 61 11 31 91 60 9 30 90 61 10
Two or more races 22 88 66 12 26 88 62 12 26 86 60 14
Students with Disabilities 13 54 41 46 11 52 41 48 11 50 40 50
Economically Disadvantaged 8 75 66 25 14 78 64 22 11 73 62 27
English Learners 6 63 56 37 4 52 49 48 1 45 44 55
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 19 83 64 17 18 82 64 18 17 80 63 20
Female 20 85 65 15 18 83 65 17 17 82 65 18
Male 19 81 62 19 17 80 63 20 17 78 61 22
American Indian 18 79 61 21 8 83 75 17 16 79 63 21
Asian 39 90 51 10 37 91 54 9 35 88 53 12
Black 10 74 63 26 10 72 63 28 10 70 60 30
Hispanic 13 78 65 22 13 77 64 23 12 75 63 25
Native Hawaiian 28 90 62 10 33 94 61 6 26 90 64 10
White 24 87 64 13 22 86 65 14 21 86 65 14
Two or more races 19 85 66 15 17 82 65 18 17 81 64 19
Students with Disabilities 12 56 44 44 10 54 44 46 11 52 41 48
Economically Disadvantaged 10 72 62 28 10 72 62 28 10 70 60 30
English Learners 10 70 60 30 9 71 61 29 8 64 56 36
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 21 77 56 23 18 74 57 26 19 75 56 25
Female 20 77 57 23 18 75 58 25 17 74 56 26
Male 22 77 55 23 17 73 56 27 20 75 56 25
American Indian < < < < < < < < < < < <
Asian 46 84 38 16 30 86 56 14 18 75 57 25
Black 10 66 56 34 5 57 52 43 10 62 51 38
Hispanic 11 67 56 33 14 71 57 29 14 70 56 30
Native Hawaiian 18 91 73 9 < < < < < < < <
White 27 84 57 16 22 81 59 19 23 80 57 20
Two or more races 23 78 55 22 20 73 53 28 20 77 57 23
Students with Disabilities 13 46 33 54 9 42 34 58 16 45 29 55
Economically Disadvantaged 10 64 54 36 10 63 54 37 10 61 51 39
English Learners 10 60 50 40 9 66 57 34 13 61 48 39
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 28 83 55 17 27 81 54 19 25 79 55 21
Female 27 83 56 17 26 80 54 20 23 80 57 20
Male 29 83 54 17 27 81 54 19 26 78 52 22
American Indian < 100 < 0 < < < < < < < <
Asian 52 94 42 6 55 91 36 9 50 88 38 12
Black 16 72 55 28 13 68 55 32 13 65 52 35
Hispanic 20 75 55 25 17 75 58 25 19 74 55 26
Native Hawaiian < 100 < 0 30 100 70 0 < < < <
White 33 88 55 12 34 86 52 14 31 87 56 13
Two or more races 32 87 55 13 28 81 53 19 23 80 57 20
Students with Disabilities 16 62 46 38 13 53 40 47 16 56 40 44
Economically Disadvantaged 17 72 55 28 15 68 53 32 14 70 56 30
English Learners 17 68 51 32 13 67 55 33 13 65 51 35
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 29 81 52 19 28 83 55 17 28 79 52 21
Female 29 82 53 18 27 83 55 17 27 81 53 19
Male 29 79 50 21 28 83 54 17 28 78 50 22
American Indian < < < < < < < < < 100 < 0
Asian 50 85 35 15 41 90 49 10 46 88 41 13
Black 19 68 49 32 18 71 53 29 16 68 52 32
Hispanic 20 76 56 24 20 76 56 24 16 72 56 28
Native Hawaiian < < < < < 100 < 0 27 91 64 9
White 35 86 51 14 33 89 56 11 36 86 50 14
Two or more races 25 87 62 13 31 84 53 16 28 81 53 19
Students with Disabilities 15 52 37 48 16 60 44 40 13 48 35 52
Economically Disadvantaged 16 69 53 31 16 75 58 25 16 68 52 32
English Learners 17 68 51 32 14 69 56 31 8 61 53 39
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 20 90 69 10 18 88 70 12 16 84 69 16
Female 22 91 69 9 19 89 70 11 17 87 70 13
Male 19 88 69 12 18 88 70 12 14 82 68 18
American Indian < < < < < < < < < 100 < 0
Asian 36 93 57 7 33 93 59 7 25 88 63 12
Black 14 83 69 17 13 83 70 17 11 77 66 23
Hispanic 14 87 73 13 14 85 71 15 10 78 68 22
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 25 93 68 7 22 92 70 8 19 89 70 11
Two or more races 18 93 75 7 13 88 75 12 17 85 68 15
Students with Disabilities 16 67 51 33 13 58 45 42 10 62 53 38
Economically Disadvantaged 9 84 74 16 11 81 70 19 9 77 68 23
English Learners 7 81 74 19 10 79 70 21 8 71 63 29
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 23 81 58 19 22 79 57 21 21 78 57 22
Female 25 84 59 16 22 81 59 19 21 81 59 19
Male 22 78 56 22 22 77 55 23 21 77 56 23
American Indian < < < < < < < < < < < <
Asian 44 96 53 4 55 87 32 13 47 87 40 13
Black 13 70 57 30 15 70 55 30 13 67 54 33
Hispanic 17 77 60 23 14 72 58 28 16 72 57 28
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 28 85 56 15 27 84 57 16 25 85 60 15
Two or more races 15 82 67 18 18 80 62 20 19 81 61 19
Students with Disabilities 14 48 34 52 14 51 37 49 12 44 32 56
Economically Disadvantaged 10 68 57 32 14 66 52 34 12 65 54 35
English Learners 13 70 57 30 13 66 53 34 11 63 53 37
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 5 77 72 23 5 76 71 24 4 70 67 30
Female 6 81 75 19 6 79 73 21 3 76 73 24
Male 5 74 69 26 5 73 68 27 4 65 61 35
American Indian < < < < < < < < < < < <
Asian 7 93 86 7 10 86 76 14 7 78 70 22
Black 3 65 63 35 3 69 66 31 4 60 56 40
Hispanic 6 77 72 23 5 74 69 26 3 67 65 33
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 6 82 77 18 6 79 73 21 3 77 74 23
Two or more races 8 80 72 20 6 79 74 21 5 72 66 28
Students with Disabilities 9 48 39 52 9 50 41 50 11 44 33 56
Economically Disadvantaged 3 68 65 32 4 65 61 35 4 62 57 38
English Learners 5 70 65 30 5 71 66 29 - 49 49 51
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 10 84 74 16 10 84 73 16 10 81 71 19
Female 13 88 76 12 12 87 75 13 11 84 73 16
Male 8 80 72 20 9 81 72 19 9 78 69 22
American Indian 10 90 80 10 < < < < < < < <
Asian 29 92 63 8 29 94 65 6 28 91 63 9
Black 4 80 75 20 5 77 72 23 6 75 69 25
Hispanic 6 81 75 19 6 81 75 19 7 76 70 24
Native Hawaiian < < < < < < < < < 100 < 0
White 13 86 73 14 13 87 74 13 11 84 73 16
Two or more races 9 83 74 17 7 81 74 19 8 80 72 20
Students with Disabilities 2 56 54 44 2 53 52 47 1 54 52 46
Economically Disadvantaged 5 73 68 27 5 73 68 27 4 74 70 26
English Learners 2 74 72 26 3 74 71 26 3 70 66 30
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 82 71 18 10 81 71 19 12 81 69 19
Female 12 84 72 16 11 83 72 17 12 83 70 17
Male 10 80 70 20 9 80 70 20 11 79 68 21
American Indian < < < < < < < < 20 90 70 10
Asian 31 79 48 21 29 89 61 11 37 93 56 7
Black 4 72 68 28 3 72 69 28 5 65 60 35
Hispanic 7 76 69 24 8 74 67 26 8 79 71 21
Native Hawaiian 15 92 77 8 < 100 < 0 < < < <
White 13 88 74 12 13 87 74 13 15 87 73 13
Two or more races 11 85 74 15 10 84 75 16 11 82 72 18
Students with Disabilities 3 58 55 42 3 53 51 47 3 50 48 50
Economically Disadvantaged 5 70 65 30 5 72 67 28 6 71 65 29
English Learners 3 63 60 37 5 65 59 35 5 65 60 35
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 25 92 67 8 20 89 69 11 19 91 72 9
Female 26 94 68 6 19 90 71 10 20 93 73 7
Male 23 89 66 11 20 87 67 13 18 88 70 12
American Indian < 100 < 0 < < < < < < < <
Asian 44 97 53 3 39 96 56 4 38 94 56 6
Black 13 86 73 14 11 84 73 16 11 90 79 10
Hispanic 19 90 72 10 17 85 69 15 14 86 72 14
Native Hawaiian < < < < 30 100 70 0 < 100 < 0
White 29 94 65 6 22 90 68 10 22 92 69 8
Two or more races 27 91 64 9 17 89 73 11 18 95 77 5
Students with Disabilities 20 72 52 28 6 74 68 26 14 78 64 22
Economically Disadvantaged 16 84 69 16 11 85 74 15 9 85 76 15
English Learners 12 73 61 27 12 88 75 12 6 79 73 21
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 14 86 72 14 13 84 71 16 12 82 70 18
Female 12 86 74 14 12 84 72 16 11 82 71 18
Male 15 85 70 15 14 84 70 16 13 81 68 19
American Indian 11 92 81 8 6 84 77 16 8 88 80 13
Asian 22 87 66 13 20 90 70 10 20 88 68 12
Black 5 75 70 25 5 74 69 26 4 71 67 29
Hispanic 9 79 70 21 8 77 69 23 8 73 65 27
Native Hawaiian 21 93 72 7 26 94 68 6 24 88 64 12
White 18 91 73 9 17 90 73 10 16 89 73 11
Two or more races 13 88 75 12 13 86 73 14 11 83 72 17
Students with Disabilities 7 56 50 44 6 56 49 44 8 53 46 47
Economically Disadvantaged 6 73 67 27 6 72 66 28 6 70 63 30
English Learners 4 62 58 38 5 63 58 37 3 52 49 48
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 22 81 59 19 20 79 58 21 17 78 61 22
Female 19 80 61 20 20 78 59 22 16 79 63 21
Male 25 83 57 17 21 79 58 21 19 77 58 23
American Indian < < < < < < < < < 100 < 0
Asian 33 80 47 20 33 85 52 15 36 85 49 15
Black 12 68 55 32 10 67 57 33 9 67 59 33
Hispanic 14 72 57 28 13 69 56 31 11 68 57 32
Native Hawaiian < 100 < 0 < 100 < 0 30 80 50 20
White 28 89 61 11 25 85 60 15 23 86 63 14
Two or more races 22 85 63 15 23 84 61 16 15 80 64 20
Students with Disabilities 12 51 40 49 10 54 44 46 12 48 36 52
Economically Disadvantaged 9 67 58 33 10 68 58 32 10 66 56 34
English Learners 10 62 52 38 10 60 50 40 6 56 51 44
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 11 83 72 17 10 82 72 18 9 77 68 23
Female 9 83 75 17 8 82 74 18 7 77 70 23
Male 13 83 70 17 12 83 71 17 10 77 67 23
American Indian < < < < < 100 < 0 - 90 90 10
Asian 25 85 60 15 15 93 78 7 15 86 71 14
Black 3 68 65 32 4 73 69 27 4 64 60 36
Hispanic 5 75 70 25 6 76 70 24 7 68 62 32
Native Hawaiian < < < < < < < < < < < <
White 14 90 75 10 14 87 73 13 12 86 74 14
Two or more races 11 89 78 11 7 85 79 15 6 78 72 22
Students with Disabilities 8 49 41 51 7 55 48 45 7 49 42 51
Economically Disadvantaged 5 67 62 33 3 66 64 34 5 63 57 37
English Learners 1 53 52 47 1 60 59 40 1 45 43 55
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 90 76 10 15 88 73 12 14 86 73 14
Female 13 91 77 9 14 89 75 11 13 88 74 12
Male 14 88 74 12 16 87 71 13 14 85 71 15
American Indian < 100 < 0 < 100 < 0 20 100 80 0
Asian 22 96 74 4 21 92 71 8 24 88 64 13
Black 6 81 75 19 5 80 75 20 4 75 71 25
Hispanic 9 88 79 12 10 81 70 19 9 80 71 20
Native Hawaiian < 100 < 0 25 92 67 8 < 100 < 0
White 18 92 75 8 19 93 73 7 19 93 74 7
Two or more races 12 92 80 8 16 90 74 10 12 87 75 13
Students with Disabilities 3 57 53 43 3 55 52 45 3 57 54 43
Economically Disadvantaged 5 79 74 21 8 77 69 23 8 77 69 23
English Learners 1 71 70 29 3 63 60 37 3 45 42 55
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 87 74 13 11 87 76 13 13 86 72 14
Female 12 89 77 11 11 87 76 13 13 86 73 14
Male 14 86 71 14 10 87 76 13 13 85 72 15
American Indian < 100 < 0 < < < < < < < <
Asian 14 91 77 9 16 93 76 7 19 93 74 7
Black 4 78 74 22 6 79 73 21 5 80 76 20
Hispanic 10 80 70 20 7 79 72 21 9 76 67 24
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 16 91 75 9 13 91 78 9 16 89 72 11
Two or more races 14 87 73 13 10 85 75 15 14 87 74 13
Students with Disabilities - 68 68 32 7 73 66 27 9 82 73 18
Economically Disadvantaged 5 75 70 25 4 74 71 26 6 77 71 23
English Learners 2 67 65 33 4 72 67 28 - 61 61 39
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 9 87 78 13 8 86 78 14 7 83 76 17
Female 8 88 80 12 7 86 79 14 6 83 77 17
Male 11 87 76 13 8 85 77 15 8 83 74 17
American Indian 9 91 82 9 < < < < < < < <
Asian 11 83 72 17 17 88 71 12 10 86 77 14
Black 2 80 78 20 2 73 71 27 1 71 70 29
Hispanic 6 79 74 21 4 80 76 20 5 76 71 24
Native Hawaiian 10 90 80 10 < 100 < 0 < 100 < 0
White 14 93 80 7 11 93 82 7 11 91 80 9
Two or more races 9 88 79 12 7 85 78 15 11 87 76 13
Students with Disabilities 2 61 59 39 2 54 52 46 4 55 51 45
Economically Disadvantaged 3 78 74 22 2 75 72 25 1 71 70 29
English Learners 1 62 61 38 3 66 63 34 1 52 51 48
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 23 89 66 11 22 88 66 12 20 86 66 14
Female 20 88 69 12 20 87 68 13 17 85 68 15
Male 26 89 63 11 24 88 64 12 23 87 64 13
American Indian 23 90 68 10 15 87 72 13 24 85 62 15
Asian 31 95 64 5 33 93 60 7 30 90 60 10
Black 13 82 69 18 13 80 67 20 10 78 68 22
Hispanic 18 87 68 13 17 84 67 16 16 81 65 19
Native Hawaiian 30 97 67 3 25 91 66 9 17 88 71 13
White 27 91 64 9 27 92 65 8 25 90 65 10
Two or more races 22 91 69 9 21 89 67 11 22 86 65 14
Students with Disabilities 14 66 51 34 11 63 51 37 13 61 48 39
Economically Disadvantaged 13 80 66 20 12 77 65 23 11 76 65 24
English Learners 11 79 68 21 12 72 61 28 9 70 61 30
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 90 75 10 14 90 76 10 13 88 75 12
Female 11 89 77 11 10 89 79 11 10 86 76 14
Male 18 92 73 8 19 91 73 9 17 90 73 10
American Indian < 100 < 0 < < < < < < < <
Asian 10 90 80 10 10 93 83 7 20 89 69 11
Black 8 82 74 18 9 86 77 14 5 81 76 19
Hispanic 9 87 78 13 11 85 75 15 9 80 71 20
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 19 93 74 7 18 93 75 7 18 94 75 6
Two or more races 13 94 81 6 16 92 76 8 10 88 77 12
Students with Disabilities 9 66 57 34 5 64 59 36 8 62 53 38
Economically Disadvantaged 7 81 74 19 6 80 74 20 7 81 74 19
English Learners - 74 74 26 2 65 63 35 1 62 61 38
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 19 89 70 11 17 90 73 10 16 85 69 15
Female 15 89 74 11 16 91 74 9 13 84 72 16
Male 24 89 65 11 17 89 72 11 20 86 66 14
American Indian 8 92 83 8 < < < < 20 70 50 30
Asian 42 96 55 4 24 96 71 4 30 89 59 11
Black 8 82 73 18 9 82 73 18 6 78 72 22
Hispanic 17 86 69 14 13 87 74 13 12 82 69 18
Native Hawaiian 40 90 50 10 < < < < < 100 < 0
White 22 92 69 8 21 93 72 7 21 90 69 10
Two or more races 23 90 68 10 16 90 74 10 20 88 67 13
Students with Disabilities 10 67 58 33 5 66 61 34 11 63 53 37
Economically Disadvantaged 9 80 70 20 9 81 72 19 6 74 68 26
English Learners 6 82 76 18 8 78 70 22 5 63 58 37
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 90 68 10 25 90 65 10 18 87 69 13
Female 17 88 71 12 19 88 69 12 15 86 71 14
Male 28 93 65 7 30 91 61 9 21 89 68 11
American Indian < 100 < 0 < < < < < 100 < 0
Asian 32 94 63 6 42 91 49 9 21 95 74 5
Black 14 87 73 13 13 84 70 16 8 79 72 21
Hispanic 20 91 71 9 18 85 68 15 15 83 68 17
Native Hawaiian < 100 < 0 30 100 70 0 < < < <
White 27 91 64 9 30 93 64 7 22 91 69 9
Two or more races 19 93 74 7 26 90 64 10 21 88 67 12
Students with Disabilities 16 78 62 22 17 65 47 35 10 71 61 29
Economically Disadvantaged 14 84 70 16 15 82 67 18 13 79 66 21
English Learners 6 84 78 16 10 69 58 31 2 75 73 25
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 42 99 57 1 50 95 45 5 32 99 67 1
Female 33 100 67 0 41 97 56 3 30 100 70 0
Male 54 97 44 3 60 93 33 7 34 98 64 2
Asian < 100 < 0 50 100 50 0 < 100 < 0
Black 25 92 67 8 < < < < < 100 < 0
Hispanic < 100 < 0 55 91 36 9 33 93 60 7
White 44 100 56 0 53 97 43 3 34 100 66 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Economically Disadvantaged < 100 < 0 < < < < 13 94 81 6
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 19 87 68 13 17 84 67 16 18 83 66 17
Female 19 88 70 12 16 84 67 16 17 83 67 17
Male 20 86 66 14 17 84 66 16 19 84 65 16
American Indian < < < < < < < < < 100 < 0
Asian 18 99 81 1 32 92 61 8 25 83 57 17
Black 10 81 72 19 10 75 65 25 7 77 70 23
Hispanic 13 83 70 17 11 77 66 23 11 75 64 25
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 25 90 65 10 21 89 67 11 24 89 65 11
Two or more races 16 89 73 11 13 87 74 13 19 84 65 16
Students with Disabilities 5 52 47 48 6 50 44 50 6 48 41 52
Economically Disadvantaged 9 77 67 23 8 70 62 30 8 70 62 30
English Learners 2 71 70 29 5 69 63 31 4 66 62 34
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 39 87 48 13 37 85 48 15 35 84 49 16
Female 37 86 50 14 36 84 48 16 32 84 52 16
Male 41 87 46 13 38 86 48 14 38 84 46 16
American Indian < < < < < < < < < < < <
Asian 57 96 39 4 70 91 20 9 58 94 36 6
Black 27 79 52 21 25 73 47 27 21 72 52 28
Hispanic 31 86 55 14 29 84 54 16 36 86 51 14
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 44 89 45 11 43 90 47 10 40 88 48 12
Two or more races 37 88 52 12 36 84 48 16 36 85 49 15
Students with Disabilities 16 62 46 38 13 59 46 41 11 55 44 45
Economically Disadvantaged 26 79 53 21 21 73 52 27 21 77 57 23
English Learners 30 81 51 19 27 76 49 24 28 86 58 14
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 89.04 State: 89.72 Division: 87.92 State: 88.34 Division: 87.89 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division453832
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten557595588
Kindergarten1,8371,9241,865
Grade 11,9301,9662,040
Grade 22,0191,9882,027
Grade 32,0482,0932,065
Grade 42,0652,1132,156
Grade 51,9662,1402,214
Grade 62,1312,0992,216
Grade 72,1942,1922,170
Grade 82,1692,2552,307
Grade 92,2952,3322,430
Grade 102,3652,3052,314
Grade 112,2602,3652,279
Grade 122,2622,3122,442
Total Students28,09828,67929,113
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 Students280982867929113
Female137081394614200
Male143901473314913
American Indian839490
Asian832872924
Black523753705579
Hispanic488553745762
Native Hawaiian867476
White148151467714298
Two or more races216022182384
Students with Disabilities280628723179
Not Students with Disabilities252922580725934
Economically Disadvantaged8694958110202
Not Economically Disadvantaged194041909818911
English Learners168520082415
Not English Learners264132667126698
Homeless187207167
Military Connected3134833205
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 1495 781 25 17 89 24
State 50979 36013 2733 1046 5404 1786
Female Division 814 329 9 5 36 4
State 27837 15823 920 366 1922 656
Male Division 681 452 16 12 53 20
State 23142 20190 1813 680 3482 1130
American Indian Division 4 4 0 0 2 0
State 144 124 8 2 27 9
Asian Division 54 11 0 0 3 0
State 5026 1194 70 18 91 37
Black Division 263 190 8 0 18 10
State 7955 11090 1111 244 1359 744
Hispanic Division 225 163 1 1 23 4
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 846 362 14 16 38 9
State 30218 16420 1139 617 1589 596
Two or more races Division 99 50 2 0 5 1
State 2468 1542 87 58 163 73
Students with Disabilities Division 22 135 25 3 13 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 264 301 16 7 43 11
State 10704 17342 1680 460 2640 1096
English Learners Division 20 65 2 0 19 1
State 1418 3757 272 31 1847 115
Homeless Division 7 17 1 3 6 1
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division 139 47 1 1 1 1
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 Students2431230194.7231895.4893.7
Female1197115296.2115796.7363
Male1234114993.1116194.1534.3
American Indian10880880220
Asian686595.66595.634.4
Black48946194.346194.3183.7
Hispanic41738993.339093.5235.5
Native Hawaiian0<100<10000
White1285122295.1123896.3383
Two or more races15715196.215196.253.2
Students with Disabilities19818291.918593.4136.6
Economically Disadvantaged64258190.558891.6436.7
English Learners1078781.38781.31917.8
Homeless352571.42880617.1
Foster Care0<<<<<<
Military Connected19018798.418898.91.5
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 Taken2,048 / 22.32% - 1 / .01%
Advanced Placement Course Enrollment2,117 / 23.07%2,205 / 23.7%2,236 / 23.65%
Dual Enrollment462 / 5.03%431 / 4.63%531 / 5.62%
Governor’s School Enrollment300 / 3.27%240 / 2.58%273 / 2.89%
IB Course Enrollment497 / 5.42%513 / 5.51%554 / 5.86%
Senior Enrolled in IB Program36 / .39%44 / .47%40 / .42%
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 2080 1499 28
State 82482 57560 30
Female Division 1043 817 22
State 41546 31230 25
Male Division 1037 682 34
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 61 50 18
State 5492 4724 14
Black Division 401 282 30
State 18272 11640 36
Hispanic Division 276 188 32
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 1182 864 27
State 46319 33154 28
Two or more races Division 151 110 27
State 3521 2499 29
Students with Disabilities Division 112 67 40
State 5986 3008 50
Economically Disadvantaged Division 437 259 41
State 23515 13119 44
English Learners Division 89 57 36
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 AssessmentsDivision616669
 State413936233471
State LicensuresDivision575434
 State179019641412
Industry CertificationDivision281926822524
 State100544109590103892
Workplace ReadinessDivision114010781383
 State307754231350242
Total Credentials EarnedDivision407738804010
 State137248157490159017
Students Earning One or More CredentialsDivision327532043210
 State109089126113127744
CTE CompletersDivision1458956849
 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 2085 3991 2371 59.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2075 3961 2394 60.4%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 2076 3755 2216 59%
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
69.7 70.2 69.9

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
2014-20154,193.005,071.00582.00
2015-20164,452.005,110.00568.00
2016-20174,692.005,235.00607.00

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 Students27670832243237266271469484598268221720528794274561531637705
Female1361641610196129767582322771303985524937213382768315335
Male14054416142141136517112523211378386527942214074763322370
American Indian8920174121179923811034
Asian810188181339119841411115935421311
Black525914942545138251901105157286941695425237124138
Hispanic45461534343462127712311750773791161855412332140174
Native Hawaiian81200814036852169603
White14794446126115138917582123031352085025636613270776300318
Two or more races2091622423200912847552080150475522641285757
Students with Disabilities2562129494426961988113527092511021663023254114141
Economically Disadvantaged8309435138104873676831638885988672954909428773367463
English Learners1749672112172011940482116151608524911285681
Homeless275341522320522149258523672203502253
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 222
Offenses Against Staff 64
Weapons Offenses 70
Property Offenses 75
All Other Offenses 245
Other Offenses Against Persons 954
Disorderly or Disruptive Behavior Offenses 2,459
Alcohol, Tobacco, and Other Drug Offenses 244
Technology Offenses 339
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
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2980.120.3310.310.3110.39
Asian2.9880.93.0721.063.1930.95
Black18.8135.518.91834.7919.2833.62
Hispanic17.54614.9518.93218.2419.91318.77
Native Hawaiian0.3090.080.2610.130.2630.17
White53.21340.4451.70537.3249.41238.24
Two or more races7.7588.027.8148.158.2397.85
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
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2980.3310.311
Asian2.9883.0721.473.1931.3
Black18.8138.3718.91830.8819.2822.08
Hispanic17.54612.7918.93216.1819.91325.97
Native Hawaiian0.3090.2610.263
White53.21339.5351.70541.1849.41244.16
Two or more races7.7589.37.81410.298.2396.49
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2980.3310.311
Asian2.9883.0723.193
Black18.815018.91833.3319.2828.57
Hispanic17.5462518.93219.91314.29
Native Hawaiian0.3090.2610.263
White53.2132551.70566.6749.41242.86
Two or more races7.7587.8148.23914.29
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 28.1328.5328.82
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 39.7149.2350.42
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 81.3782.0980.92
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: 16.45 : 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 iconstudent ratio icon

2016-2017 Grades 8-12 Student Teacher Ratio: 12.13 : 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 icon

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional6%7%
Provisional Special Education1%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
2015-201638%58%1%3%
2016-201740%57%1%2%
2017-201842%54%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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