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Staunton City Public Schools

General school information

Division: Staunton City Public Schools
Division Number: 126
Address: 116 W. Beverley Street Staunton, VA 24401-4203
Superintendent: Dr. Garett M. Smith
Region: 5
Division Website (opens new window)
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Map results may not reflect school division or attendance zone boundaries.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 59 73 27 13 60 73 27 14 59 73 27
Female 16 60 75 25 16 61 77 23 16 60 77 23
Male 13 58 71 29 11 58 69 31 12 58 69 31
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 18 73 91 9 31 31 62 38 38 46 85 15
Black 3 46 50 50 5 55 60 40 2 54 57 43
Hispanic 18 56 73 27 11 52 63 37 10 61 71 29
Native Hawaiian < < 100 0
White 18 61 79 21 15 62 77 23 18 60 78 22
Two or more races 8 62 70 30 12 58 70 30 10 60 70 30
Students with Disabilities 9 29 38 62 10 28 38 62 11 33 44 57
Students without Disabilities 15 64 79 21 14 65 79 21 15 63 78 22
Economically Disadvantaged 8 54 62 38 8 56 65 35 9 56 65 35
Not Economically Disadvantaged 21 63 84 16 18 63 80 20 19 62 81 19
English Learners 8 50 58 42 - 18 18 82 - 32 32 68
Migrant < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 51 69 31 17 53 70 30 18 58 75 25
Female 19 53 72 28 24 56 80 20 19 58 77 23
Male 19 49 68 32 12 50 62 38 17 57 74 26
Asian < < 100 0 < < < < < < 100 0
Black 3 32 35 65 6 45 52 48 - 40 40 60
Hispanic 36 43 79 21 < < < < - 77 77 23
Native Hawaiian < < 100 0
White 25 54 79 21 20 58 78 22 23 59 82 18
Two or more races 6 56 63 38 17 40 57 43 17 56 72 28
Students with Disabilities 4 42 46 54 16 28 44 56 14 43 57 43
Students without Disabilities 21 52 73 27 18 57 74 26 18 60 78 22
Economically Disadvantaged 11 46 57 43 8 52 60 40 13 52 65 35
Not Economically Disadvantaged 28 56 84 16 26 55 81 19 22 62 84 16
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 77 23 14 58 72 28 20 51 71 29
Female 15 62 77 23 18 58 76 24 24 51 75 25
Male 13 63 76 24 11 58 69 31 16 51 67 33
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 4 56 59 41 3 49 51 49 4 46 50 50
Hispanic 29 50 79 21 24 53 76 24 < < < <
White 15 65 80 20 18 60 78 22 24 55 79 21
Two or more races 13 67 79 21 6 62 68 32 16 42 58 42
Students with Disabilities 9 45 55 45 6 52 58 42 8 46 54 46
Students without Disabilities 15 65 80 20 15 59 74 26 22 52 73 27
Economically Disadvantaged 7 67 74 26 8 56 65 35 10 49 59 41
Not Economically Disadvantaged 22 58 80 20 20 60 80 20 30 53 83 17
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 54 76 24 22 60 82 18 20 58 78 22
Female 27 51 78 22 23 61 84 16 20 61 81 19
Male 19 56 74 26 20 59 79 21 20 56 76 24
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 53 67 33 7 71 79 21 5 60 64 36
Hispanic 17 42 58 42 14 43 57 43 27 60 87 13
White 24 53 78 22 22 64 85 15 27 54 81 19
Two or more races 18 68 86 14 35 46 81 19 9 71 79 21
Students with Disabilities 3 29 32 68 10 45 55 45 16 44 59 41
Students without Disabilities 26 58 84 16 24 63 87 13 21 61 82 18
Economically Disadvantaged 14 54 68 32 15 62 77 23 11 62 73 27
Not Economically Disadvantaged 32 53 85 15 28 58 87 13 30 54 84 16
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 53 64 36 11 56 67 33 12 57 70 30
Female 16 53 69 31 14 53 68 32 16 61 76 24
Male 8 52 60 40 9 57 66 34 8 53 62 38
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 44 44 56 3 54 57 43 - 57 57 43
Hispanic 10 50 60 40 13 50 63 38 - 64 64 36
White 17 56 73 27 13 56 68 32 16 57 73 27
Two or more races 3 48 52 48 9 68 77 23 11 56 67 33
Students with Disabilities 9 11 20 80 3 19 23 77 11 33 44 56
Students without Disabilities 12 61 73 27 13 61 74 26 12 61 74 26
Economically Disadvantaged 4 51 54 46 7 51 58 42 9 49 58 42
Not Economically Disadvantaged 21 55 77 23 16 59 75 25 15 65 80 20
English Learners < < < < < < < < < < < <
Migrant < < < <
Foster Care < < < < < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 60 76 24 11 61 72 28 16 59 75 25
Female 15 64 79 21 17 58 76 24 20 55 76 24
Male 16 57 73 27 5 63 68 32 12 62 74 26
American Indian < < 100 0
Asian < < < < < < 100 0 < < < <
Black - 52 52 48 2 54 56 44 - 64 64 36
Hispanic 20 70 90 10 - 79 79 21 20 47 67 33
White 19 62 81 19 16 61 77 23 19 56 75 25
Two or more races 12 53 65 35 4 61 64 36 14 82 95 5
Students with Disabilities 18 29 46 54 3 15 18 82 9 25 34 66
Students without Disabilities 15 66 81 19 12 69 81 19 17 65 82 18
Economically Disadvantaged 11 50 61 39 5 58 63 37 13 59 72 28
Not Economically Disadvantaged 20 71 91 9 16 63 79 21 20 58 77 23
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 60 68 32 9 61 70 30 7 53 60 40
Female 8 61 69 31 7 69 75 25 11 56 67 33
Male 10 58 68 32 10 53 64 36 3 50 53 47
Asian < < 100 0 < < < < < < < <
Black - 27 27 73 - 54 54 46 - 47 47 53
Hispanic - 70 70 30 7 40 47 53 8 46 54 46
White 12 62 75 25 12 63 74 26 9 58 67 33
Two or more races - 77 77 23 - 76 76 24 4 46 50 50
Students with Disabilities - 26 26 74 9 34 44 56 6 18 24 76
Students without Disabilities 10 64 74 26 9 66 74 26 7 60 67 33
Economically Disadvantaged 1 50 51 49 7 54 60 40 1 49 50 50
Not Economically Disadvantaged 15 68 83 17 10 66 77 23 13 58 71 29
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 9 70 79 21 6 76 82 18
Female 9 74 83 17 7 75 82 18 7 79 86 14
Male 6 71 77 23 10 66 76 24 5 73 78 22
Asian < < 100 0 < < < < < < 100 0
Black 3 57 59 41 12 60 72 28 6 63 69 31
Hispanic < < < < - 45 45 55 - 80 80 20
White 10 75 85 15 8 77 84 16 7 80 87 13
Two or more races - 81 81 19 13 67 80 20 4 71 75 25
Students with Disabilities 22 26 48 52 23 6 29 71 10 24 33 67
Students without Disabilities 5 80 85 15 6 83 89 11 6 82 88 12
Economically Disadvantaged 5 65 70 30 7 63 70 30 5 71 76 24
Not Economically Disadvantaged 8 78 87 13 9 76 85 15 7 80 87 13
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 50 77 23 25 47 73 27 19 47 65 35
Female 32 55 87 13 30 49 79 21 25 51 76 24
Male 23 45 67 33 21 46 67 33 12 42 54 46
Asian < < 100 0 < < < < < < < <
Black 4 54 59 41 13 54 67 33 6 37 43 57
Hispanic 27 40 67 33 11 42 53 47 20 60 80 20
White 32 47 80 20 30 47 76 24 23 48 71 29
Two or more races 13 75 88 13 21 48 69 31 12 47 59 41
Students with Disabilities 18 26 44 56 20 35 55 45 7 9 16 84
Students without Disabilities 29 53 81 19 26 49 75 25 20 51 72 28
Economically Disadvantaged 16 48 64 36 14 49 63 37 9 44 53 47
Not Economically Disadvantaged 35 50 85 15 33 47 80 20 28 49 77 23
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 45 60 40 18 43 61 39 13 35 48 52
Female 22 53 75 25 24 45 69 31 18 42 60 40
Male 9 38 47 53 12 42 54 46 9 28 38 62
Asian < < 100 0 < < < < < < < <
Black - 27 27 73 4 46 50 50 3 21 23 77
Hispanic < < < < 15 31 46 54 < < < <
White 21 46 66 34 21 44 65 35 17 38 55 45
Two or more races - 79 79 21 18 41 59 41 7 43 50 50
Students with Disabilities - 15 15 85 6 39 45 55 3 6 9 91
Students without Disabilities 18 49 67 33 20 44 64 36 15 40 56 44
Economically Disadvantaged 8 37 45 55 8 42 50 50 5 29 33 67
Not Economically Disadvantaged 22 52 74 26 26 44 70 30 23 42 64 36
Military Connected < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 39 54 93 7 36 53 89 11 25 60 85 15
Female 42 56 99 1 38 55 93 7 33 61 94 6
Male 36 52 88 12 33 51 84 16 16 59 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 79 88 13 21 61 82 18 12 62 73 27
Hispanic < < 100 0 < < < < 18 82 100 0
White 44 49 93 7 42 50 92 8 30 59 89 11
Two or more races 30 70 100 0 25 58 83 17 17 52 70 30
Students with Disabilities 37 37 74 26 < < < < 18 18 36 64
Students without Disabilities 39 56 96 4 34 55 89 11 25 63 88 12
Economically Disadvantaged 26 64 91 9 23 58 82 18 15 64 79 21
Not Economically Disadvantaged 45 49 94 6 44 49 93 7 32 57 89 11
English Learners < < 100 0 < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 61 76 24 14 56 70 30 12 68 81 19
Female 16 62 78 22 13 59 72 28 11 71 83 17
Male 15 59 74 26 15 52 67 33 13 66 79 21
American Indian < < < < < < 100 0 < < 100 0
Asian 45 36 82 18 38 44 81 19 32 58 89 11
Black 4 60 64 36 5 52 56 44 3 65 68 32
Hispanic 16 58 74 26 15 47 62 38 8 71 79 21
Native Hawaiian < < 100 0
White 19 60 79 21 17 58 74 26 16 68 84 16
Two or more races 8 66 74 26 12 56 68 32 6 73 80 20
Students with Disabilities 12 32 44 56 11 27 38 62 8 53 61 39
Students without Disabilities 16 65 81 19 15 60 75 25 13 71 84 16
Economically Disadvantaged 9 58 67 33 9 54 63 37 6 68 75 25
Not Economically Disadvantaged 21 63 85 15 19 58 76 24 18 69 87 13
English Learners 9 52 61 39 8 38 46 54 4 61 64 36
Migrant < < < < < < < <
Military Connected < < < < < < < <
Foster Care - 60 60 40 < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 57 77 23 20 51 71 29 19 65 83 17
Female 15 60 75 25 16 57 73 27 14 67 80 20
Male 25 53 78 22 23 47 70 30 23 63 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 49 57 43 10 45 55 45 4 52 56 44
Hispanic 36 36 71 29 < < < < 23 62 85 15
Native Hawaiian < < 100 0
White 25 58 83 17 24 53 77 23 22 65 87 13
Two or more races 9 66 75 25 13 47 60 40 11 83 94 6
Students with Disabilities 15 38 54 46 20 28 48 52 7 61 68 32
Students without Disabilities 21 59 80 20 20 55 74 26 21 65 86 14
Economically Disadvantaged 13 53 67 33 11 47 59 41 10 65 76 24
Not Economically Disadvantaged 28 61 89 11 28 55 83 17 26 64 90 10
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 62 86 14 31 53 84 16 18 71 89 11
Female 25 62 87 13 26 59 85 15 15 74 89 11
Male 24 61 85 15 35 48 83 18 20 69 89 11
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black - 78 78 22 11 63 74 26 - 71 71 29
Hispanic 29 64 93 7 29 53 82 18 < < < <
White 31 55 87 13 39 48 86 14 23 73 95 5
Two or more races 17 71 88 13 24 59 82 18 19 68 87 13
Students with Disabilities 26 26 52 48 16 45 61 39 15 69 85 15
Students without Disabilities 24 67 91 9 34 54 87 13 18 72 90 10
Economically Disadvantaged 19 64 83 17 20 60 80 20 9 76 84 16
Not Economically Disadvantaged 31 59 89 11 42 45 87 13 27 67 94 6
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 51 78 22 26 54 80 20 21 64 85 15
Female 30 46 77 23 23 59 82 18 17 70 86 14
Male 24 56 80 20 29 49 78 22 26 59 85 15
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 47 57 43 4 79 82 18 7 69 76 24
Hispanic 25 50 75 25 14 43 57 43 20 73 93 7
White 32 49 81 19 31 51 82 18 28 59 86 14
Two or more races 14 77 91 9 27 54 81 19 12 76 88 12
Students with Disabilities 3 35 38 62 14 24 38 62 13 68 81 19
Students without Disabilities 31 54 86 14 28 60 88 12 23 64 86 14
Economically Disadvantaged 18 58 75 25 19 58 76 24 13 67 80 20
Not Economically Disadvantaged 37 44 82 18 34 51 84 16 31 61 92 8
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 68 71 29 2 55 56 44 3 68 71 29
Female 5 73 78 22 3 56 58 42 2 76 79 21
Male - 64 64 36 1 54 55 45 3 58 61 39
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 76 76 24 - 45 45 55 - 50 50 50
Hispanic < < < < 8 62 69 31 - 58 58 42
White 4 64 68 33 2 55 57 43 1 77 78 22
Two or more races - 67 67 33 - 67 67 33 5 64 68 32
Students with Disabilities 6 32 39 61 6 29 35 65 4 36 40 60
Students without Disabilities 2 78 79 21 1 61 62 38 2 74 77 23
Economically Disadvantaged 1 64 65 35 - 56 56 44 1 62 63 37
Not Economically Disadvantaged 6 75 81 19 4 53 57 43 4 74 78 22
English Learners < < < < < < < < < < < <
Migrant < < < <
Foster Care < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 53 59 41 7 45 51 49 10 61 71 29
Female 4 58 61 39 9 45 54 46 13 59 72 28
Male 7 50 57 43 4 44 49 51 7 64 71 29
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 54 54 46 - 30 30 70 - 62 62 38
Hispanic < < < < 8 58 67 33 8 62 69 31
White 7 57 64 36 10 46 56 44 15 55 70 30
Two or more races 7 40 47 53 - 48 48 52 - 90 90 10
Students with Disabilities 13 23 37 63 4 7 11 89 9 50 59 41
Students without Disabilities 4 59 63 37 7 50 57 43 10 64 75 25
Economically Disadvantaged 2 42 44 56 3 39 42 58 7 63 69 31
Not Economically Disadvantaged 10 67 76 24 10 50 60 40 14 60 74 26
English Learners < < < < < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 65 65 35 1 55 56 44 3 71 74 26
Female - 76 76 24 - 60 60 40 2 75 77 23
Male - 56 56 44 1 50 51 49 4 67 71 29
Asian < < < < < < < <
Black - 43 43 57 - 59 59 41 - 74 74 26
Hispanic - 50 50 50 - 40 40 60 - 83 83 17
White - 71 71 29 1 55 56 44 5 71 76 24
Two or more races - 75 75 25 - 60 60 40 - 60 60 40
Students with Disabilities - 6 6 94 3 33 36 64 3 40 43 57
Students without Disabilities - 74 74 26 - 60 60 40 3 77 80 20
Economically Disadvantaged - 52 52 48 1 50 51 49 - 69 69 31
Not Economically Disadvantaged - 78 78 22 - 60 60 40 8 74 82 18
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 73 79 21 2 75 77 23 7 77 84 16
Female 8 70 78 22 3 81 84 16 8 82 90 10
Male 4 77 81 19 2 70 72 28 6 72 79 21
Asian < < 100 0 < < < <
Black - 74 74 26 - 56 56 44 3 75 78 22
Hispanic 13 75 88 13 - 64 64 36 - 81 81 19
White 7 73 80 20 3 80 84 16 10 76 86 14
Two or more races 5 67 71 29 - 70 70 30 - 86 86 14
Students with Disabilities - 61 61 39 - 23 23 77 - 56 56 44
Students without Disabilities 7 75 82 18 3 81 84 16 8 80 88 12
Economically Disadvantaged 4 68 71 29 - 65 65 35 3 78 81 19
Not Economically Disadvantaged 8 79 88 12 4 83 87 13 11 75 87 13
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 63 70 30 3 53 57 43 7 68 75 25
Female 7 64 71 29 2 53 55 45 7 70 77 23
Male 7 62 69 31 5 53 58 42 7 66 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 49 51 49 - 29 29 71 - 57 57 43
Hispanic - 57 57 43 7 27 33 67 < < < <
White 9 71 80 20 4 64 68 32 10 72 82 18
Two or more races 8 46 54 46 - 56 56 44 - 56 56 44
Students with Disabilities - 36 36 64 - 29 29 71 - 33 33 67
Students without Disabilities 8 65 73 27 4 55 59 41 8 70 78 22
Economically Disadvantaged 1 57 59 41 2 47 49 51 4 59 63 37
Not Economically Disadvantaged 12 68 80 20 4 59 63 37 9 74 83 17
English Learners < < < < < < < < < < < <
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 38 57 96 4 33 65 98 2 22 71 93 7
Female 40 57 97 3 29 68 97 3 30 66 95 5
Male 36 58 94 6 37 61 98 2 11 80 91 9
Asian < < 100 0 < < 100 0
Black 14 77 91 9 5 95 100 0 - 83 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
White 46 50 96 4 32 65 97 3 29 64 93 7
Two or more races < < 100 0 40 60 100 0 - 100 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 39 58 97 3 33 65 98 2 21 72 93 7
Economically Disadvantaged 21 74 95 5 25 72 96 4 10 80 90 10
Not Economically Disadvantaged 45 51 96 4 38 61 99 1 29 66 95 5
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 66 81 19 12 65 77 23 13 61 74 26
Female 14 66 80 20 13 66 79 21 11 66 77 23
Male 16 66 82 18 11 64 75 25 14 56 70 30
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 25 58 83 17 17 67 83 17
Black 5 57 62 38 2 59 61 39 1 56 57 43
Hispanic 5 69 74 26 11 52 63 38 16 53 69 31
White 19 67 86 14 15 67 82 18 17 61 78 22
Two or more races 6 77 83 17 7 67 75 25 3 69 71 29
Students with Disabilities 4 36 40 60 4 36 40 60 9 29 38 62
Students without Disabilities 16 71 87 13 13 69 83 17 13 66 79 21
Economically Disadvantaged 8 64 72 28 6 63 69 31 5 58 63 37
Not Economically Disadvantaged 20 68 89 11 18 66 84 16 20 64 84 16
English Learners - 53 53 47 - 46 46 54 8 42 50 50
Military Connected < < 100 0 < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 61 80 20 14 62 76 24 24 53 77 23
Female 20 55 75 25 14 62 76 24 20 58 78 22
Male 19 66 85 15 13 62 75 25 27 48 75 25
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 60 63 37 - 70 70 30 2 62 64 36
Hispanic 8 58 67 33 14 36 50 50 27 53 80 20
White 25 58 83 17 16 61 78 22 34 45 79 21
Two or more races 9 82 91 9 12 73 85 15 6 74 79 21
Students with Disabilities - 47 47 53 7 28 34 66 19 34 53 47
Students without Disabilities 23 63 87 13 15 69 83 17 24 56 81 19
Economically Disadvantaged 15 61 76 24 7 67 74 26 10 59 69 31
Not Economically Disadvantaged 24 61 85 15 20 57 78 22 38 46 85 15
English Learners < < < < < < < < < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 68 73 27 3 63 66 34 5 54 59 41
Female 7 68 75 25 2 68 70 30 5 61 66 34
Male 4 69 72 28 5 58 63 38 6 47 53 47
Asian < < 100 0 < < < < < < < <
Black - 38 38 62 - 46 46 54 - 37 37 63
Hispanic - 64 64 36 7 29 36 64 8 46 54 46
White 7 72 79 21 4 70 74 26 7 61 68 32
Two or more races - 85 85 15 - 59 59 41 4 50 54 46
Students with Disabilities - 32 32 68 3 35 39 61 3 15 18 82
Students without Disabilities 6 73 79 21 3 68 71 29 6 62 67 33
Economically Disadvantaged - 56 56 44 3 49 52 48 1 47 48 52
Not Economically Disadvantaged 9 79 88 12 4 74 77 23 10 62 72 28
English Learners < < < < < < < < < < < <
Military Connected < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 13 65 78 22 13 65 78 22
Female 15 65 79 21 16 65 81 19 12 67 79 21
Male 23 59 82 18 11 65 76 24 14 63 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 65 71 29 3 55 58 42 - 58 58 42
Hispanic 7 57 64 36 - 90 90 10 < < < <
White 24 63 87 13 18 66 84 16 18 66 84 16
Two or more races 13 56 69 31 4 62 65 35 - 70 70 30
Students with Disabilities - 10 10 90 - 42 42 58 8 38 46 54
Students without Disabilities 21 69 89 11 15 68 83 17 13 67 81 19
Economically Disadvantaged 4 69 73 27 6 66 72 28 6 60 65 35
Not Economically Disadvantaged 29 57 86 14 19 65 84 16 19 69 88 12
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 69 95 5 30 67 97 3 19 74 94 6
Female 22 73 95 5 33 62 94 6 25 63 88 13
Male 30 65 95 5 27 73 100 0 13 87 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 17 74 91 9 6 75 81 19 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 32 63 95 5 35 65 100 0 25 70 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 26 71 96 4 30 67 97 3 19 74 94 6
Economically Disadvantaged 21 73 94 6 12 82 94 6 < < < <
Not Economically Disadvantaged 28 67 95 5 40 58 98 2 26 74 100 0
English Learners < < 100 0
Military Connected < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 73 81 19 9 68 78 22 7 71 78 22
Female 7 76 83 17 9 71 79 21 6 77 84 16
Male 9 71 80 20 10 66 76 24 8 64 72 28
Asian < < 100 0 < < 100 0 < < < <
Black - 50 50 50 - 56 56 44 - 68 68 32
Hispanic - 86 86 14 8 58 67 33 13 53 67 33
White 11 78 89 11 12 71 83 17 9 72 81 19
Two or more races 5 76 81 19 6 72 78 22 - 79 79 21
Students with Disabilities 5 40 45 55 - 35 35 65 3 35 39 61
Students without Disabilities 8 77 85 15 11 74 85 15 8 77 84 16
Economically Disadvantaged 4 67 71 29 3 63 67 33 4 65 69 31
Not Economically Disadvantaged 12 79 91 9 15 73 88 13 10 77 87 13
English Learners < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 59 75 25 16 60 76 24 12 52 64 36
Female 14 61 75 25 14 59 72 28 12 50 62 38
Male 19 56 76 24 18 61 79 21 12 54 66 34
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < < < 10 90 100 0
Black 4 54 58 42 6 54 60 40 1 38 39 61
Hispanic 18 55 73 27 19 60 79 21 4 56 60 40
White 19 60 79 21 20 61 80 20 16 53 69 31
Two or more races 16 60 77 23 9 62 71 29 9 62 71 29
Students with Disabilities 8 35 44 56 8 34 42 58 7 35 41 59
Students without Disabilities 18 62 79 21 17 64 81 19 13 55 68 32
Economically Disadvantaged 9 55 64 36 9 59 68 32 6 46 52 48
Not Economically Disadvantaged 23 62 85 15 22 60 82 18 17 58 76 24
English Learners 25 44 69 31 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 4 77 81 19 1 52 53 47
Female 3 73 76 24 2 75 78 22 2 52 53 47
Male 15 69 84 16 6 78 84 16 - 53 53 47
Asian < < 100 0 < < < < < < 100 0
Black 5 53 58 42 - 69 69 31 - 39 39 61
Hispanic - 70 70 30 - 82 82 18 < < < <
White 12 74 86 14 6 80 86 14 2 51 53 47
Two or more races - 93 93 7 6 69 75 25 - 69 69 31
Students with Disabilities - 43 43 57 - 40 40 60 - 29 29 71
Students without Disabilities 11 75 85 15 5 82 86 14 1 56 57 43
Economically Disadvantaged 4 69 73 27 3 68 71 29 - 43 43 57
Not Economically Disadvantaged 13 72 85 15 5 84 89 11 2 63 65 35
English Learners < < 100 0 < < 100 0 < < < <
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 61 67 33 5 65 70 30 4 56 60 40
Female 6 62 68 32 3 65 68 32 4 55 59 41
Male 6 60 66 34 7 64 71 29 4 58 62 38
Asian < < 100 0 < < 100 0 < < 100 0
Black - 45 45 55 - 57 57 43 - 36 36 64
Hispanic - 71 71 29 < < < < - 60 60 40
White 7 64 71 29 7 69 76 24 5 59 64 36
Two or more races 5 64 68 32 - 44 44 56 - 56 56 44
Students with Disabilities 11 17 28 72 - 19 19 81 - 39 39 61
Students without Disabilities 5 65 71 29 6 70 76 24 4 59 63 37
Economically Disadvantaged 2 51 53 47 4 58 62 38 1 45 47 53
Not Economically Disadvantaged 9 69 78 22 6 71 77 23 6 67 73 27
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < < <
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 54 74 26 14 53 67 33 14 47 61 39
Female 15 60 74 26 9 54 63 37 14 44 58 42
Male 27 48 75 25 20 52 72 28 13 51 64 36
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 56 59 41 4 32 36 64 - 17 17 83
Hispanic 10 50 60 40 - 64 64 36 < < < <
White 26 54 80 20 18 52 71 29 18 53 70 30
Two or more races 14 57 71 29 - 88 88 13 9 45 55 45
Students with Disabilities - 9 9 91 7 29 36 64 8 17 25 75
Students without Disabilities 22 58 79 21 14 55 70 30 14 50 64 36
Economically Disadvantaged 8 48 55 45 6 47 53 47 7 35 42 58
Not Economically Disadvantaged 28 59 87 13 20 59 79 21 18 57 75 25
English Learners < < < < < < < < < < < <
Foster Care < < < < < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 54 69 31 14 63 76 24 6 54 60 40
Female 16 55 71 29 16 58 74 26 6 52 58 42
Male 14 53 67 33 12 67 79 21 5 56 62 38
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 46 46 54 5 56 61 39 - 33 33 67
Hispanic 17 50 67 33 18 73 91 9 - 62 62 38
White 18 56 74 26 18 63 81 19 9 54 63 37
Two or more races 18 47 65 35 7 64 71 29 - 73 73 27
Students with Disabilities - 32 32 68 3 29 32 68 - 26 26 74
Students without Disabilities 17 57 74 26 16 68 84 16 7 58 65 35
Economically Disadvantaged 7 48 55 45 5 67 72 28 3 45 48 52
Not Economically Disadvantaged 24 60 84 16 21 59 80 20 9 64 73 27
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 33 52 85 15 36 45 81 19 30 49 79 21
Female 30 53 83 17 31 45 77 23 30 47 76 24
Male 37 51 88 12 40 44 85 15 30 50 81 19
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black 12 69 81 19 17 46 63 37 4 54 57 43
Hispanic 57 36 93 7 56 31 88 13 < < < <
White 34 51 84 16 42 45 87 13 37 46 83 17
Two or more races 38 50 88 13 21 53 74 26 23 60 83 17
Students with Disabilities 14 48 62 38 14 34 48 52 20 40 60 40
Students without Disabilities 36 53 88 12 40 47 86 14 31 50 81 19
Economically Disadvantaged 23 57 81 19 22 55 77 23 17 52 69 31
Not Economically Disadvantaged 45 46 90 10 50 35 85 15 42 46 88 12
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
White < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2016-20172017-20182018-2019
Division223
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten757491
Kindergarten231203190
Grade 1192223215
Grade 2200182228
Grade 3230197186
Grade 4194225198
Grade 5217187230
Grade 6215221187
Grade 7203225215
Grade 8175209216
Grade 9182169210
Grade 10190194170
Grade 11205196200
Grade 12170196192
Total Students2,6792,7012,728

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students267927012728
Female128312891334
Male139614121394
American Indian655
Asian202933
Black426424431
Hispanic151149160
Native Hawaiian111
White176917771753
Two or more races306316345
Students with Disabilities384381386
Students without Disabilities229523202342
Economically Disadvantaged127912651268
Not Economically Disadvantaged140014361460
English Learners535359
Not English Learners262626482669
Homeless192925
Military Connected12149
Foster Care202515
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 106 65 10 0 10 11
State 50983 36029 2739 1053 5386 1766
Female Division 48 33 5 0 3 3
State 27838 15825 923 368 1911 652
Male Division 58 32 5 0 7 8
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 16 21 4 0 1 1
State 7955 11098 1113 244 1362 735
Hispanic Division 4 5 0 0 2 0
State 5087 5586 317 107 2168 323
White Division 77 33 6 0 7 9
State 30221 16421 1144 621 1576 587
Two or more races Division 7 4 0 0 0 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 3 12 10 0 3 2
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 33 39 9 0 2 2
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < < <
State 1418 3765 269 32 1842 117
Homeless Division < < < < 0 <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students2021819018190105
Female928694869433
Male1109586958676
American Indian<<100<10000
Asian<<100<10000
Black434195419512
Hispanic11982982218
White132116881168875
Two or more races121192119200
Students with Disabilities3025832583310
Economically Disadvantaged858195819522
English Learners<<<<<<<
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-2018
Advanced Placement Test Taken115 / 15.39%62 / 8.21%
Advanced Placement Course Enrollment116 / 15.53%63 / 8.34%
Dual Enrollment107 / 14.32%175 / 23.18%
Governor's School Enrollment41 / 5.49%38 / 5.03%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1489139
State83,31058,98329
FemaleDivision825533
State42,04632,13924
MaleDivision663645
State41,26426,84435
American IndianDivision<<100
State24615338
BlackDivision231535
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision1076440
State45,92633,47627
Two or more racesDivision10<100
State3,8212,77427
Students with DisabilitiesDivision<<100
State6,7843,33551
Economically DisadvantagedDivision562555
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
AsianDivision--100
State5,5904,89312
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision121319
 State4,1393,6233,525
Industry CertificationDivision173152106
 State99,894109,275104,601
Workplace ReadinessDivision4798116
 State30,77542,31350,241
Total Credentials EarnedDivision232266248
 State137,248157,490160,248
Students Earning One or More CredentialsDivision207215225
 State109,089126,113128,672
CTE CompletersDivision747285
 State42,40440,51641,438
State LicensuresDivision-37
 State2,4402,2791,881
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division4,143.005,064.001,028.00
State5,761.004,621.00875.00
2013-2014Division4,144.004,998.00944.00
State5,807.004,651.00784.00
2014-2015Division4,271.005,416.00968.00
State5,933.004,819.00771.00
2015-2016Division4,505.005,549.00993.00
State6,084.004,849.00812.00
2016-2017Division4,526.005,764.00996.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students2,2543102,2753192,299324
Female1,0701521,1001501,110168
Male1,1841581,1751691,189156
American Indian<<<<<<
Asian170212291
Black350513575034758
Hispanic129181261613618
Native Hawaiian<<<<<<
White1,4992071,4952161,501198
Two or more races252332723427849
Students with Disabilities303723096030168
Economically Disadvantaged1,1221941,0521851,189245
English Learners456464537
Homeless171234192627
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 32
Offenses Against Staff 13
Weapons Offenses <
Property Offenses <
All Other Offenses <
Other Offenses Against Persons 83
Disorderly or Disruptive Behavior Offenses 154
Alcohol, Tobacco, and Other Drug Offenses <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.2
Asian0.71.1
Black15.936.115.722.4
Hispanic5.66.75.58.2
Native Hawaiian00
White6640.165.844.7
Two or more races11.417.111.724.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.2
Asian0.71.1
Black15.915.7
Hispanic5.65.5
Native Hawaiian00
White665065.8
Two or more races11.45011.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.20.2
Asian0.71.1
Black15.915.7
Hispanic5.65.5
Native Hawaiian00
White6665.8
Two or more races11.411.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 51.855.154.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 52.65459.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 76.571.368.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 12.02 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 10.52 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - 4.7% 1.9% 4.7% 13% 7.8%
High Poverty - 3.5% 5.1% 3.5% 17.9% 12.3%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201748%49%1%2%
2017-201847%52%0%1%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students74%74%73%75%
Asian77%82%87%75%
Black60%56%60%75%
Hispanic71%69%63%75%
White79%78%81%75%
Economically Disadvantaged65%63%62%75%
English Learners46%44%53%75%
Students with Disabilities41%37%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%74%74%70%
Asian71%79%89%70%
Black63%62%60%70%
Hispanic72%72%64%70%
White76%78%81%70%
Economically Disadvantaged66%67%63%70%
English Learners52%57%57%70%
Students with Disabilities44%42%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students75%
Asian70%
Black62%
Hispanic53%
White80%
Economically Disadvantaged66%
English Learners50%
Students with Disabilities39%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students77%75%
Asian70%82%
Black67%67%
Hispanic70%74%
White80%78%
Economically Disadvantaged70%69%
English Learners43%56%
Students with Disabilities51%55%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students84%84%84%
Asian<90%84%
Black74%82%84%
Hispanic<81%84%
White86%86%84%
Economically Disadvantaged85%78%84%
English Learners<65%84%
Students with Disabilities45%56%84%
Homeless<--
Foster Care---

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%11%9%10%
Asian9%5%5%10%
Black12%11%9%10%
Hispanic11%9%9%10%
White13%11%9%10%
Economically Disadvantaged15%13%13%10%
English Learners8%7%8%10%
Students with Disabilities16%17%14%10%

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

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

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress64%46%58%
English Learner Proficiency24%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress182864%
English Learner Proficiency104124%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian100%93%100%
Black99%99%97%
Hispanic100%98%92%
White100%100%100%
Economically Disadvantaged100%99%98%
Not Economically Disadvantaged100%99%100%
English Learners100%97%93%
Students with Disabilities100%100%98%
Students without Disabilities100%99%99%
Female100%99%98%
Male100%100%99%
Migrant<<<

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

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

School Readiness

Kindergarten Students' Public Preschool Experience