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Tazewell County Public Schools

General school information

Division: Tazewell County Public Schools
Division Number: 92
Address: 506 Jeffersonville Street Tazewell, VA 24651-5396
Superintendent: Dr. Christopher Stacy
Region: 7
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

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 66 83 17 17 67 84 16 14 70 84 16
Female 19 67 86 14 19 67 86 14 14 72 86 14
Male 16 65 81 19 16 66 82 18 14 67 81 19
American Indian < < 100 0 < < 100 0
Asian 33 63 96 4 38 52 90 10 17 72 89 11
Black 18 56 74 26 15 58 73 27 11 62 73 27
Hispanic 27 40 67 33 18 59 77 23 4 69 73 27
White 17 66 84 16 17 67 84 16 14 70 84 16
Two or more races 14 68 82 18 11 72 83 17 13 60 73 27
Students with Disabilities 9 44 53 47 10 45 55 45 10 49 59 41
Students without Disabilities 19 70 89 11 19 70 89 11 15 74 88 12
Economically Disadvantaged 12 66 77 23 13 66 79 21 10 68 78 22
Not Economically Disadvantaged 25 66 92 8 24 67 91 9 19 72 91 9
English Learners 46 38 85 15 < < < < < < < <
Military Connected 12 77 88 12 - 81 81 19
Foster Care < < < < 18 55 73 27
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 17 65 82 18 16 64 80 20 18 59 77 23
Female 18 68 86 14 17 67 84 17 20 62 82 18
Male 16 63 78 22 15 62 77 23 16 57 73 27
Black 21 57 79 21 14 50 64 36 < < < <
Hispanic < < < < < < < < < < < <
White 17 65 82 18 16 65 82 18 18 60 78 22
Two or more races 23 69 92 8 7 60 67 33 27 45 73 27
Students with Disabilities 10 52 61 39 9 40 49 51 10 47 58 42
Students without Disabilities 18 67 85 15 17 68 85 15 20 63 83 17
Economically Disadvantaged 10 66 76 24 14 61 75 25 12 56 68 32
Not Economically Disadvantaged 28 64 92 8 20 71 91 9 26 64 90 10
English Learners < < < < < < < < < < < <
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 21 60 82 18 18 64 82 18 16 65 81 19
Female 23 62 85 15 17 67 84 16 18 65 82 18
Male 20 59 79 21 19 61 80 20 14 66 80 21
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 15 77 92 8 13 56 69 31 7 57 64 36
Hispanic < < 100 0 < < < < < < < <
White 22 60 82 18 18 64 82 18 16 67 83 17
Two or more races - 55 55 45 14 79 93 7 15 38 54 46
Students with Disabilities 15 44 59 41 20 45 65 35 10 48 57 43
Students without Disabilities 23 64 86 14 17 68 85 15 17 68 85 15
Economically Disadvantaged 15 62 78 22 15 62 77 23 14 63 77 23
Not Economically Disadvantaged 30 58 88 12 23 67 90 10 19 69 88 12
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 28 60 87 13 23 61 84 16 21 62 83 17
Female 27 61 89 11 29 60 89 11 19 66 85 15
Male 28 58 86 14 18 62 80 20 24 58 81 19
Asian < < 100 0 < < 100 0 < < < <
Black 20 53 73 27 25 67 92 8 13 60 73 27
Hispanic < < 100 0 < < 100 0 < < 100 0
White 28 60 88 12 23 61 84 16 22 62 84 16
Two or more races 19 63 81 19 27 45 73 27 31 54 85 15
Students with Disabilities 13 47 60 40 7 50 57 43 14 57 71 29
Students without Disabilities 30 62 92 8 26 63 90 10 23 63 86 14
Economically Disadvantaged 17 67 84 16 17 62 79 21 15 65 79 21
Not Economically Disadvantaged 44 49 93 7 33 60 92 8 33 58 90 10
Military Connected 20 60 80 20 < < 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 23 56 79 21 18 69 87 13 14 71 85 15
Female 21 59 81 19 20 68 88 12 14 75 89 11
Male 24 53 77 23 16 69 86 14 13 68 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black 36 27 64 36 8 69 77 23 25 50 75 25
Hispanic < < 100 0 < < 100 0 < < 100 0
White 22 57 79 21 18 69 87 13 14 72 85 15
Two or more races 18 65 82 18 23 69 92 8 - 69 69 31
Students with Disabilities 9 34 43 57 6 51 57 43 16 46 62 38
Students without Disabilities 26 61 86 14 20 72 92 8 13 76 89 11
Economically Disadvantaged 17 55 71 29 11 73 84 16 10 71 81 19
Not Economically Disadvantaged 31 58 90 10 29 63 91 9 19 72 91 9
Military Connected < < 100 0 < < < <
Foster Care < < 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 15 71 86 14 18 65 84 16 15 72 88 13
Female 19 71 90 10 18 64 81 19 14 76 90 10
Male 12 72 83 17 19 67 86 14 17 69 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 50 75 25 33 42 75 25 17 67 83 17
Hispanic < < < < < < < < < < 100 0
White 15 72 86 14 19 65 84 16 15 72 88 12
Two or more races < < 100 0 6 83 89 11 14 64 79 21
Students with Disabilities 6 43 49 51 7 45 52 48 8 51 59 41
Students without Disabilities 17 76 92 8 21 70 91 9 17 76 93 7
Economically Disadvantaged 10 71 81 19 13 65 79 21 9 74 83 17
Not Economically Disadvantaged 22 72 93 7 26 65 90 10 23 70 93 7
English Learners < < 100 0 < < < < < < 100 0
Foster Care < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 68 79 21 15 69 83 17 9 70 79 21
Female 15 70 85 15 15 71 86 14 8 71 78 22
Male 8 67 75 25 14 67 81 19 10 69 79 21
Asian < < < < < < 100 0 < < 100 0
Black - 60 60 40 8 62 69 31 < < < <
Hispanic < < < < < < < < < < < <
White 12 68 80 20 15 69 84 16 10 70 79 21
Two or more races < < 100 0 < < < < - 71 71 29
Students with Disabilities 5 34 39 61 9 41 50 50 7 38 44 56
Students without Disabilities 12 73 86 14 16 73 89 11 10 78 87 13
Economically Disadvantaged 5 64 69 31 10 69 79 21 5 68 73 27
Not Economically Disadvantaged 18 72 90 10 22 67 89 11 13 72 85 15
English Learners < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 5 84 89 11 12 76 88 12 6 86 92 8
Female 6 82 88 12 14 78 91 9 6 88 95 5
Male 4 85 89 11 11 75 85 15 5 83 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 64 71 29 < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 5 85 90 10 13 76 89 11 6 86 92 8
Two or more races < < < < - 79 79 21 < < < <
Students with Disabilities 7 57 63 37 14 43 57 43 7 63 70 30
Students without Disabilities 5 87 92 8 12 81 93 7 6 89 94 6
Economically Disadvantaged 3 79 82 18 10 74 84 16 4 82 86 14
Not Economically Disadvantaged 7 88 95 5 14 78 92 8 7 89 96 4
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 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

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 24 62 86 14 29 55 84 16 24 59 83 17
Female 28 62 90 10 31 59 90 10 28 59 87 13
Male 20 63 83 17 26 51 77 23 18 60 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 76 81 19 21 57 79 21 8 67 75 25
Hispanic < < < < < < < < < < 100 0
White 24 62 86 14 29 55 84 16 23 60 83 17
Two or more races 18 64 82 18 13 80 93 7 20 65 85 15
Students with Disabilities 15 35 49 51 12 32 43 57 9 30 39 61
Students without Disabilities 25 66 90 10 30 58 88 12 26 64 90 10
Economically Disadvantaged 13 64 78 22 22 56 78 22 15 61 76 24
Not Economically Disadvantaged 33 61 94 6 36 54 90 10 32 58 89 11
English Learners < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 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 19 61 81 19 23 54 77 23 17 58 74 26
Female 27 59 86 14 25 61 86 14 20 60 79 21
Male 13 63 76 24 20 49 69 31 14 56 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 27 45 73 27 10 60 70 30
Hispanic < < 100 0 < < < < < < 100 0
White 20 60 80 20 23 54 77 23 17 57 74 26
Two or more races < < < < < < < < 12 71 82 18
Students with Disabilities 9 28 38 62 6 34 40 60 6 28 34 66
Students without Disabilities 21 66 87 13 25 58 83 17 19 65 84 16
Economically Disadvantaged 10 61 71 29 15 56 71 29 9 58 68 32
Not Economically Disadvantaged 29 62 90 10 34 52 85 15 25 57 82 18
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 29 64 94 6 38 57 95 5 35 62 97 3
Female 29 65 94 6 39 57 96 4 40 57 97 3
Male 29 64 94 6 37 56 94 6 28 70 97 3
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 75 83 17 < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 30 65 95 5 38 56 95 5 34 63 97 3
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 27 50 77 23 45 18 64 36 < < < <
Students without Disabilities 29 65 95 5 38 58 96 4 35 63 98 2
Economically Disadvantaged 18 70 88 12 37 57 93 7 27 68 95 5
Not Economically Disadvantaged 38 60 98 2 39 57 96 4 41 58 99 1
English Learners < < < < < < 100 0
Military Connected < < < < < < 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

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 71 86 14 16 71 87 13 17 73 90 10
Female 15 73 88 12 16 72 88 12 17 75 92 8
Male 15 69 83 17 16 70 86 14 17 72 89 11
American Indian < < 100 0 < < 100 0
Asian 53 43 97 3 45 55 100 0 48 52 100 0
Black 16 65 81 19 18 61 78 22 14 66 81 19
Hispanic 13 65 78 22 13 65 78 22 7 68 75 25
Native Hawaiian < < < < < < 100 0
White 14 71 86 14 16 71 87 13 17 73 91 9
Two or more races 7 75 82 18 11 74 85 15 10 78 88 12
Students with Disabilities 8 46 54 46 10 51 61 39 8 60 69 31
Students without Disabilities 16 75 90 10 17 74 91 9 19 76 94 6
Economically Disadvantaged 10 71 81 19 11 73 84 16 12 76 87 13
Not Economically Disadvantaged 20 71 91 9 23 69 91 9 24 70 94 6
English Learners 59 38 97 3 < < < < 27 45 73 27
Military Connected 13 71 84 16 10 86 95 5
Foster Care 8 58 67 33 18 55 73 27
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 14 68 82 18 11 69 79 21 17 73 90 10
Female 11 72 83 17 10 70 79 21 18 73 91 9
Male 17 64 81 19 12 68 80 20 16 73 89 11
Black 7 67 73 27 14 64 79 21 < < 100 0
Hispanic < < < < < < < < < < < <
White 14 69 83 17 11 69 80 20 17 72 89 11
Two or more races 8 62 69 31 7 60 67 33 33 67 100 0
Students with Disabilities 8 39 47 53 9 33 42 58 5 66 71 29
Students without Disabilities 15 73 88 12 11 74 85 15 20 74 94 6
Economically Disadvantaged 9 67 76 24 8 66 74 26 10 77 87 13
Not Economically Disadvantaged 22 71 93 7 16 73 89 11 25 68 93 7
English Learners < < < < < < < < < < 100 0
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 21 67 88 12 22 66 89 11 20 70 90 10
Female 19 71 90 10 21 69 89 11 21 69 90 10
Male 23 63 87 13 24 64 88 12 20 70 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 31 69 100 0 7 73 80 20 14 79 93 7
Hispanic < < 100 0 < < < < < < < <
White 21 67 88 12 24 65 89 11 21 70 91 9
Two or more races 9 64 73 27 14 79 93 7 8 62 69 31
Students with Disabilities 16 44 60 40 14 52 66 34 10 52 62 38
Students without Disabilities 22 72 94 6 24 69 93 7 22 73 95 5
Economically Disadvantaged 17 71 88 12 16 70 86 14 16 73 89 11
Not Economically Disadvantaged 26 63 89 11 33 60 94 6 28 64 92 8
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 24 64 88 12 25 60 85 15 15 75 90 10
Female 22 67 88 12 26 60 86 14 13 79 91 9
Male 27 61 88 12 24 60 84 16 17 72 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 23 69 92 8 25 75 100 0 7 67 73 27
Hispanic < < 100 0 < < 100 0 < < < <
White 23 64 88 12 25 59 84 16 16 75 91 9
Two or more races 14 79 93 7 17 67 83 17 - 85 85 15
Students with Disabilities 8 51 59 41 13 43 56 44 7 64 71 29
Students without Disabilities 27 66 93 7 27 63 91 9 17 78 94 6
Economically Disadvantaged 15 70 85 15 21 63 83 17 9 78 87 13
Not Economically Disadvantaged 37 55 92 8 31 56 88 12 25 71 96 4
Military Connected 20 50 70 30 < < 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 79 87 13 23 71 93 7 20 68 88 12
Female 10 78 89 11 22 72 94 6 19 71 90 10
Male 7 79 86 14 23 70 93 7 21 66 86 14
Asian < < 100 0 < < 100 0
Black < < < < 23 62 85 15 36 45 82 18
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 9 78 87 13 22 72 94 6 20 69 88 12
Two or more races - 83 83 17 15 77 92 8 - 85 85 15
Students with Disabilities 8 64 72 28 9 69 78 22 10 53 63 37
Students without Disabilities 9 83 92 8 25 71 96 4 22 71 93 7
Economically Disadvantaged 6 80 87 13 14 79 92 8 14 70 85 15
Not Economically Disadvantaged 13 76 88 12 36 60 95 5 29 64 93 7
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 69 81 19 10 65 75 25 10 78 88 12
Female 13 69 82 18 13 65 79 21 11 83 93 7
Male 11 69 80 20 6 65 72 28 10 74 84 16
Asian < < 100 0 < < 100 0
Black 33 67 100 0 30 20 50 50 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 11 68 80 20 9 67 76 24 11 77 88 12
Two or more races - 100 100 0 8 67 75 25 - 100 100 0
Students with Disabilities 11 35 46 54 9 42 51 49 11 59 70 30
Students without Disabilities 12 74 86 14 10 73 83 17 10 83 93 7
Economically Disadvantaged 9 68 77 23 8 62 70 30 9 77 86 14
Not Economically Disadvantaged 17 69 86 14 12 73 85 15 13 80 93 7
Foster Care < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 64 87 13 17 74 90 10 28 62 89 11
Female 27 65 92 8 15 78 93 7 29 63 91 9
Male 20 63 83 17 18 70 88 12 27 61 87 13
Asian < < < < < < 100 0 < < 100 0
Black 9 64 73 27 33 33 67 33 25 50 75 25
Hispanic < < 100 0 < < 100 0 < < < <
White 23 65 88 12 17 74 91 9 27 63 90 10
Two or more races < < 100 0 - 100 100 0 21 64 86 14
Students with Disabilities 2 43 44 56 11 53 64 36 7 61 67 33
Students without Disabilities 26 68 94 6 18 77 95 5 33 62 95 5
Economically Disadvantaged 15 66 80 20 9 78 88 12 18 67 85 15
Not Economically Disadvantaged 32 63 95 5 28 67 95 5 38 56 94 6
English Learners < < 100 0 < < < <
Military Connected < < 100 0
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 4 83 87 13 12 77 89 11 12 80 92 8
Female 6 85 91 9 12 79 91 9 14 79 93 7
Male 2 81 83 17 11 75 86 14 10 81 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 77 85 15 8 75 83 17 20 50 70 30
Hispanic < < 100 0 < < 100 0 < < < <
White 3 83 87 13 11 78 89 11 11 81 92 8
Two or more races 9 73 82 18 < < < < - 90 90 10
Students with Disabilities - 54 54 46 2 62 64 36 2 67 69 31
Students without Disabilities 4 86 91 9 13 79 92 8 13 82 94 6
Economically Disadvantaged 2 80 82 18 6 80 86 14 6 84 90 10
Not Economically Disadvantaged 6 86 92 8 18 74 92 8 18 76 94 6
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 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 8 71 79 21 7 78 85 15 10 82 93 7
Female 8 71 79 21 8 73 81 19 8 83 92 8
Male 8 72 79 21 6 85 91 9 13 81 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < < <
White 8 73 81 19 7 78 85 15 9 83 93 7
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities - 29 29 71 < < < < < < 100 0
Students without Disabilities 8 73 82 18 7 79 86 14 10 82 92 8
Economically Disadvantaged 5 63 69 31 4 80 84 16 4 85 89 11
Not Economically Disadvantaged 10 77 87 13 10 77 87 13 14 81 95 5
English Learners < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 13 81 94 6 11 86 98 2 14 84 98 2
Female 14 84 99 1 10 89 99 1 14 86 100 0
Male 12 76 89 11 13 83 97 3 13 82 95 5
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0
White 14 82 96 4 11 87 98 2 13 85 98 2
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 13 81 94 6 12 86 98 2 14 84 98 2
Economically Disadvantaged 6 82 88 12 8 90 98 2 11 86 97 3
Not Economically Disadvantaged 18 80 98 2 14 83 97 3 15 83 98 2
English Learners < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
< = 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 16 72 88 12 14 72 86 14 17 70 87 13
Female 14 75 88 12 13 74 87 13 15 70 85 15
Male 18 70 88 12 15 70 85 15 19 69 88 12
Asian 42 58 100 0 33 67 100 0 35 65 100 0
Black 11 70 81 19 17 63 80 20 5 60 65 35
Hispanic 27 55 82 18 < < < < 8 77 85 15
White 16 72 88 12 14 72 86 14 18 69 87 13
Two or more races 10 76 86 14 10 67 77 23 3 84 87 13
Students with Disabilities 7 53 60 40 7 48 55 45 7 54 61 39
Students without Disabilities 17 75 92 8 15 75 90 10 19 72 90 10
Economically Disadvantaged 9 74 83 17 10 72 81 19 11 71 81 19
Not Economically Disadvantaged 23 70 93 7 20 72 91 9 24 68 92 8
English Learners 40 53 93 7 < < < < < < < <
Military Connected 10 80 90 10 36 64 100 0
Foster Care < < < < < < < <
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 29 61 90 10 25 63 87 13 23 64 87 13
Female 27 61 88 12 24 65 89 11 20 65 85 15
Male 31 61 92 8 25 60 85 15 25 63 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black 29 64 93 7 50 42 92 8 13 47 60 40
Hispanic < < 100 0 < < 100 0 < < < <
White 28 61 90 10 23 64 87 13 24 64 88 12
Two or more races 27 60 87 13 25 50 75 25 - 92 92 8
Students with Disabilities 10 58 68 32 10 49 59 41 11 67 78 22
Students without Disabilities 32 61 93 7 28 65 93 7 25 63 89 11
Economically Disadvantaged 16 71 87 13 20 65 85 15 16 66 82 18
Not Economically Disadvantaged 48 46 93 7 31 58 90 10 35 61 96 4
Military Connected 10 70 80 20 < < 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 12 72 84 16 13 71 83 17 13 67 80 20
Female 12 74 86 15 13 71 84 16 12 64 76 24
Male 12 71 82 18 13 70 83 17 14 70 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 8 83 92 8 < < < <
Hispanic < < < < < < < < < < 100 0
White 12 72 84 16 13 70 83 17 14 67 81 19
Two or more races < < 100 0 < < < < 6 78 83 17
Students with Disabilities 8 46 54 46 6 48 55 45 4 41 45 55
Students without Disabilities 12 76 88 12 14 74 88 12 15 74 89 11
Economically Disadvantaged 5 69 74 26 7 73 80 20 8 67 74 26
Not Economically Disadvantaged 18 75 94 6 22 67 89 11 19 68 87 13
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
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 14 74 88 12 9 73 82 18 17 77 94 6
Female 11 79 90 10 8 77 84 16 16 80 96 4
Male 16 69 86 14 10 69 79 21 18 74 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0
White 14 75 89 11 9 73 82 18 17 76 94 6
Two or more races 7 60 67 33 10 70 80 20 < < 100 0
Students with Disabilities - 43 43 57 5 38 43 57 - 84 84 16
Students without Disabilities 14 76 90 10 9 78 87 13 18 77 95 5
Economically Disadvantaged 9 75 84 16 4 69 73 27 9 83 92 8
Not Economically Disadvantaged 19 73 92 8 14 76 91 9 23 72 95 5
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 75 93 7 17 79 96 4 25 67 92 8
Female 13 80 93 7 15 80 95 5 29 65 94 6
Male 25 68 93 7 19 78 97 3 17 72 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < < <
White 19 74 93 7 18 79 96 4 25 67 92 8
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 19 75 93 7 17 78 96 4 25 67 92 8
Economically Disadvantaged 13 81 95 5 13 84 97 3 8 77 85 15
Not Economically Disadvantaged 22 70 93 7 19 76 95 5 31 64 95 5
English Learners < < 100 0
Military Connected < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 81 89 11 9 79 88 12 12 74 86 14
Female 5 84 88 12 9 79 88 12 8 77 84 16
Male 10 78 89 11 9 79 89 11 16 72 88 13
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < - 70 70 30
Hispanic < < 100 0 < < < < < < < <
White 8 81 88 12 9 80 89 11 12 75 87 13
Two or more races - 100 100 0 < < < < < < < <
Students with Disabilities 1 58 59 41 - 59 59 41 - 47 47 53
Students without Disabilities 9 86 94 6 10 81 91 9 13 76 89 11
Economically Disadvantaged 4 80 83 17 5 77 83 17 8 73 81 19
Not Economically Disadvantaged 11 83 94 6 13 82 95 5 16 76 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
< = 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 24 63 86 14 26 63 89 11 26 61 86 14
Female 20 65 85 15 23 65 88 12 23 63 86 14
Male 27 61 88 12 29 61 90 10 28 58 87 13
American Indian < < 100 0
Asian 50 50 100 0 50 50 100 0 41 53 94 6
Black 19 58 77 23 21 56 77 23 21 57 79 21
Hispanic < < < < 17 58 75 25 21 57 79 21
White 24 63 87 13 26 64 90 10 26 61 87 13
Two or more races 15 64 79 21 26 60 86 14 21 58 79 21
Students with Disabilities 16 45 61 39 13 59 72 28 11 47 59 41
Students without Disabilities 25 65 90 10 28 64 91 9 28 63 91 9
Economically Disadvantaged 18 62 80 20 21 65 86 14 20 62 81 19
Not Economically Disadvantaged 29 63 92 8 32 61 94 6 32 60 92 8
English Learners 45 45 91 9 < < < < < < < <
Military Connected 54 38 92 8 45 55 100 0
Foster Care < < < < < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 69 78 22 13 73 87 13 8 73 81 19
Female 4 69 73 27 9 74 84 16 6 77 83 17
Male 13 69 82 18 18 72 89 11 10 69 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black - 69 69 31 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 9 70 78 22 14 74 88 12 8 72 80 20
Two or more races < < < < - 75 75 25
Students with Disabilities 7 39 46 54 3 68 71 29 7 43 50 50
Students without Disabilities 9 73 82 18 15 74 88 12 8 78 86 14
Economically Disadvantaged 4 63 68 32 10 73 82 18 4 64 68 32
Not Economically Disadvantaged 13 74 87 13 17 73 91 9 11 81 91 9
English Learners < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < <
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 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 22 68 89 11 14 74 88 12 16 76 92 8
Female 13 72 85 15 10 74 84 16 15 76 91 9
Male 34 62 96 4 20 74 94 6 17 77 94 6
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0
White 23 67 90 10 13 75 88 12 16 77 92 8
Two or more races - 90 90 10 < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 21 69 90 10 13 74 88 12 16 77 93 7
Economically Disadvantaged 17 68 85 15 8 77 84 16 12 78 90 10
Not Economically Disadvantaged 24 67 91 9 18 72 90 10 18 75 94 6
English Learners < < < < < < 100 0
Military Connected < < 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 7 75 82 18 10 75 85 15 11 73 84 16
Female 5 77 81 19 8 76 84 16 8 74 83 17
Male 10 73 83 17 12 74 86 14 13 72 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < - 67 67 33 - 75 75 25
Hispanic < < < < < < < <
White 7 75 82 18 10 76 86 14 11 73 84 16
Two or more races < < < < < < < < < < < <
Students with Disabilities - 53 53 47 - 61 61 39 2 53 55 45
Students without Disabilities 8 78 86 14 11 77 88 12 12 76 88 12
Economically Disadvantaged 5 68 74 26 6 73 79 21 6 72 78 22
Not Economically Disadvantaged 9 82 91 9 15 77 93 7 16 74 91 9
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 28 65 92 8 33 58 92 8 30 55 85 15
Female 28 64 92 8 33 61 93 7 26 57 83 17
Male 28 65 92 8 34 56 90 10 33 52 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 33 50 83 17 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 28 64 92 8 33 58 92 8 30 55 85 15
Two or more races < < < < < < 100 0 22 67 89 11
Students with Disabilities 5 61 66 34 4 56 60 40 3 50 53 47
Students without Disabilities 31 65 95 5 38 59 96 4 36 56 92 8
Economically Disadvantaged 17 70 87 13 24 65 89 11 18 60 78 22
Not Economically Disadvantaged 39 59 98 2 47 49 96 4 43 48 92 8
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 49 42 91 9 52 41 93 7 45 45 89 11
Female 45 46 91 9 48 46 94 6 41 48 89 11
Male 53 38 91 9 57 35 92 8 49 41 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 50 42 92 8 40 47 87 13 43 43 86 14
Hispanic < < 100 0 < < 100 0 < < < <
White 50 42 91 9 52 41 93 7 46 45 91 9
Two or more races 27 55 82 18 64 29 93 7 33 33 67 33
Students with Disabilities 25 42 67 33 31 48 80 20 23 41 64 36
Students without Disabilities 53 42 95 5 56 39 95 5 48 45 94 6
Economically Disadvantaged 40 49 89 11 43 47 90 10 38 49 87 13
Not Economically Disadvantaged 62 32 94 6 69 30 99 1 57 37 94 6
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
< = 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-kindergarten145137149
Kindergarten439409391
Grade 1416420413
Grade 2421402398
Grade 3463417379
Grade 4439439397
Grade 5458438430
Grade 6469453437
Grade 7472461450
Grade 8450472464
Grade 9525477490
Grade 10432485427
Grade 11412391438
Grade 12419389390
Post Graduate1082
Total Students5,9705,7985,655

< = 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 Students597057985655
Female288627922705
Male308430062950
American Indian323
Asian384038
Black163161147
Hispanic354442
White558453915265
Two or more races147159160
Students with Disabilities810838894
Students without Disabilities516049604761
Economically Disadvantaged332832493215
Not Economically Disadvantaged264225492440
English Learners413825
Not English Learners592957605630
Homeless265022
Military Connected314849
Foster Care252112
< = 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 150 197 31 16 30 1
State 50983 36029 2739 1053 5386 1766
Female Division 81 87 11 2 14 1
State 27838 15825 923 368 1911 652
Male Division 69 110 20 14 16 0
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < < <
State 144 124 9 2 27 8
Asian Division < < < < < <
State 5026 1197 70 18 91 37
Black Division 4 7 4 0 2 0
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 139 185 27 15 26 1
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < 0 <
State 2468 1543 85 58 160 72
Students with Disabilities Division 3 34 31 1 5 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 49 120 27 14 24 1
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < < <
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
< = 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 Students4253788939493307
Female1961799118192147
Male2291998721393167
American Indian<<<<<<<
Asian<<<<<<<
Black1715881588212
Hispanic<<100<10000
White3933518936693267
Two or more races<<100<10000
Students with Disabilities746892699357
Economically Disadvantaged23519683210892410
English Learners<<<<<<<
Homeless<<<<<<<
Military Connected<<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 Taken38 / 2.13%37 / 2.12%
Advanced Placement Course Enrollment210 / 11.74%227 / 13.03%
Dual Enrollment243 / 13.59%252 / 14.47%
Governor's School Enrollment - -
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 StudentsDivision37725632
State83,31058,98329
FemaleDivision18814125
State42,04632,13924
MaleDivision18911539
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision<<100
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision35723933
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision281546
State6,7843,33551
Economically DisadvantagedDivision17110141
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision533823
 State4,1393,6233,525
State LicensuresDivision18139
 State2,4402,2791,881
Industry CertificationDivision654671659
 State99,894109,275104,601
Workplace ReadinessDivision151190243
 State30,77542,31350,241
Total Credentials EarnedDivision876912934
 State137,248157,490160,248
Students Earning One or More CredentialsDivision660675715
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision11514
 State1,5141,4311,537
CTE CompletersDivision336304251
 State42,40440,51641,438

< = 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
2012-2013Division2,439.005,475.001,065.00
State5,761.004,621.00875.00
2013-2014Division2,194.005,510.001,266.00
State5,807.004,651.00784.00
2014-2015Division2,431.006,035.00831.00
State5,933.004,819.00771.00
2015-2016Division2,327.006,152.00938.00
State6,084.004,849.00812.00
2016-2017Division2,368.006,537.001,029.00
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 Students4,3771,3074,2401,2974,1471,184
Female2,1456232,0646071,991558
Male2,2326842,1766902,156626
American Indian<<<<<<
Asian343362328
Black126321083610234
Hispanic2282814375
Native Hawaiian--<<--
White4,0811,2353,9471,2123,8451,101
Two or more races114281213012836
Students with Disabilities569233617253627237
Economically Disadvantaged2,3569732,2269542,226854
English Learners3272711226
Homeless51014201021
< = 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 35
Offenses Against Staff <
Weapons Offenses <
Property Offenses 19
All Other Offenses <
Other Offenses Against Persons 183
Disorderly or Disruptive Behavior Offenses 424
Alcohol, Tobacco, and Other Drug Offenses 57
Technology Offenses 21

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.40
Asian0.60.7
Black2.75.62.87.2
Hispanic0.60.40.81
Native Hawaiian--0
White93.688.99387
Two or more races2.54.62.74.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10
Asian0.60.7
Black2.72.810
Hispanic0.60.8
Native Hawaiian0
White93.61009390
Two or more races2.52.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10
Asian0.60.7
Black2.7502.8
Hispanic0.60.8
Native Hawaiian--0
White93.65093100
Two or more races2.52.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 56.462.961.6
< = 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 44.144.943.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 72.170.469.5
< = 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: 11.35 : 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

2016-2017 Grades 8-12 Student Teacher Ratio: 10.8 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 1% 1.2% 5.6% 5.9% 9.1% 3.5%
High Poverty 1.5% 2.1% 6% 8.3% 10.4% 8.3%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education2%2%

< = 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
2016-201758%39%0%3%
2017-201860%37%0%3%
< = 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 Students84%84%73%75%
Asian95%99%87%75%
Black73%75%60%75%
Hispanic68%75%63%75%
White84%84%81%75%
Economically Disadvantaged79%77%62%75%
English Learners<86%53%75%
Students with Disabilities55%55%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 Students88%86%74%70%
Asian100%99%89%70%
Black81%83%60%70%
Hispanic76%81%64%70%
White88%86%81%70%
Economically Disadvantaged84%81%63%70%
English Learners<95%57%70%
Students with Disabilities61%58%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 Students84%
Asian100%
Black89%
Hispanic<
White84%
Economically Disadvantaged80%
English Learners<
Students with Disabilities53%

< = 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 Students86%88%
Asian94%100%
Black79%82%
Hispanic72%75%
White86%89%
Economically Disadvantaged82%85%
English Learners<<
Students with Disabilities62%65%

< = 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 Students85%84%84%
Asian<90%84%
Black82%82%84%
Hispanic<81%84%
White85%86%84%
Economically Disadvantaged77%78%84%
English Learners<65%84%
Students with Disabilities50%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 Students23%22%9%10%
Asian5%8%5%10%
Black25%21%9%10%
Hispanic33%31%9%10%
White23%22%9%10%
Economically Disadvantaged30%28%13%10%
English Learners29%22%8%10%
Students with Disabilities29%28%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 Progress60%46%58%
English Learner Proficiency12%--

< = 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 Progress61060%
English Learner Proficiency21712%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%98%
Asian100%100%100%
Black98%100%97%
Hispanic100%100%<
White99%99%98%
Economically Disadvantaged98%99%97%
Not Economically Disadvantaged99%99%99%
English Learners<<<
Students with Disabilities96%98%94%
Students without Disabilities99%100%99%
Female99%100%99%
Male98%99%97%
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