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Suffolk City Public Schools

General school information

Division: Suffolk City Public Schools
Address: 100 N Main St Suffolk, VA 23434
Superintendent: Dr. Deran R. Whitney
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


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 11 75 64 25 13 77 64 23 12 77 64 23
Female 12 78 66 22 15 80 66 20 14 80 66 20
Male 10 72 61 28 11 74 63 26 11 74 63 26
American Indian 25 67 42 33 31 88 56 13 14 86 71 14
Asian 24 88 64 12 27 90 63 10 24 87 63 13
Black 6 66 60 34 8 69 61 31 8 69 61 31
Hispanic 15 84 69 16 14 83 69 17 16 86 69 14
Native Hawaiian 8 77 69 23 27 80 53 20 23 77 54 23
White 17 86 68 14 19 87 69 13 19 88 69 12
Two or more races 14 85 70 15 17 88 70 12 18 85 67 15
Students with Disabilities 7 37 30 63 6 38 32 62 9 38 29 62
Economically Disadvantaged 5 63 57 37 7 65 58 35 7 67 60 33
English Learners 8 62 54 38 2 54 51 46 8 66 58 34
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 10 69 59 31 13 71 58 29 17 71 54 29
Female 12 73 61 27 13 74 61 26 22 75 53 25
Male 9 65 56 35 12 68 56 32 12 66 54 34
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 28 78 50 22 44 88 44 13 22 78 56 22
Black 6 59 53 41 9 61 52 39 9 61 52 39
Hispanic 15 85 70 15 16 86 70 14 28 81 53 19
White 15 79 64 21 17 85 67 15 28 83 55 17
Two or more races 12 85 72 15 20 80 61 20 22 81 59 19
Students with Disabilities 8 32 24 68 8 23 16 77 14 30 16 70
Economically Disadvantaged 6 58 52 42 7 56 49 44 8 60 51 40
English Learners 10 60 50 40 < < < < - 64 64 36
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 14 75 60 25 18 78 60 22 13 74 61 26
Female 15 78 63 22 21 80 59 20 13 76 62 24
Male 13 72 58 28 16 75 60 25 12 73 60 27
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 50 81 31 19 25 94 69 6
Black 7 65 58 35 13 71 59 29 9 66 58 34
Hispanic 21 79 58 21 21 82 61 18 6 89 82 11
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 23 88 64 12 26 85 60 15 19 84 64 16
Two or more races 18 83 65 17 18 90 73 10 22 80 58 20
Students with Disabilities 8 39 31 61 5 38 32 62 7 31 24 69
Economically Disadvantaged 6 63 56 37 13 69 56 31 7 63 56 37
English Learners - 90 90 10 < < < < < 100 < 0
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 76 60 24 21 82 62 18 19 78 59 22
Female 16 79 63 21 21 86 65 14 23 81 58 19
Male 17 73 57 27 20 79 59 21 15 75 60 25
American Indian < < < < < 100 < 0 < 100 < 0
Asian 45 82 36 18 < 100 < 0 29 82 53 18
Black 10 67 57 33 15 77 62 23 13 70 57 30
Hispanic 26 94 68 6 21 87 67 13 29 89 60 11
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 23 86 63 14 31 89 58 11 25 89 64 11
Two or more races 24 89 65 11 19 89 70 11 28 85 57 15
Students with Disabilities 9 38 28 62 9 43 34 57 8 35 26 65
Economically Disadvantaged 8 65 57 35 10 73 63 27 12 69 57 31
English Learners < < < < < < < < < < < <
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 14 72 58 28 12 73 61 27 12 76 64 24
Female 16 76 60 24 14 77 63 23 13 79 66 21
Male 11 68 56 32 9 69 60 31 12 73 61 27
American Indian < 100 < 0 < < < < < 100 < 0
Asian 24 90 66 10 33 83 50 17 < < < <
Black 7 62 55 38 8 64 56 36 8 69 61 31
Hispanic 11 76 65 24 10 78 68 22 16 79 63 21
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 23 86 63 14 17 86 69 14 19 87 68 13
Two or more races 22 79 57 21 19 88 69 12 13 82 68 18
Students with Disabilities 4 32 27 68 7 32 25 68 9 38 28 62
Economically Disadvantaged 5 58 52 42 8 59 52 41 6 65 59 35
English Learners < < < < < < < < < < < <
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 77 67 23 12 83 70 17 12 79 67 21
Female 11 79 68 21 16 87 71 13 14 84 70 16
Male 9 75 66 25 9 78 69 22 11 74 64 26
American Indian < < < < < 100 < 0 < < < <
Asian 22 89 67 11 17 93 76 7 42 92 50 8
Black 7 69 63 31 7 76 69 24 8 72 64 28
Hispanic 15 91 77 9 10 84 75 16 19 86 68 14
Native Hawaiian < < < < < 100 < 0 < < < <
White 14 87 73 13 19 91 73 9 17 89 72 11
Two or more races 10 85 75 15 25 92 68 8 17 86 69 14
Students with Disabilities 4 41 37 59 4 42 38 58 5 37 32 63
Economically Disadvantaged 4 66 61 34 6 74 68 26 7 69 62 31
English Learners < 100 < 0 < < < < < < < <
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 7 71 64 29 9 71 62 29 9 78 69 22
Female 8 76 67 24 10 74 65 26 9 80 70 20
Male 7 67 60 33 8 68 60 32 8 75 68 25
American Indian < < < < < < < < < 100 < 0
Asian 19 88 69 13 17 94 78 6 13 87 73 13
Black 5 62 57 38 6 60 54 40 6 67 62 33
Hispanic 7 78 70 22 11 79 68 21 6 85 79 15
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 12 84 72 16 12 85 74 15 13 92 79 8
Two or more races 5 90 85 10 14 81 67 19 13 93 80 7
Students with Disabilities 9 32 23 68 7 33 27 67 10 45 35 55
Economically Disadvantaged 4 56 52 44 4 56 51 44 4 66 62 34
English Learners < < < < < < < < < < < <
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 4 84 80 16 4 81 77 19 5 84 79 16
Female 5 86 82 14 6 83 77 17 5 87 82 13
Male 4 82 78 18 3 80 77 20 4 80 75 20
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 7 93 86 7 8 92 83 8 11 95 84 5
Black 3 81 78 19 2 75 73 25 4 79 75 21
Hispanic 6 89 83 11 7 84 78 16 9 91 83 9
Native Hawaiian < 100 < 0 < < < <
White 8 90 82 10 8 91 83 9 7 91 84 9
Two or more races 2 83 81 17 6 92 85 8 - 92 92 8
Students with Disabilities 4 44 40 56 5 49 44 51 13 48 35 52
Economically Disadvantaged 3 77 74 23 2 70 68 30 4 77 73 23
English Learners < < < < < < < < < < < <
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 9 72 62 28 12 74 62 26 14 76 62 24
Female 10 77 67 23 14 79 65 21 16 82 65 18
Male 9 67 58 33 10 68 58 32 10 70 59 30
American Indian < < < < < < < < < 100 < 0
Asian 28 88 59 13 27 90 63 10 32 89 57 11
Black 5 65 59 35 7 66 59 34 8 68 60 32
Hispanic 10 70 60 30 15 79 63 21 16 85 68 15
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 16 83 67 17 20 85 65 15 21 86 65 14
Two or more races 9 79 70 21 12 79 67 21 16 84 68 16
Students with Disabilities 5 37 33 63 5 35 30 65 7 35 28 65
Economically Disadvantaged 5 60 54 40 4 58 54 42 7 65 58 35
English Learners < < < < < < < < - 64 64 36
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 7 60 52 40 8 69 61 31 11 71 60 29
Female 9 67 58 33 10 76 66 24 14 79 65 21
Male 6 54 48 46 5 62 56 38 7 63 55 37
American Indian < < < < < < < < < 100 < 0
Asian 25 88 63 13 33 94 61 6 17 90 72 10
Black 4 49 45 51 4 61 56 39 7 61 54 39
Hispanic 6 67 61 33 11 74 63 26 7 81 74 19
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 13 74 62 26 11 79 68 21 17 84 67 16
Two or more races 5 73 68 27 8 72 63 28 18 84 67 16
Students with Disabilities 5 28 23 72 5 31 26 69 4 28 24 72
Economically Disadvantaged 5 46 41 54 4 52 48 48 5 59 53 41
English Learners < < < < < < < < < < < <
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 12 82 71 18 16 78 62 22 16 81 64 19
Female 12 85 74 15 17 82 64 18 19 84 66 16
Male 11 79 68 21 15 75 60 25 13 77 63 23
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 31 88 56 13 17 83 67 17 56 89 33 11
Black 7 78 72 22 9 71 62 29 10 75 65 25
Hispanic 16 75 59 25 20 84 64 16 28 89 61 11
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 19 90 71 10 30 91 61 9 25 89 64 11
Two or more races 13 84 71 16 17 89 72 11 14 84 70 16
Students with Disabilities 4 46 42 54 6 41 35 59 10 44 34 56
Economically Disadvantaged 6 75 69 25 5 66 61 34 10 72 62 28
English Learners < < < < < < < < < < < <
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 10 77 66 23 11 78 67 22 11 75 64 25
Female 10 79 69 21 10 79 69 21 10 77 67 23
Male 11 74 63 26 11 76 65 24 12 74 62 26
American Indian 7 87 80 13 20 95 75 5 18 73 55 27
Asian 35 97 62 3 31 96 64 4 34 86 52 14
Black 6 70 64 30 6 71 65 29 6 68 62 32
Hispanic 14 85 70 15 12 83 70 17 15 81 66 19
Native Hawaiian 8 77 69 23 18 88 71 12 16 84 68 16
White 16 84 68 16 17 87 70 13 18 86 68 14
Two or more races 13 85 72 15 14 83 69 17 12 84 71 16
Students with Disabilities 7 44 37 56 6 43 37 57 10 40 30 60
Economically Disadvantaged 5 67 62 33 5 67 62 33 6 66 59 34
English Learners 15 83 68 17 10 71 60 29 16 74 57 26
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 11 71 60 29 11 72 61 28 14 71 58 29
Female 10 74 64 26 11 72 60 28 13 72 59 28
Male 12 67 56 33 11 72 61 28 14 70 57 30
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 24 100 76 0 31 94 63 6 22 89 67 11
Black 7 61 54 39 6 63 57 37 7 61 54 39
Hispanic 13 87 74 13 13 84 71 16 19 84 65 16
White 15 81 66 19 20 85 65 15 24 85 60 15
Two or more races 16 78 63 22 15 76 61 24 14 82 69 18
Students with Disabilities 9 41 32 59 6 30 24 70 13 35 21 65
Economically Disadvantaged 6 59 53 41 4 57 53 43 6 59 53 41
English Learners 9 100 91 0 < < < < - 73 73 27
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 79 61 21 19 81 62 19 20 79 58 21
Female 15 80 64 20 18 84 66 16 18 80 62 20
Male 20 79 58 21 21 78 57 22 22 77 56 23
American Indian < 100 < 0 < < < < < 100 < 0
Asian < 100 < 0 73 100 27 0 75 100 25 0
Black 9 72 63 28 12 75 64 25 12 71 60 29
Hispanic 27 86 59 14 29 88 59 12 17 86 69 14
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 32 88 56 12 27 87 60 13 32 88 56 12
Two or more races 14 82 68 18 23 89 66 11 29 84 55 16
Students with Disabilities 11 51 40 49 9 41 32 59 9 31 22 69
Economically Disadvantaged 9 70 61 30 12 74 61 26 10 68 57 32
English Learners 30 100 70 0 < < < < < 100 < 0
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 17 74 57 26 19 77 59 23 18 79 61 21
Female 16 75 59 25 17 79 62 21 19 82 63 18
Male 18 72 54 28 20 76 56 24 17 76 58 24
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 55 91 36 9 < 100 < 0 53 94 41 6
Black 9 64 55 36 11 71 61 29 10 72 62 28
Hispanic 29 82 53 18 21 77 56 23 33 80 47 20
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 27 85 58 15 31 86 56 14 28 88 60 12
Two or more races 21 87 65 13 17 78 60 22 16 86 71 14
Students with Disabilities 8 32 23 68 9 42 33 58 11 38 28 62
Economically Disadvantaged 7 60 53 40 9 67 57 33 10 68 58 32
English Learners < < < < < < < < < < < <
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 14 84 69 16 8 80 72 20 8 79 71 21
Female 15 86 71 14 7 82 75 18 8 83 75 17
Male 13 81 68 19 9 78 69 22 8 75 67 25
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 41 100 59 0 < < < < < 100 < 0
Black 8 76 68 24 7 74 67 26 5 73 68 27
Hispanic 16 91 75 9 10 88 79 12 7 85 78 15
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 22 93 71 7 9 88 79 12 15 88 73 12
Two or more races 20 97 76 3 15 87 72 13 7 84 76 16
Students with Disabilities 5 50 44 50 7 47 40 53 9 42 33 58
Economically Disadvantaged 7 75 68 25 5 70 65 30 4 72 68 28
English Learners < 100 < 0 < < < < < 100 < 0
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 3 61 58 39 3 58 56 42 3 54 51 46
Female 3 63 60 37 2 62 60 38 1 57 56 43
Male 3 60 57 40 3 55 52 45 3 51 47 49
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < < < < < < < <
Black 2 56 54 44 2 52 51 48 2 48 46 52
Hispanic 5 73 68 27 4 63 58 38 10 66 55 34
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 4 69 65 31 4 70 66 30 2 67 65 33
Two or more races 10 77 67 23 5 82 77 18 4 62 58 38
Students with Disabilities 5 40 34 60 5 30 25 70 9 27 19 73
Economically Disadvantaged 2 54 52 46 3 52 49 48 3 47 44 53
English Learners < < < < < < < < < < < <
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 83 75 17 11 83 73 17 8 79 71 21
Female 8 88 80 12 13 86 74 14 7 82 75 18
Male 8 78 70 22 9 80 71 20 9 77 68 23
American Indian < < < < < 100 < 0 < 100 < 0
Asian 41 100 59 0 36 100 64 0 15 69 54 31
Black 4 79 74 21 5 76 72 24 5 72 67 28
Hispanic 13 88 75 12 10 88 78 12 12 87 75 13
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 11 87 76 13 17 90 73 10 11 88 77 12
Two or more races 8 97 89 3 15 90 76 10 8 100 92 0
Students with Disabilities 7 45 38 55 5 45 40 55 11 45 34 55
Economically Disadvantaged 4 74 70 26 4 74 70 26 6 70 65 30
English Learners < 100 < 0 < < < < < < < <
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 2 87 85 13 3 86 83 14 5 79 74 21
Female 2 90 89 10 3 88 85 12 6 80 74 20
Male 3 84 81 16 3 84 81 16 5 79 74 21
American Indian < < < < < 100 < 0 < < < <
Asian 19 94 75 6 25 100 75 0 30 91 61 9
Black 1 87 86 13 1 81 80 19 3 75 72 25
Hispanic 2 93 91 7 3 88 85 12 9 76 67 24
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 4 86 81 14 4 93 88 7 7 85 78 15
Two or more races - 94 94 6 8 88 81 12 5 86 81 14
Students with Disabilities 1 61 60 39 - 60 60 40 1 46 45 54
Economically Disadvantaged 1 85 84 15 1 79 78 21 2 72 69 28
English Learners - 70 70 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 5 69 64 31 6 71 65 29 8 71 63 29
Female 7 72 65 28 5 70 64 30 6 70 64 30
Male 3 66 62 34 7 72 65 28 10 72 63 28
American Indian < 100 < 0 < 100 < 0
Asian 30 95 65 5 21 93 71 7 30 80 50 20
Black 2 62 60 38 2 60 58 40 4 61 57 39
Hispanic 2 70 68 30 2 67 65 33 11 81 70 19
White 9 78 69 22 13 90 77 10 11 85 74 15
Two or more races 6 71 66 29 5 74 70 26 14 83 69 17
Students with Disabilities 1 33 32 67 2 40 38 60 3 38 35 62
Economically Disadvantaged 1 58 57 42 1 57 56 43 4 58 54 42
English Learners < < < < < < < < < < < <
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 10 78 67 22 11 82 71 18 12 79 67 21
Female 10 79 69 21 11 82 70 18 9 79 69 21
Male 11 76 65 24 10 82 72 18 14 79 64 21
Asian 30 90 60 10 22 94 72 6 27 87 60 13
Black 7 72 65 28 6 78 72 22 7 75 69 25
Hispanic 13 83 70 17 9 91 83 9 15 79 64 21
White 14 84 70 16 16 84 69 16 18 86 67 14
Two or more races 12 79 68 21 22 83 61 17 6 67 61 33
Students with Disabilities - 50 50 50 7 70 63 30 4 44 41 56
Economically Disadvantaged 3 72 70 28 6 77 71 23 6 72 66 28
English Learners < < < < < 100 < 0 < < < <
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 10 80 70 20 9 79 70 21 10 80 70 20
Female 9 81 72 19 8 80 72 20 9 80 71 20
Male 11 80 68 20 11 79 68 21 11 81 70 19
American Indian 10 70 60 30 - 83 83 17 - 80 80 20
Asian 23 98 76 2 25 94 69 6 26 95 69 5
Black 5 73 68 27 5 71 67 29 5 72 67 28
Hispanic 14 84 70 16 12 85 74 15 10 86 76 14
Native Hawaiian < < < < 9 64 55 36 - 83 83 17
White 18 92 74 8 16 90 74 10 17 91 74 9
Two or more races 12 92 79 8 11 90 79 10 14 91 77 9
Students with Disabilities 3 44 41 56 4 48 44 52 5 47 41 53
Economically Disadvantaged 4 70 66 30 4 68 64 32 5 71 66 29
English Learners 5 45 41 55 4 42 38 58 7 59 52 41
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 82 59 18 20 79 59 21 18 81 63 19
Female 21 84 63 16 17 78 61 22 18 82 63 18
Male 25 80 55 20 23 80 57 20 18 80 62 20
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 55 100 45 0 < 100 < 0 47 100 53 0
Black 13 72 59 28 12 71 60 29 10 74 64 26
Hispanic 34 91 56 9 24 87 63 13 17 83 66 17
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 34 94 60 6 34 89 55 11 31 91 60 9
Two or more races 32 91 58 9 19 88 69 13 25 90 66 10
Students with Disabilities 6 44 38 56 10 46 35 54 6 46 39 54
Economically Disadvantaged 10 70 60 30 9 67 58 33 10 70 61 30
English Learners < < < < < < < < < < < <
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 8 80 72 20 6 79 72 21 7 81 74 19
Female 5 81 76 19 5 78 73 22 5 79 73 21
Male 9 79 69 21 8 79 72 21 8 83 76 17
American Indian < < < < < 100 < 0 < 100 < 0
Asian 19 94 75 6 33 100 67 0 18 91 73 9
Black 3 73 70 27 3 68 65 32 4 70 67 30
Hispanic 10 83 73 17 4 87 83 13 8 89 81 11
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 14 90 76 10 10 91 82 9 10 94 84 6
Two or more races 16 97 82 3 10 90 79 10 10 98 89 2
Students with Disabilities 5 44 38 56 6 44 38 56 8 46 39 54
Economically Disadvantaged 4 69 65 31 3 65 63 35 4 70 66 30
English Learners < < < < < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 79 71 21 6 78 72 22 11 81 70 19
Female 9 80 70 20 4 80 76 20 12 83 71 17
Male 7 78 71 22 8 76 68 24 10 79 69 21
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 20 100 80 0 17 89 72 11 42 100 58 0
Black 5 73 68 27 3 70 67 30 5 74 69 26
Hispanic 14 72 58 28 10 83 73 17 6 86 80 14
White 15 90 75 10 11 90 79 10 20 90 70 10
Two or more races 2 91 89 9 5 93 88 8 14 82 68 18
Students with Disabilities 1 41 40 59 1 46 45 54 1 43 42 57
Economically Disadvantaged 2 71 69 29 3 67 64 33 4 74 69 26
English Learners < < < < < < < < < < < <
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 89 81 11 7 86 79 14 9 89 79 11
Female 6 89 83 11 6 88 82 12 6 89 83 11
Male 10 89 79 11 9 85 75 15 13 88 76 12
Asian 18 100 82 0 < < < < 6 100 94 0
Black 4 85 81 15 5 84 79 16 5 87 82 13
Hispanic - 83 83 17 22 91 70 9 10 90 80 10
Native Hawaiian < 100 < 0
White 14 95 81 5 10 89 79 11 14 90 76 10
Two or more races - 90 90 10 - 86 86 14 14 86 71 14
Students with Disabilities < < < < 5 74 68 26 < < < <
Economically Disadvantaged 2 83 81 17 3 83 80 17 6 85 79 15
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 4 78 74 22 5 78 73 22 4 74 71 26
Female 2 76 74 24 5 79 74 21 2 73 70 27
Male 5 79 73 21 6 78 72 23 4 76 71 24
American Indian < < < < < < < < < < < <
Asian 11 100 89 0 23 92 69 8 25 92 67 8
Black 1 69 68 31 2 71 69 29 1 65 64 35
Hispanic - 84 84 16 4 82 78 18 7 81 74 19
Native Hawaiian < < < < < < < < < < < <
White 10 92 82 8 12 90 78 10 8 90 82 10
Two or more races 3 92 89 8 10 95 86 5 8 96 88 4
Students with Disabilities 1 47 46 53 2 51 49 49 1 46 45 54
Economically Disadvantaged 1 68 66 32 2 68 66 32 - 64 64 36
English Learners - 50 50 50 < < < < < < < <
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 20 81 61 19 20 83 63 17 20 80 59 20
Female 17 81 63 19 19 82 63 18 19 79 60 21
Male 22 81 59 19 21 84 63 16 22 80 58 20
American Indian < 100 < 0 < < < < 21 86 64 14
Asian 44 98 55 2 39 96 56 4 48 98 50 3
Black 12 74 62 26 13 77 64 23 13 73 59 27
Hispanic 28 89 60 11 23 91 69 9 27 88 61 12
Native Hawaiian < < < < < 100 < 0 20 80 60 20
White 30 90 60 10 31 91 60 9 30 89 59 11
Two or more races 21 88 67 12 28 93 65 7 24 84 60 16
Students with Disabilities 6 51 44 49 6 52 46 48 4 44 40 56
Economically Disadvantaged 10 71 62 29 11 74 63 26 10 69 59 31
English Learners 17 83 67 17 22 85 63 15 17 66 48 34
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 10 77 67 23 13 82 69 18 11 81 70 19
Female 6 75 69 25 12 78 65 22 9 80 71 20
Male 14 79 65 21 14 87 73 13 12 81 69 19
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 23 100 77 0 25 92 67 8 29 100 71 0
Black 5 69 65 31 7 76 70 24 7 73 67 27
Hispanic 16 81 66 19 11 93 82 7 15 89 74 11
Native Hawaiian < 100 < 0 < < < <
White 19 89 70 11 25 90 65 10 17 92 75 8
Two or more races 9 77 67 23 18 91 73 9 5 81 76 19
Students with Disabilities - 38 38 62 4 50 45 50 2 45 44 55
Economically Disadvantaged 5 64 59 36 4 73 69 27 4 72 69 28
English Learners < < < < < < < < < < < <
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 12 77 65 23 12 79 66 21 17 75 59 25
Female 11 79 69 21 10 80 70 20 17 75 59 25
Male 13 75 62 25 14 78 64 22 17 76 59 24
American Indian < 100 < 0 < < < < < < < <
Asian 59 94 35 6 63 100 38 0 61 100 39 0
Black 6 70 64 30 6 72 66 28 9 68 59 32
Hispanic 18 85 67 15 13 84 71 16 21 83 62 17
Native Hawaiian < < < < < 100 < 0 < < < <
White 21 89 68 11 22 89 67 11 26 85 59 15
Two or more races 12 86 74 14 16 91 74 9 23 81 58 19
Students with Disabilities 2 44 42 56 3 45 42 55 2 40 39 60
Economically Disadvantaged 4 66 62 34 4 68 64 32 4 64 60 36
English Learners < < < < < < < < < < < <
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 15 79 64 21 21 87 66 13 19 82 63 18
Female 13 76 63 24 16 83 67 17 17 79 62 21
Male 18 83 66 17 27 91 64 9 22 85 64 15
Asian < 100 < 0 38 100 63 0 40 93 53 7
Black 8 73 64 27 11 81 70 19 11 75 64 25
Hispanic 23 92 69 8 22 94 72 6 22 100 78 0
White 26 88 61 12 34 93 59 7 29 88 59 12
Two or more races 3 81 78 19 19 88 69 13 25 79 54 21
Students with Disabilities 5 50 45 50 8 84 76 16 5 74 68 26
Economically Disadvantaged 3 70 67 30 6 78 72 22 7 70 63 30
English Learners < 100 < 0 < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < < < < - 93 93 7 < < < <
Female < < < < < 100 < 0 < < < <
Male < < < < < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0
White < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < 100 < 0
Economically Disadvantaged < < < < < 100 < 0 < 100 < 0
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 20 82 62 18 16 82 66 18 19 79 61 21
Female 20 82 62 18 18 83 65 17 18 82 64 18
Male 20 82 62 18 14 82 68 18 19 77 58 23
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 44 100 56 0 17 90 72 10 58 100 42 0
Black 11 73 62 27 10 74 64 26 13 72 59 28
Hispanic 30 98 68 2 15 89 74 11 31 82 51 18
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 31 92 61 8 24 92 68 8 26 90 64 10
Two or more races 24 97 73 3 25 98 74 2 16 91 75 9
Students with Disabilities 2 48 46 52 1 42 41 58 3 36 33 64
Economically Disadvantaged 8 72 64 28 6 72 65 28 10 66 57 34
English Learners < 100 < 0 < 100 < 0 < < < <
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 89 50 11 38 87 49 13 35 83 47 17
Female 36 89 54 11 36 88 52 12 34 82 48 18
Male 43 89 46 11 39 86 47 14 37 83 47 17
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 69 100 31 0 56 100 44 0
Black 30 84 54 16 29 83 55 17 26 76 50 24
Hispanic 47 90 42 10 49 97 47 3 40 90 50 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 53 96 43 4 47 90 43 10 50 92 42 8
Two or more races 40 94 54 6 51 93 42 7 42 85 42 15
Students with Disabilities 14 65 51 35 8 61 53 39 5 41 36 59
Economically Disadvantaged 24 83 58 17 29 80 51 20 22 72 51 28
English Learners 30 100 70 0 < 100 < 0 < < < <
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: 89.42 State: 89.72 Division: 90.73 State: 88.34 Division: 88.33 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division413
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten493503501
Kindergarten1,0501,044933
Grade 11,0611,0961,061
Grade 21,1021,0611,091
Grade 31,1081,1071,112
Grade 41,1551,1271,073
Grade 51,1111,1271,086
Grade 61,0541,1231,124
Grade 71,0581,0191,127
Grade 81,0951,0791,038
Grade 91,1821,3041,287
Grade 101,1231,0351,110
Grade 11906919876
Grade 12786815846
Total Students14,28414,35914,265
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

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 Students142841435914265
Female696869716863
Male731673887402
American Indian283132
Asian225227225
Black792178997844
Hispanic756807797
Native Hawaiian222525
White459445974513
Two or more races738773829
Students with Disabilities167317201806
Students without Disabilities126111263912459
Economically Disadvantaged669369976946
Not Economically Disadvantaged759173627319
English Learners678593
Not English Learners142171427414172
Homeless416161
Foster Care451220
Military Connected775599623
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 402 498 17 32 75 34
State 50983 36022 2734 1046 5399 1777
Female Division 224 232 8 10 28 13
State 27838 15824 920 366 1921 654
Male Division 178 266 9 22 47 21
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division 10 3 0 0 0 0
State 5026 1195 70 18 91 37
Black Division 189 325 15 11 56 23
State 7955 11092 1113 243 1359 742
Hispanic Division 21 24 1 1 5 0
State 5086 5584 317 105 2171 325
White Division 163 121 1 20 11 9
State 30222 16424 1138 618 1586 589
Two or more races Division 19 24 0 0 3 2
State 2468 1543 86 58 162 72
Students with Disabilities Division 5 66 17 8 30 2
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 83 222 9 13 47 19
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < < <
State 1418 3759 272 31 1845 117
Homeless Division < < < < < <
State 232 695 90 42 302 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division 2 4 0 0 3 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 Students105891786.794989.7757.1
Female51546490.147492285.4
Male54345383.447587.5478.7
American Indian0<100<10000
Asian13131001310000
Black61952985.554087.2569
Hispanic524688.54790.459.6
White32528587.730593.8113.4
Two or more races484389.64389.636.3
Students with Disabilities1288868.896753023.4
Economically Disadvantaged39331479.932783.24712
English Learners0<<<<<<
Homeless0<<<<<<
Foster Care0<<<<00
Military Connected10660660330
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 Taken180 / 4.36%259 / 6.48%249 / 6.11%
Advanced Placement Course Enrollment291 / 7.05%361 / 9.03%425 / 10.43%
Dual Enrollment91 / 2.2%183 / 4.58%182 / 4.47%
Governor’s School Enrollment29 / .7%31 / .78%34 / .83%
IB Course Enrollment55 / 1.33%38 / .95%45 / 1.1%
Senior Enrolled in IB Program22 / .53%29 / .73%28 / .69%
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 877 552 37
State 82483 57560 30
Female Division 451 313 31
State 41546 31230 25
Male Division 426 239 44
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 505 315 38
State 18272 11640 36
Hispanic Division 40 29 27
State 8548 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 285 173 39
State 46319 33154 28
Two or more races Division 35 25 29
State 3521 2499 29
Students with Disabilities Division 61 31 49
State 5986 3008 50
Economically Disadvantaged Division 256 145 43
State 23516 13119 44
English Learners Division 0 < 100
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 AssessmentsDivision3354100
 State413936233479
State LicensuresDivision192412
 State244022791843
Industry CertificationDivision153614481410
 State99894109275103743
Workplace ReadinessDivision326504491
 State307754231350241
Total Credentials EarnedDivision191420302013
 State137248157490159306
Students Earning One or More CredentialsDivision156015981629
 State109089126113128000
Armed Services Vocational Aptitude Battery ExaminationDivision564960
 State151414311530
CTE CompletersDivision452406390
 State424044051641438
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 216 318 157 49.4%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 237 341 169 49.6%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 191 272 145 53.3%
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
71 70.6 70.7

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,589.005,333.00808.00
2015-20164,126.005,433.00873.00
2016-20173,958.005,636.00913.00

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students123531511119101766124091373
Female614366558618236085649
Male621084660499436324724
American Indian224208313
Asian194151962319720
Black684888565989936821779
Hispanic629626378171772
Native Hawaiian191192221
White400748638035843934431
Two or more races634586377568767
Students with Disabilities133228312993301397289
Economically Disadvantaged52141010519811925530957
English Learners766725835
Homeless323562656758
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 370
Offenses Against Staff 57
Weapons Offenses 17
Property Offenses 60
All Other Offenses 84
Other Offenses Against Persons 741
Disorderly or Disruptive Behavior Offenses 1,005
Alcohol, Tobacco, and Other Drug Offenses 30
Technology Offenses 25
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1960.150.2160.26
Asian1.5750.411.5810.2
Black55.45480.8255.01180.26
Hispanic5.2932.535.622.67
Native Hawaiian0.1540.1740.07
White32.16213.6632.01512.38
Two or more races5.1672.425.3834.17
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1960.216
Asian1.5751.5812.5
Black55.45466.6755.01172.5
Hispanic5.2935.622.5
Native Hawaiian0.1540.174
White32.16226.6732.01520
Two or more races5.1676.675.3832.5
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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 Indian0.1960.216
Asian1.5751.581
Black55.45410055.011100
Hispanic5.2935.62
Native Hawaiian0.1540.174
White32.16232.015
Two or more races5.1675.383
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 47.3447.0947
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 57.0258.760
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 80.8480.9878.13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 14.85 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.59 : 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
Provisional4%5%
Provisional Special Education1%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201643%52%1%4%
2016-201743%52%1%4%
2017-201843%52%1%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students77%76%73%75%
Asian89%89%87%75%
Black69%68%60%75%
Hispanic85%84%63%75%
White88%87%81%75%
Economically Disadvantaged66%65%62%75%
English Learners67%61%53%75%
Students with Disabilities37%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students79%78%74%70%
Asian93%95%89%70%
Black72%71%60%70%
Hispanic84%85%64%70%
White89%87%81%70%
Economically Disadvantaged69%68%63%70%
English Learners80%76%57%70%
Students with Disabilities41%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 Group​Current Rate​
All Students82%
Asian97%
Black74%
Hispanic84%
White92%
Economically Disadvantaged72%
English Learners63%
Students with Disabilities45%

< = 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 Group​Growth English ReadingGrowth Mathematics
All Students79%80%
Asian90%93%
Black72%74%
Hispanic87%86%
White89%89%
Economically Disadvantaged70%71%
English Learners70%81%
Students with Disabilities48%51%

< = 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 Group​Current Rate​Annual Target​Long Term Goal​
All Students82%84%84%
Asian86%90%84%
Black78%82%84%
Hispanic84%81%84%
White89%86%84%
Economically Disadvantaged71%78%84%
English Learners<65%84%
Students with Disabilities43%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 Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students10%11%9%10%
Asian9%9%5%10%
Black10%11%9%10%
Hispanic9%10%9%10%
White10%11%9%10%
Economically Disadvantaged15%16%13%10%
English Learners6%6%8%10%
Students with Disabilities17%18%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 Progress77%46%58%
English Learner Proficiency21%--
< = 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 LearnersNumerator​Denominator​Rate
English Learner Progress364777%
English Learner Proficiency146821%
ESSA Participation Rates
Student Group​English Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian100%100%100%
Black99%99%99%
Hispanic99%99%98%
White99%99%98%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged99%100%99%
English Learners100%100%100%
Students with Disabilities99%99%98%
Students without Disabilities99%99%99%
Female99%99%99%
Male99%99%98%
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).
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