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Sussex County Public Schools

General school information

Division: Sussex County Public Schools
Division Number: 91
Address: 21302 Sussex Drive Stony Creek, VA 23882-3751
Superintendent: Dr. Arthur L. Jarrett Jr.
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

Assessments

Assessments

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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 11 67 77 23 10 67 77 23 10 67 77 23
Female 10 72 82 18 10 68 78 22 11 71 83 17
Male 12 61 72 28 10 66 76 24 9 64 73 27
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 66 75 25 8 67 76 24 9 67 76 24
Hispanic 8 69 77 23 13 50 63 37 14 64 77 23
White 15 69 84 16 14 74 87 13 16 66 81 19
Two or more races 18 73 91 9 10 60 70 30 - 80 80 20
Students with Disabilities 11 35 47 53 13 42 56 44 10 40 49 51
Students without Disabilities 10 72 83 17 9 72 81 19 10 72 82 18
Economically Disadvantaged 7 71 78 22 6 68 75 25 5 70 75 25
Not Economically Disadvantaged 14 62 76 24 14 66 80 20 16 64 80 20
English Learners < < < < < < < < < < < <
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 15 62 77 23 14 54 68 32 14 59 73 27
Female 9 70 80 20 18 48 65 35 18 58 76 24
Male 21 53 74 26 11 60 71 29 11 60 71 29
American Indian < < 100 0
Black 12 59 71 29 13 54 66 34 9 60 70 30
Hispanic < < < < < < < < < < 100 0
White 28 67 94 6 20 70 90 10 26 52 78 22
Students with Disabilities < < < < 20 40 60 40 < < < <
Students without Disabilities 16 65 81 19 13 57 70 30 15 58 74 26
Economically Disadvantaged 15 61 76 24 7 54 61 39 9 66 74 26
Not Economically Disadvantaged 15 63 78 22 28 55 83 17 23 48 71 29
Military Connected < < 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 15 74 89 11 23 68 91 9 13 56 69 31
Female 12 85 97 3 15 74 90 10 16 58 73 27
Male 17 65 83 17 31 60 91 9 10 55 64 36
American Indian < < 100 0
Black 13 75 88 13 22 67 89 11 11 58 69 31
Hispanic < < < < < < 100 0 < < < <
White 24 71 94 6 25 69 94 6 27 45 73 27
Two or more races < < 100 0 < < < <
Students with Disabilities 20 53 73 27 45 27 73 27 14 29 43 57
Students without Disabilities 14 78 92 8 19 75 94 6 12 62 74 26
Economically Disadvantaged 11 79 89 11 13 71 84 16 9 53 62 38
Not Economically Disadvantaged 21 67 88 12 33 64 97 3 18 62 79 21
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 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 16 61 77 23 14 67 80 20 24 72 96 4
Female 14 67 81 19 17 71 89 11 15 85 100 0
Male 17 54 71 29 11 63 74 26 32 61 92 8
Black 15 62 76 24 9 70 79 21 21 73 94 6
Hispanic < < < < < < < < < < 100 0
White 20 60 80 20 31 56 88 13 31 69 100 0
Students with Disabilities 10 60 70 30 9 64 73 27 < < 100 0
Students without Disabilities 16 61 78 22 14 67 81 19 21 75 95 5
Economically Disadvantaged 6 67 73 27 10 71 80 20 6 91 97 3
Not Economically Disadvantaged 31 52 83 17 18 63 80 20 39 55 95 5
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
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 11 61 72 28 9 65 74 26 5 69 74 26
Female 14 69 83 17 10 71 80 20 10 81 90 10
Male 8 53 61 39 8 59 68 32 - 59 59 41
Asian < < 100 0
Black 13 60 73 27 8 67 75 25 2 65 67 33
Hispanic < < < < < < < < < < < <
White 5 63 68 32 17 61 78 22 6 88 94 6
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 11 21 32 68 - 64 64 36 - 67 67 33
Students without Disabilities 11 75 85 15 10 66 76 24 5 70 75 25
Economically Disadvantaged 4 69 73 27 5 66 71 29 4 61 65 35
Not Economically Disadvantaged 15 56 71 29 13 65 78 23 5 79 83 17
English Learners < < < < < < < <
Military Connected < < 100 0 < < 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 7 73 80 20 5 70 75 25 8 68 75 25
Female 6 74 81 19 8 71 79 21 10 68 78 22
Male 8 72 79 21 3 68 71 29 6 67 72 28
Asian < < 100 0
Black 5 71 76 24 4 71 76 24 8 68 75 25
Hispanic < < < < < < < < < < < <
White 15 85 100 0 5 75 80 20 13 60 73 27
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 18 45 64 36 6 24 29 71 < < < <
Students without Disabilities 5 77 83 17 5 83 88 12 9 72 81 19
Economically Disadvantaged - 83 83 17 3 71 74 26 3 75 78 22
Not Economically Disadvantaged 12 67 78 22 7 69 76 24 12 61 73 27
English Learners < < < < < < < <
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 13 55 68 32 5 68 73 27 9 65 74 26
Female 15 61 76 24 2 68 70 30 9 66 74 26
Male 11 47 58 42 7 68 75 25 10 64 74 26
Black 13 52 64 36 3 66 69 31 10 65 76 24
Hispanic < < 100 0 < < < < < < < <
White 12 59 71 29 - 93 93 7 5 63 68 32
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 13 20 33 67 14 43 57 43 12 24 35 65
Students without Disabilities 13 63 76 24 3 73 76 24 8 77 85 15
Economically Disadvantaged 14 54 68 32 3 69 72 28 6 69 74 26
Not Economically Disadvantaged 13 55 68 33 6 67 73 27 12 62 74 26
Foster Care < < 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 - 78 78 22 - 82 82 18 1 82 84 16
Female - 79 79 21 - 76 76 24 3 85 88 12
Male - 77 77 23 - 89 89 11 - 80 80 20
American Indian < < 100 0
Black - 77 77 23 - 80 80 20 2 82 84 16
Hispanic < < 100 0 < < < < < < 100 0
White - 82 82 18 - 93 93 7 - 81 81 19
Students with Disabilities - 20 20 80 - 45 45 55 - 33 33 67
Students without Disabilities - 85 85 15 - 89 89 11 2 94 95 5
Economically Disadvantaged - 81 81 19 - 88 88 12 2 79 81 19
Not Economically Disadvantaged - 73 73 27 - 77 77 23 - 94 94 6
< = 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 13 65 77 23 18 60 78 22 9 68 77 23
Female 13 68 81 19 18 59 77 23 16 68 84 16
Male 12 60 73 27 18 61 79 21 3 68 72 28
Black 10 64 74 26 17 61 78 22 5 71 77 23
Hispanic < < 100 0 < < < < < < < <
White 20 66 86 14 16 63 78 22 16 62 78 22
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 29 18 46 54 4 32 36 64 - 32 32 68
Students without Disabilities 10 74 83 17 20 65 85 15 11 78 89 11
Economically Disadvantaged 9 71 80 20 17 56 73 27 5 72 77 23
Not Economically Disadvantaged 19 54 73 27 18 65 83 17 19 58 77 23
Foster Care < < 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 12 65 77 23 16 59 76 24 15 59 74 26
Female 12 68 80 20 14 65 79 21 27 52 79 21
Male 11 62 73 27 19 53 72 28 5 66 71 29
Black 9 64 73 27 13 63 75 25 10 63 73 27
Hispanic < < 100 0 < < < < < < < <
White 17 67 83 17 27 53 80 20 21 58 79 21
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 19 19 38 63 8 38 46 54 - 29 29 71
Students without Disabilities 10 77 87 13 18 63 81 19 19 68 88 12
Economically Disadvantaged 9 72 81 19 22 53 75 25 10 63 73 27
Not Economically Disadvantaged 20 45 65 35 12 64 76 24 18 57 75 25
Foster Care < < 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 14 64 78 22 20 61 80 20 4 76 79 21
Female 14 68 82 18 23 53 75 25 6 83 89 11
Male 14 59 73 27 17 69 86 14 2 70 72 28
Black 11 64 75 25 22 59 81 19 2 78 79 21
Hispanic < < 100 0 < < 100 0 < < 100 0
White 24 65 88 12 6 71 76 24 11 67 78 22
Students with Disabilities 42 17 58 42 - 25 25 75 - 35 35 65
Students without Disabilities 10 71 80 20 23 67 90 10 5 86 91 9
Economically Disadvantaged 10 69 78 22 14 58 72 28 3 76 78 22
Not Economically Disadvantaged 19 58 77 23 28 66 94 6 < < 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 11 68 79 21 10 66 76 24 13 68 81 19
Female 12 72 84 16 9 69 78 22 12 72 84 16
Male 9 64 74 26 11 62 73 27 13 65 78 22
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 71 79 21 8 66 74 26 10 70 80 20
Hispanic 15 67 81 19 9 62 71 29 12 69 81 19
White 15 60 75 25 16 66 82 18 19 61 81 19
Two or more races 20 80 100 0 10 70 80 20 7 93 100 0
Students with Disabilities 8 45 53 47 12 46 58 42 12 48 60 40
Students without Disabilities 11 73 84 16 10 69 79 21 13 72 84 16
Economically Disadvantaged 9 69 79 21 6 66 72 28 9 70 79 21
Not Economically Disadvantaged 12 67 79 21 17 65 81 19 17 67 84 16
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < < <
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 23 65 89 11 11 54 65 35 23 63 86 14
Female 21 72 93 7 15 48 63 38 21 64 85 15
Male 26 58 84 16 7 60 67 33 24 62 87 13
American Indian < < 100 0
Black 23 64 87 13 10 54 63 37 15 68 83 17
Hispanic < < 100 0 < < < < < < 100 0
White 24 71 94 6 10 70 80 20 39 52 91 9
Students with Disabilities < < < < 20 40 60 40 < < < <
Students without Disabilities 25 68 93 7 9 57 66 34 24 65 89 11
Economically Disadvantaged 27 63 90 10 4 55 59 41 19 62 81 19
Not Economically Disadvantaged 20 68 88 13 24 52 76 24 29 65 94 6
Military Connected < < 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 20 76 96 4 27 68 94 6 13 69 82 18
Female 27 70 97 3 17 81 97 3 11 72 83 17
Male 15 80 96 4 37 54 91 9 14 67 81 19
American Indian < < 100 0
Black 13 82 95 5 26 67 93 7 11 69 81 19
Hispanic < < 100 0 < < 100 0 < < < <
White 47 53 100 0 38 62 100 0 9 82 91 9
Two or more races < < 100 0 < < 100 0
Students with Disabilities 20 73 93 7 40 50 90 10 14 57 71 29
Students without Disabilities 20 77 97 3 25 70 95 5 12 72 84 16
Economically Disadvantaged 21 77 98 2 13 79 92 8 8 72 79 21
Not Economically Disadvantaged 19 75 94 6 42 55 97 3 20 66 86 14
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 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 20 67 87 13 26 59 85 15 32 66 99 1
Female 20 76 95 5 26 69 94 6 30 70 100 0
Male 20 57 77 23 27 51 78 22 34 63 97 3
Black 20 69 89 11 16 66 82 18 27 71 98 2
Hispanic < < < < < < < < < < 100 0
White 27 67 93 7 73 27 100 0 50 50 100 0
Students with Disabilities < < < < 20 40 60 40 < < 100 0
Students without Disabilities 22 67 90 10 27 61 89 11 29 70 98 2
Economically Disadvantaged 15 66 81 19 17 68 85 15 21 79 100 0
Not Economically Disadvantaged 28 69 97 3 36 49 85 15 42 55 97 3
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
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 9 68 78 22 - 80 80 20 19 58 77 23
Female 11 76 86 14 - 87 87 13 22 66 88 12
Male 8 62 69 31 - 73 73 27 16 51 67 33
Asian < < 100 0
Black 6 72 78 22 - 85 85 15 13 59 72 28
Hispanic < < < < < < < < < < < <
White 16 58 74 26 - 77 77 23 38 50 88 13
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 42 42 58 - 55 55 45 9 45 55 45
Students without Disabilities 12 77 89 11 - 86 86 14 20 60 80 20
Economically Disadvantaged 11 67 78 22 - 76 76 24 13 57 70 30
Not Economically Disadvantaged 8 69 78 22 - 85 85 15 25 60 85 15
English Learners < < < < < < < <
Military Connected < < 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 4 48 52 48 27 42 69 31 4 75 79 21
Female < < < < 8 75 83 17 3 83 87 13
Male - 50 50 50 43 14 57 43 4 67 70 30
Asian < < 100 0
Black - 31 31 69 28 44 72 28 5 74 79 21
Hispanic < < 100 0 < < < <
White < < 100 0 < < < < - 70 70 30
Two or more races < < 100 0
Students with Disabilities - 45 45 55 < < < < < < < <
Students without Disabilities 8 50 58 42 35 65 100 0 4 78 82 18
Economically Disadvantaged 9 55 64 36 < < < < 3 84 87 13
Not Economically Disadvantaged - 42 42 58 30 40 70 30 4 65 69 31
English Learners < < < <
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 2 71 73 27 5 59 64 36 20 64 84 16
Female 4 71 75 25 3 58 61 39 10 79 90 10
Male - 72 72 28 6 60 66 34 30 48 78 22
Black 1 74 76 24 2 46 48 52 17 69 86 14
Hispanic < < 100 0 < < < < < < 100 0
White - 53 53 47 9 83 91 9 36 36 73 27
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 43 43 57 12 53 65 35 15 38 54 46
Students without Disabilities 3 76 79 21 3 60 63 37 21 72 93 7
Economically Disadvantaged - 73 73 27 3 53 56 44 12 73 85 15
Not Economically Disadvantaged 4 70 74 26 6 63 69 31 27 57 83 17
Foster Care < < 100 0 < < 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 77 83 17 1 65 66 34 1 83 84 16
Female 10 79 88 12 2 67 69 31 3 83 86 14
Male 4 75 79 21 - 63 63 38 - 83 83 17
Black 4 81 85 15 1 64 65 35 - 81 81 19
Hispanic < < < < < < < < < < 100 0
White 5 71 76 24 - 80 80 20 4 81 85 15
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 53 53 47 - 45 45 55 - 77 77 23
Students without Disabilities 8 82 90 10 1 68 69 31 1 84 85 15
Economically Disadvantaged 4 77 81 19 - 57 57 43 - 79 79 21
Not Economically Disadvantaged 11 76 86 14 4 82 86 14 2 86 88 12
English Learners < < 100 0 < < < <
Foster Care < < 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 1 51 52 48 3 57 61 39 1 67 68 32
Female 3 58 61 39 7 57 64 36 2 64 66 34
Male - 47 47 53 - 58 58 42 - 71 71 29
Black 1 53 54 46 - 60 60 40 2 71 73 27
Hispanic < < 100 0 < < < < < < < <
White - 44 44 56 - 64 64 36 - 47 47 53
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 17 17 83 < < < < < < < <
Students without Disabilities 1 55 57 43 4 60 63 37 1 72 74 26
Economically Disadvantaged 2 48 50 50 4 61 65 35 2 64 66 34
Not Economically Disadvantaged - 55 55 45 - 42 42 58 - 72 72 28
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 2 92 93 7 4 87 91 9 5 69 74 26
Female 3 88 91 9 6 85 91 9 8 76 84 16
Male - 96 96 4 2 89 91 9 3 63 65 35
Black 2 91 92 8 5 91 96 4 4 71 75 25
Hispanic < < 100 0 < < 100 0 < < < <
White < < 100 0 - 73 73 27 - 72 72 28
Two or more races < < 100 0
Students with Disabilities < < 100 0 - 82 82 18 < < < <
Students without Disabilities 2 91 93 7 4 88 92 8 6 74 79 21
Economically Disadvantaged 2 89 91 9 6 82 88 12 5 71 76 24
Not Economically Disadvantaged - 100 100 0 - 97 97 3 6 66 71 29
English Learners < < 100 0 < < 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 6 71 77 23 8 68 76 24 7 71 79 21
Female 5 76 81 19 7 73 80 20 6 73 78 22
Male 8 66 74 26 9 63 73 27 9 70 79 21
Black 4 72 76 24 5 66 72 28 4 70 75 25
Hispanic 8 67 75 25 11 72 83 17 6 81 88 13
White 13 68 81 19 15 75 90 10 18 72 89 11
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 42 42 58 8 41 49 51 10 39 49 51
Students without Disabilities 8 77 85 15 8 72 80 20 7 77 84 16
Economically Disadvantaged 4 71 75 25 6 67 73 27 3 72 75 25
Not Economically Disadvantaged 10 71 81 19 12 68 80 20 15 71 86 14
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0 < < 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 25 56 81 19 26 54 80 20 25 63 89 11
Female 21 64 86 14 26 63 89 11 18 70 88 12
Male 29 46 74 26 26 48 74 26 32 58 89 11
Black 20 61 80 20 16 60 75 25 17 69 87 13
Hispanic < < < < < < < < < < 100 0
White 50 43 93 7 56 38 94 6 56 38 94 6
Students with Disabilities - 60 60 40 27 36 64 36 < < < <
Students without Disabilities 28 55 84 16 26 57 83 17 22 68 90 10
Economically Disadvantaged 16 59 76 24 20 56 76 24 12 67 79 21
Not Economically Disadvantaged 39 50 89 11 33 53 85 15 37 61 97 3
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < 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 6 62 69 31 7 73 80 20 4 81 85 15
Female - 76 76 24 5 77 82 18 3 74 76 24
Male 14 47 61 39 10 68 78 22 5 88 93 7
Black 4 61 65 35 8 68 76 24 4 77 81 19
Hispanic < < 100 0 < < < < < < < <
White 17 61 78 22 - 93 93 7 5 95 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 50 50 50 8 38 46 54 6 65 71 29
Students without Disabilities 8 66 74 26 7 79 86 14 3 86 90 10
Economically Disadvantaged 4 58 62 38 11 71 82 18 3 83 86 14
Not Economically Disadvantaged 11 70 81 19 4 74 79 21 5 79 85 15
Foster Care < < 100 0 < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 72 72 28 - 62 62 38 5 67 71 29
Female - 75 75 25 - 74 74 26 8 65 73 27
Male - 69 69 31 - 52 52 48 2 68 70 30
Black - 72 72 28 - 58 58 42 - 64 64 36
Hispanic < < 100 0 < < 100 0 < < 100 0
White - 69 69 31 - 80 80 20 8 72 80 20
Two or more races < < 100 0
Students with Disabilities - 38 38 63 - 31 31 69 - 40 40 60
Students without Disabilities - 81 81 19 - 68 68 32 5 70 76 24
Economically Disadvantaged - 75 75 25 - 59 59 41 5 61 65 35
Not Economically Disadvantaged - 63 63 37 - 70 70 30 6 89 94 6
English Learners < < 100 0 < < 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 - 96 96 4 3 80 83 17 - 85 85 15
Female - 100 100 0 - 81 81 19 - 94 94 6
Male - 93 93 7 5 79 84 16 - 75 75 25
Black - 98 98 2 - 83 83 17 - 83 83 17
Hispanic < < 100 0 < < 100 0 < < 100 0
White < < < < < < < < < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities - 96 96 4 3 80 83 17 - 85 85 15
Economically Disadvantaged - 97 97 3 - 78 78 22 - 87 87 13
Not Economically Disadvantaged - 95 95 5 8 83 92 8 < < < <
English Learners < < 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 - 82 82 18 3 76 79 21 1 70 71 29
Female - 78 78 23 3 71 74 26 - 72 72 28
Male - 85 85 15 2 81 83 17 2 67 69 31
Black - 79 79 21 2 72 74 26 - 68 68 32
Hispanic < < 100 0 < < < < < < 100 0
White - 88 88 13 - 94 94 6 10 70 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 - 58 58 42 - 20 20 80
Students without Disabilities - 90 90 10 3 79 82 18 1 79 81 19
Economically Disadvantaged - 75 75 25 2 77 79 21 - 72 72 28
Not Economically Disadvantaged - 94 94 6 5 74 79 21 5 62 67 33
English Learners < < 100 0
Foster Care < < 100 0
< = 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 22 63 85 15 20 61 81 19 13 65 78 22
Female 20 67 86 14 21 60 82 18 11 68 79 21
Male 24 60 84 16 19 62 81 19 16 61 77 23
American Indian < < 100 0
Black 18 66 84 16 18 62 80 20 12 64 76 24
Hispanic 20 70 90 10 17 67 83 17 13 80 93 7
White 31 56 87 13 28 55 84 16 19 63 82 18
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 19 50 69 31 11 48 59 41 9 40 49 51
Students without Disabilities 22 66 88 12 21 63 85 15 14 69 83 17
Economically Disadvantaged 19 63 82 18 17 60 78 22 9 64 73 27
Not Economically Disadvantaged 26 64 90 10 24 62 87 13 21 66 87 13
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
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 6 73 79 21 4 66 71 29 - 62 62 38
Female 11 70 80 20 3 63 66 34 - 65 65 35
Male - 76 76 24 6 69 75 25 - 60 60 40
Black 6 68 74 26 4 69 73 27 - 65 65 35
Hispanic < < 100 0 < < < < < < 100 0
White 7 93 100 0 6 61 67 33 - 46 46 54
Students with Disabilities < < < < - 27 27 73 - 18 18 82
Students without Disabilities 6 75 81 19 5 74 79 21 - 70 70 30
Economically Disadvantaged 6 72 77 23 4 67 71 29 - 57 57 43
Not Economically Disadvantaged 6 74 81 19 5 63 68 32 - 78 78 22
English Learners < < < <
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 4 71 75 25 11 59 70 30 5 75 80 20
Female 3 78 81 19 15 59 74 26 4 73 77 23
Male 5 66 70 30 6 60 66 34 7 77 84 16
Black 3 71 74 26 7 56 64 36 2 73 75 25
Hispanic < < 100 0 < < 100 0 < < 100 0
White 8 69 77 23 21 64 86 14 15 75 90 10
Two or more races < < 100 0 < < 100 0
Students with Disabilities - 54 54 46 < < < < 10 40 50 50
Students without Disabilities 4 75 79 21 12 60 72 28 5 79 84 16
Economically Disadvantaged 5 63 68 32 12 58 70 30 5 72 77 23
Not Economically Disadvantaged - 95 95 5 7 64 71 29 7 81 89 11
English Learners < < 100 0 < < 100 0
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 2 83 85 15 - 75 75 25 - 76 76 24
Female 4 81 85 15 - 72 72 28 - 81 81 19
Male - 85 85 15 - 77 77 23 - 68 68 32
Black - 89 89 11 - 75 75 25 - 70 70 30
Hispanic < < < < < < < < < < 100 0
White < < < < < < < < < < < <
Two or more races < < 100 0
Students with Disabilities < < < <
Students without Disabilities 2 84 87 13 - 75 75 25 - 76 76 24
Economically Disadvantaged - 79 79 21 - 69 69 31 - 76 76 24
Not Economically Disadvantaged 6 88 94 6 - 79 79 21 < < < <
English Learners < < < < < < 100 0
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 20 69 89 11 22 68 91 9 23 69 92 8
Female 13 74 87 13 26 67 93 7 11 83 94 6
Male 29 63 91 9 19 69 88 12 33 58 90 10
Black 16 75 91 9 21 70 90 10 21 69 90 10
Hispanic < < 100 0 < < < < < < 100 0
White 33 47 80 20 27 67 93 7 32 63 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 9 55 64 36 - 67 67 33 7 53 60 40
Students without Disabilities 22 71 94 6 26 68 95 5 27 73 100 0
Economically Disadvantaged 19 71 90 10 24 66 89 11 12 79 91 9
Not Economically Disadvantaged 23 65 88 12 21 70 91 9 32 61 93 7
English Learners < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 68 32 100 0 54 40 94 6 29 47 76 24
Female 65 35 100 0 51 43 94 6 31 47 78 22
Male 71 29 100 0 56 38 94 6 28 48 75 25
American Indian < < 100 0
Black 65 35 100 0 48 46 94 6 26 51 77 23
Hispanic < < 100 0 < < 100 0 < < < <
White 76 24 100 0 85 8 92 8 45 36 82 18
Two or more races < < 100 0 < < < <
Students with Disabilities 43 57 100 0 < < < < - 42 42 58
Students without Disabilities 74 26 100 0 56 41 97 3 34 48 82 18
Economically Disadvantaged 66 34 100 0 45 45 89 11 28 43 72 28
Not Economically Disadvantaged 72 28 100 0 66 34 100 0 31 53 84 16
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < 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 < < 100 0
Male < < 100 0
Black < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
< = 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
Division---
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-kindergarten374449
Kindergarten888183
Grade 1727678
Grade 2897675
Grade 3819181
Grade 4817791
Grade 5778471
Grade 6737787
Grade 7887373
Grade 8788475
Grade 9868697
Grade 10838679
Grade 11886780
Grade 12857859
Total Students1,1061,0801,078

< = 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 Students110610801078
Female527518500
Male579562578
Asian213
Black830800790
Hispanic354141
White223225230
Two or more races161312
Students with Disabilities171175167
Students without Disabilities935905911
Economically Disadvantaged689481489
Not Economically Disadvantaged417599589
English Learners121210
Not English Learners109410681068
Homeless13106
Foster Care443
< = 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 40 36 6 0 4 6
State 50983 36029 2739 1053 5386 1766
Female Division 25 17 0 0 2 2
State 27838 15825 923 368 1911 652
Male Division 15 19 6 0 2 4
State 23145 20204 1816 685 3475 1114
Black Division 31 26 4 0 2 4
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 8 10 2 0 2 2
State 30221 16421 1144 621 1576 587
Students with Disabilities Division 1 3 6 0 1 1
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 13 18 4 0 2 2
State 10703 17350 1682 461 2633 1087
Foster Care Division < < < < 0 <
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 Students928289828944
Female464291429124
Male464087408724
Black676191619123
Hispanic<<100<10000
White242083208328
Students with Disabilities121083108318
Economically Disadvantaged393590359025
Foster Care<<100<10000
< = 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 Taken11 / 3.22%6 / 1.9%
Advanced Placement Course Enrollment15 / 4.39%7 / 2.22%
Dual Enrollment26 / 7.6%28 / 8.86%
Governor's School Enrollment8 / 2.34%8 / 2.53%
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 StudentsDivision734045
State83,31058,98329
FemaleDivision372338
State42,04632,13924
MaleDivision361753
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision533338
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision16<100
State45,92633,47627
Students with DisabilitiesDivision<<100
State6,7843,33551
Economically DisadvantagedDivision25<100
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
Two or more racesDivision--100
State3,8212,77427
< = 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 AssessmentsDivision334
 State4,1393,6233,525
Industry CertificationDivision326440
 State99,894109,275104,601
Workplace ReadinessDivision112034
 State30,77542,31350,241
Total Credentials EarnedDivision469182
 State137,248157,490160,248
Students Earning One or More CredentialsDivision438275
 State109,089126,113128,672
CTE CompletersDivision565571
 State42,40440,51641,438
State LicensuresDivision-44
 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
2012-2013Division6,941.006,529.002,545.00
State5,761.004,621.00875.00
2013-2014Division7,910.006,731.002,378.00
State5,807.004,651.00784.00
2014-2015Division7,793.007,166.001,467.00
State5,933.004,819.00771.00
2015-2016Division7,821.007,066.001,608.00
State6,084.004,849.00812.00
2016-2017Division7,361.007,537.001,746.00
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 Students829241802214820201
Female3961133939739385
Male433128409117427116
American Indian----<<
Asian<<<<<<
Black618183589157604147
Hispanic2693672911
Native Hawaiian----<<
White172441664916940
Two or more races115101131
Students with Disabilities127451243310438
Economically Disadvantaged385159392132420133
English Learners1038293
Homeless57<<<<
< = 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 <
Offenses Against Staff <
Weapons Offenses <
All Other Offenses 12
Other Offenses Against Persons 55
Disorderly or Disruptive Behavior Offenses 167
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 Indian----
Asian0.20.1
Black7584.874.376.4
Hispanic3.213.83.6
Native Hawaiian----
White20.213.820.919
Two or more races1.40.31.21
< = 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 Indian
Asian0.20.1
Black7574.3
Hispanic3.23.8
Native Hawaiian
White20.220.9
Two or more races1.41.2
< = 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 Indian----
Asian0.20.1
Black7574.3
Hispanic3.23.8
Native Hawaiian----
White20.220.9
Two or more races1.41.2
< = 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 7980.388
< = 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 62.867.666.7
< = 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 84.486.384.7
< = 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: 10.44 : 1

student 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: 11.63 : 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 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 4.3% 2.8% 11.4% 8.3% 10% 5.6%
High Poverty 4.3% 2.8% 11.4% 8.3% 10% 5.6%
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
2016-201738%56%4%2%
2017-201843%54%2%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 Students79%78%73%75%
Asian<<87%75%
Black78%77%60%75%
Hispanic66%73%63%75%
White88%84%81%75%
Economically Disadvantaged75%76%62%75%
English Learners<57%53%75%
Students with Disabilities59%53%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 Students79%82%74%70%
Asian<<89%70%
Black77%81%60%70%
Hispanic72%76%64%70%
White89%86%81%70%
Economically Disadvantaged75%79%63%70%
English Learners<67%57%70%
Students with Disabilities58%57%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 Students82%
Asian<
Black79%
Hispanic83%
White92%
Economically Disadvantaged80%
English Learners<
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 GroupGrowth English ReadingGrowth Mathematics
All Students79%78%
Asian<<
Black78%75%
Hispanic68%79%
White86%90%
Economically Disadvantaged75%73%
English Learners<<
Students with Disabilities59%61%

< = 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 Students83%84%84%
Asian<90%84%
Black83%82%84%
Hispanic<81%84%
White84%86%84%
Economically Disadvantaged78%78%84%
English Learners<65%84%
Students with Disabilities27%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 Students21%22%9%10%
Asian<<5%10%
Black21%21%9%10%
Hispanic16%19%9%10%
White23%23%9%10%
Economically Disadvantaged25%25%13%10%
English Learners20%17%8%10%
Students with Disabilities21%24%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 Progress<46%58%
English Learner Proficiency20%--

< = 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 Progress<<<
English Learner Proficiency21020%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian<<<
Black100%99%98%
Hispanic100%100%100%
White99%99%100%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%99%99%
English Learners<<<
Students with Disabilities97%98%97%
Students without Disabilities100%99%99%
Female100%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).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 54%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 87%
State 81%
Sussex County Public Schools to top