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Tazewell County Public Schools

General school information

Division: Tazewell County Public Schools
Address: 506 Jeffersonville Street Tazewell, VA 24651-5396
Superintendent: Mr. George Brown
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 82 67 18 17 83 66 17 17 84 67 16
Female 17 85 68 15 19 86 67 14 19 86 67 14
Male 14 80 66 20 16 81 65 19 16 82 66 18
Asian 31 100 69 0 33 96 63 4 38 90 52 10
Black 13 79 66 21 18 74 56 26 15 73 58 27
Hispanic 19 81 63 19 27 67 40 33 18 77 59 23
White 15 82 67 18 17 84 66 16 17 84 67 16
Two or more races 10 80 70 20 14 82 68 18 11 83 72 17
Students with Disabilities 8 51 43 49 9 53 44 47 10 55 45 45
Students without Disabilities 16 87 71 13 19 89 70 11 19 89 70 11
Economically Disadvantaged 10 75 65 25 12 77 66 23 13 79 66 21
Not Economically Disadvantaged 20 90 69 10 25 92 66 8 24 91 67 9
English Learners 37 93 56 7 46 85 38 15 < < < <
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 81 67 19 17 82 65 18 16 80 64 20
Female 17 85 68 15 18 86 68 14 17 84 67 17
Male 11 76 66 24 16 78 63 22 15 77 62 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 7 73 67 27 21 79 57 21 14 64 50 36
Hispanic < 100 < 0 < < < < < < < <
White 14 81 67 19 17 82 65 18 16 82 65 18
Two or more races 8 69 62 31 23 92 69 8 7 67 60 33
Students with Disabilities 6 58 52 42 10 61 52 39 9 49 40 51
Students without Disabilities 16 86 70 14 18 85 67 15 17 85 68 15
Economically Disadvantaged 11 75 64 25 10 76 66 24 14 75 61 25
Not Economically Disadvantaged 17 88 71 12 28 92 64 8 20 91 71 9
English Learners < 100 < 0 < < < < < < < <
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 85 64 15 21 82 60 18 18 82 64 18
Female 24 86 62 14 23 85 62 15 17 84 67 16
Male 18 85 67 15 20 79 59 21 19 80 61 20
Asian < 100 < 0 < 100 < 0 < < < <
Black 27 87 60 13 15 92 77 8 13 69 56 31
Hispanic < 100 < 0 < 100 < 0 < < < <
White 21 85 64 15 22 82 60 18 18 82 64 18
Two or more races - 79 79 21 - 55 55 45 14 93 79 7
Students with Disabilities 8 60 52 40 15 59 44 41 20 65 45 35
Students without Disabilities 23 89 66 11 23 86 64 14 17 85 68 15
Economically Disadvantaged 15 80 65 20 15 78 62 22 15 77 62 23
Not Economically Disadvantaged 29 93 63 7 30 88 58 12 23 90 67 10
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 83 58 17 28 87 60 13 23 84 61 16
Female 24 81 57 19 27 89 61 11 29 89 60 11
Male 26 84 59 16 28 86 58 14 18 80 62 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 75 58 25 20 73 53 27 25 92 67 8
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 25 82 57 18 28 88 60 12 23 84 61 16
Two or more races 20 100 80 0 19 81 63 19 27 73 45 27
Students with Disabilities 6 46 40 54 13 60 47 40 7 57 50 43
Students without Disabilities 28 89 61 11 30 92 62 8 26 90 63 10
Economically Disadvantaged 15 75 60 25 17 84 67 16 17 79 62 21
Not Economically Disadvantaged 36 91 55 9 44 93 49 7 33 92 60 8
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 80 60 20 23 79 56 21 18 87 69 13
Female 23 83 60 17 21 81 59 19 20 88 68 12
Male 16 77 61 23 24 77 53 23 16 86 69 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 27 82 55 18 36 64 27 36 8 77 69 23
Hispanic < < < < < 100 < 0 < 100 < 0
White 19 80 60 20 22 79 57 21 18 87 69 13
Two or more races < < < < 18 82 65 18 23 92 69 8
Students with Disabilities 12 49 37 51 9 43 34 57 6 57 51 43
Students without Disabilities 21 84 64 16 26 86 61 14 20 92 72 8
Economically Disadvantaged 14 74 61 26 17 71 55 29 11 84 73 16
Not Economically Disadvantaged 26 86 60 14 31 90 58 10 29 91 63 9
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 83 73 17 15 86 71 14 18 84 65 16
Female 10 84 74 16 19 90 71 10 18 81 64 19
Male 9 82 73 18 12 83 72 17 19 86 67 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < 25 75 50 25 33 75 42 25
Hispanic < < < < < < < < < < < <
White 9 83 74 17 15 86 72 14 19 84 65 16
Two or more races < < < < < 100 < 0 6 89 83 11
Students with Disabilities 9 56 46 44 6 49 43 51 7 52 45 48
Students without Disabilities 9 87 77 13 17 92 76 8 21 91 70 9
Economically Disadvantaged 4 74 70 26 10 81 71 19 13 79 65 21
Not Economically Disadvantaged 14 90 76 10 22 93 72 7 26 90 65 10
English Learners < < < < < 100 < 0 < < < <
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 77 65 23 11 79 68 21 15 83 69 17
Female 11 84 73 16 15 85 70 15 15 86 71 14
Male 11 69 58 31 8 75 67 25 14 81 67 19
Asian < 100 < 0 < < < < < 100 < 0
Black < < < < - 60 60 40 8 69 62 31
Hispanic < 100 < 0 < < < < < < < <
White 12 76 65 24 12 80 68 20 15 84 69 16
Two or more races 10 90 80 10 < 100 < 0 < < < <
Students with Disabilities 13 41 28 59 5 39 34 61 9 50 41 50
Students without Disabilities 11 83 72 17 12 86 73 14 16 89 73 11
Economically Disadvantaged 7 66 59 34 5 69 64 31 10 79 69 21
Not Economically Disadvantaged 16 88 72 12 18 90 72 10 22 89 67 11
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 89 82 11 5 89 84 11 12 88 76 12
Female 7 90 83 10 6 88 82 12 14 91 78 9
Male 6 87 82 13 4 89 85 11 11 85 75 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 7 71 64 29 < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 6 89 82 11 5 90 85 10 13 89 76 11
Two or more races < < < < < < < < - 79 79 21
Students with Disabilities - 50 50 50 7 63 57 37 14 57 43 43
Students without Disabilities 7 93 86 7 5 92 87 8 12 93 81 7
Economically Disadvantaged 3 82 79 18 3 82 79 18 10 84 74 16
Not Economically Disadvantaged 8 93 85 7 7 95 88 5 14 92 78 8
English Learners < 100 < 0 < < < < < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in writing in grade 8 and once in high school with an end-of-course writing test. Prior to 2014, students also took a writing test in grade 5. Use the drop down menu above the chart to select a specific writing test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s English Standards of Learning prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the workplace, and in postsecondary education. As students progress, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their growing spoken and written vocabularies.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 79 61 21 24 86 62 14 29 84 55 16
Female 21 87 66 13 28 90 62 10 31 90 59 10
Male 15 71 56 29 20 83 63 17 26 77 51 23
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 58 58 42 5 81 76 19 21 79 57 21
Hispanic < < < < < < < < < < < <
White 18 79 61 21 24 86 62 14 29 84 55 16
Two or more races 13 63 50 38 18 82 64 18 13 93 80 7
Students with Disabilities 7 33 26 67 15 49 35 51 12 43 32 57
Students without Disabilities 19 85 65 15 25 90 66 10 30 88 58 12
Economically Disadvantaged 10 67 57 33 13 78 64 22 22 78 56 22
Not Economically Disadvantaged 24 88 64 12 33 94 61 6 36 90 54 10
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 74 57 26 19 81 61 19 23 77 54 23
Female 21 85 64 15 27 86 59 14 25 86 61 14
Male 14 64 50 36 13 76 63 24 20 69 49 31
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 27 73 45 27
Hispanic < 100 < 0 < 100 < 0 < < < <
White 18 75 57 25 20 80 60 20 23 77 54 23
Two or more races - 50 50 50 < < < < < < < <
Students with Disabilities 8 34 25 66 9 38 28 62 6 40 34 60
Students without Disabilities 19 81 62 19 21 87 66 13 25 83 58 17
Economically Disadvantaged 9 63 54 37 10 71 61 29 15 71 56 29
Not Economically Disadvantaged 26 85 59 15 29 90 62 10 34 85 52 15
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 84 66 16 29 94 64 6 38 95 57 5
Female 21 90 69 10 29 94 65 6 39 96 57 4
Male 16 79 63 21 29 94 64 6 37 94 56 6
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 64 64 36 8 83 75 17 < 100 < 0
Hispanic < < < < < < < < < 100 < 0
White 19 85 66 15 30 95 65 5 38 95 56 5
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 3 32 29 68 27 77 50 23 45 64 18 36
Students without Disabilities 20 89 69 11 29 95 65 5 38 96 58 4
Economically Disadvantaged 12 74 62 26 18 88 70 12 37 93 57 7
Not Economically Disadvantaged 23 91 68 9 38 98 60 2 39 96 57 4
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 83 68 17 15 86 71 14 16 87 71 13
Female 15 86 71 14 15 88 73 12 16 88 72 12
Male 15 81 65 19 15 83 69 17 16 86 70 14
Asian 50 94 44 6 53 97 43 3 45 100 55 0
Black 14 81 67 19 16 81 65 19 18 78 61 22
Hispanic 22 78 56 22 13 78 65 22 13 78 65 22
Native Hawaiian < 100 < 0 < < < <
White 15 83 68 17 14 86 71 14 16 87 71 13
Two or more races 18 84 66 16 7 82 75 18 11 85 74 15
Students with Disabilities 8 51 43 49 8 54 46 46 10 61 51 39
Students without Disabilities 16 88 72 12 16 90 75 10 17 91 74 9
Economically Disadvantaged 11 77 67 23 10 81 71 19 11 84 73 16
Not Economically Disadvantaged 20 89 70 11 20 91 71 9 23 91 69 9
English Learners 47 97 50 3 59 97 38 3 < < < <
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 80 63 20 14 82 68 18 11 79 69 21
Female 18 85 67 15 11 83 72 17 10 79 70 21
Male 16 76 60 24 17 81 64 19 12 80 68 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 15 85 69 15 7 73 67 27 14 79 64 21
Hispanic < < < < < < < < < < < <
White 17 80 63 20 14 83 69 17 11 80 69 20
Two or more races 15 77 62 23 8 69 62 31 7 67 60 33
Students with Disabilities 10 52 42 48 8 47 39 53 9 42 33 58
Students without Disabilities 18 87 68 13 15 88 73 12 11 85 74 15
Economically Disadvantaged 13 76 63 24 9 76 67 24 8 74 66 26
Not Economically Disadvantaged 22 87 65 13 22 93 71 7 16 89 73 11
English Learners < 100 < 0 < < < < < < < <
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 88 60 12 21 88 67 12 22 89 66 11
Female 25 88 63 12 19 90 71 10 21 89 69 11
Male 32 88 56 12 23 87 63 13 24 88 64 12
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 31 92 62 8 31 100 69 0 7 80 73 20
Hispanic < 100 < 0 < 100 < 0 < < < <
White 27 88 61 12 21 88 67 12 24 89 65 11
Two or more races 31 85 54 15 9 73 64 27 14 93 79 7
Students with Disabilities 8 62 54 38 16 60 44 40 14 66 52 34
Students without Disabilities 32 93 60 7 22 94 72 6 24 93 69 7
Economically Disadvantaged 20 84 65 16 17 88 71 12 16 86 70 14
Not Economically Disadvantaged 41 94 53 6 26 89 63 11 33 94 60 6
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 30 84 54 16 24 88 64 12 25 85 60 15
Female 29 83 55 17 22 88 67 12 26 86 60 14
Male 31 85 54 15 27 88 61 12 24 84 60 16
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 73 55 27 23 92 69 8 25 100 75 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 29 84 55 16 23 88 64 12 25 84 59 16
Two or more races 47 93 47 7 14 93 79 7 17 83 67 17
Students with Disabilities 4 59 55 41 8 59 51 41 13 56 43 44
Students without Disabilities 34 89 54 11 27 93 66 7 27 91 63 9
Economically Disadvantaged 21 77 56 23 15 85 70 15 21 83 63 17
Not Economically Disadvantaged 40 92 52 8 37 92 55 8 31 88 56 12
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 82 77 18 9 87 79 13 23 93 71 7
Female 4 81 77 19 10 89 78 11 22 94 72 6
Male 6 82 76 18 7 86 79 14 23 93 70 7
Black < 100 < 0 < < < < 23 85 62 15
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 5 81 76 19 9 87 78 13 22 94 72 6
Two or more races < < < < - 83 83 17 15 92 77 8
Students with Disabilities 17 58 42 42 8 72 64 28 9 78 69 22
Students without Disabilities 2 87 84 13 9 92 83 8 25 96 71 4
Economically Disadvantaged 5 78 73 22 6 87 80 13 14 92 79 8
Not Economically Disadvantaged 4 87 83 13 13 88 76 12 36 95 60 5
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 77 64 23 12 81 69 19 10 75 65 25
Female 14 81 67 19 13 82 69 18 13 79 65 21
Male 11 73 62 27 11 80 69 20 6 72 65 28
Black < < < < 33 100 67 0 30 50 20 50
Hispanic < < < < < 100 < 0 < < < <
White 12 77 65 23 11 80 68 20 9 76 67 24
Two or more races < < < < - 100 100 0 8 75 67 25
Students with Disabilities 5 31 25 69 11 46 35 54 9 51 42 49
Students without Disabilities 14 83 70 17 12 86 74 14 10 83 73 17
Economically Disadvantaged 10 68 57 32 9 77 68 23 8 70 62 30
Not Economically Disadvantaged 15 85 70 15 17 86 69 14 12 85 73 15
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 83 76 17 23 87 64 13 17 90 74 10
Female 9 87 78 13 27 92 65 8 15 93 78 7
Male 6 79 73 21 20 83 63 17 18 88 70 12
Asian < 100 < 0 < < < < < 100 < 0
Black - 70 70 30 9 73 64 27 33 67 33 33
Hispanic < < < < < 100 < 0 < 100 < 0
White 7 83 76 17 23 88 65 12 17 91 74 9
Two or more races < < < < < 100 < 0 - 100 100 0
Students with Disabilities 11 43 32 57 2 44 43 56 11 64 53 36
Students without Disabilities 7 90 83 10 26 94 68 6 18 95 77 5
Economically Disadvantaged 4 77 72 23 15 80 66 20 9 88 78 12
Not Economically Disadvantaged 10 89 79 11 32 95 63 5 28 95 67 5
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 5 90 85 10 4 87 83 13 12 89 77 11
Female 7 93 86 7 6 91 85 9 12 91 79 9
Male 3 86 83 14 2 83 81 17 11 86 75 14
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < 8 85 77 15 8 83 75 17
Hispanic < < < < < 100 < 0 < 100 < 0
White 5 90 85 10 3 87 83 13 11 89 78 11
Two or more races - 80 80 20 9 82 73 18 < < < <
Students with Disabilities - 58 58 42 - 54 54 46 2 64 62 36
Students without Disabilities 6 93 88 7 4 91 86 9 13 92 79 8
Economically Disadvantaged 3 85 83 15 2 82 80 18 6 86 80 14
Not Economically Disadvantaged 7 93 86 7 6 92 86 8 18 92 74 8
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 72 65 28 8 79 71 21 7 85 78 15
Female 8 80 72 20 8 79 71 21 8 81 73 19
Male 6 65 59 35 8 79 72 21 6 91 85 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < <
White 7 72 65 28 8 81 73 19 7 85 78 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 32 32 68 - 29 29 71 < < < <
Students without Disabilities 7 74 67 26 8 82 73 18 7 86 79 14
Economically Disadvantaged 3 64 61 36 5 69 63 31 4 84 80 16
Not Economically Disadvantaged 10 78 68 22 10 87 77 13 10 87 77 13
English Learners < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 98 73 2 13 94 81 6 11 98 86 2
Female 21 97 76 3 14 99 84 1 10 99 89 1
Male 31 99 68 1 12 89 76 11 13 97 83 3
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
White 26 98 72 2 14 96 82 4 11 98 87 2
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 25 98 73 2 13 94 81 6 12 98 86 2
Economically Disadvantaged 18 94 77 6 6 88 82 12 8 98 90 2
Not Economically Disadvantaged 29 99 70 1 18 98 80 2 14 97 83 3
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 85 71 15 16 88 72 12 14 86 72 14
Female 12 85 73 15 14 88 75 12 13 87 74 13
Male 17 86 69 14 18 88 70 12 15 85 70 15
Asian 43 93 50 7 42 100 58 0 33 100 67 0
Black 4 74 70 26 11 81 70 19 17 80 63 20
Hispanic < < < < 27 82 55 18 < < < <
White 14 86 71 14 16 88 72 12 14 86 72 14
Two or more races 20 86 67 14 10 86 76 14 10 77 67 23
Students with Disabilities 7 51 44 49 7 60 53 40 7 55 48 45
Students without Disabilities 15 90 75 10 17 92 75 8 15 90 75 10
Economically Disadvantaged 9 79 70 21 9 83 74 17 10 81 72 19
Not Economically Disadvantaged 19 92 73 8 23 93 70 7 20 91 72 9
English Learners 27 82 55 18 40 93 53 7 < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 34 90 55 10 29 90 61 10 25 87 63 13
Female 31 86 55 14 27 88 61 12 24 89 65 11
Male 38 94 56 6 31 92 61 8 25 85 60 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 75 58 25 29 93 64 7 50 92 42 8
Hispanic < < < < < 100 < 0 < 100 < 0
White 34 90 56 10 28 90 61 10 23 87 64 13
Two or more races 50 100 50 0 27 87 60 13 25 75 50 25
Students with Disabilities 8 64 56 36 10 68 58 32 10 59 49 41
Students without Disabilities 39 94 55 6 32 93 61 7 28 93 65 7
Economically Disadvantaged 22 85 63 15 16 87 71 13 20 85 65 15
Not Economically Disadvantaged 49 95 47 5 48 93 46 7 31 90 58 10
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 10 82 72 18 12 84 72 16 13 83 71 17
Female 7 84 77 16 12 86 74 15 13 84 71 16
Male 14 80 67 20 12 82 71 18 13 83 70 17
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 8 92 83 8
Hispanic < 100 < 0 < < < < < < < <
White 10 82 72 18 12 84 72 16 13 83 70 17
Two or more races 10 90 80 10 < 100 < 0 < < < <
Students with Disabilities 14 45 31 55 8 54 46 46 6 55 48 45
Students without Disabilities 10 88 79 12 12 88 76 12 14 88 74 12
Economically Disadvantaged 4 75 71 25 5 74 69 26 7 80 73 20
Not Economically Disadvantaged 17 89 73 11 18 94 75 6 22 89 67 11
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 76 69 24 14 88 74 12 9 82 73 18
Female 6 75 69 25 11 90 79 10 8 84 77 16
Male 7 77 70 23 16 86 69 14 10 79 69 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 75 75 25 < < < < < < < <
Hispanic < < < < < < < <
White 6 76 70 24 14 89 75 11 9 82 73 18
Two or more races < < < < 7 67 60 33 10 80 70 20
Students with Disabilities - 36 36 64 - 43 43 57 5 43 38 57
Students without Disabilities 8 85 77 15 14 90 76 10 9 87 78 13
Economically Disadvantaged 4 68 64 32 9 84 75 16 4 73 69 27
Not Economically Disadvantaged 10 85 75 15 19 92 73 8 14 91 76 9
English Learners < < < < < 100 < 0
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 95 87 5 19 93 75 7 17 96 79 4
Female 8 93 86 7 13 93 80 7 15 95 80 5
Male 8 96 88 4 25 93 68 7 19 97 78 3
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < 100 < 0
Hispanic < 100 < 0 < < < <
White 8 95 87 5 19 93 74 7 18 96 79 4
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 8 94 87 6 19 93 75 7 17 96 78 4
Economically Disadvantaged 4 91 88 9 13 95 81 5 13 97 84 3
Not Economically Disadvantaged 9 96 87 4 22 93 70 7 19 95 76 5
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 89 82 11 8 89 81 11 9 88 79 12
Female 5 90 84 10 5 88 84 12 9 88 79 12
Male 10 89 79 11 10 89 78 11 9 89 79 11
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 8 90 82 10 8 88 81 12 9 89 80 11
Two or more races 7 71 64 29 - 100 100 0 < < < <
Students with Disabilities - 63 63 37 1 59 58 41 - 59 59 41
Students without Disabilities 8 91 83 9 9 94 86 6 10 91 81 9
Economically Disadvantaged 7 85 77 15 4 83 80 17 5 83 77 17
Not Economically Disadvantaged 8 94 86 6 11 94 83 6 13 95 82 5
English Learners < 100 < 0 < 100 < 0 < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

Recently retired SOL tests representative of the content and skills included in current SOL tests are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 25 87 62 13 24 86 63 14 26 89 63 11
Female 21 85 64 15 20 85 65 15 23 88 65 12
Male 29 89 60 11 27 88 61 12 29 90 61 10
Asian 63 89 26 11 50 100 50 0 50 100 50 0
Black 29 83 54 17 19 77 58 23 21 77 56 23
Hispanic 23 92 69 8 < < < < 17 75 58 25
White 24 87 63 13 24 87 63 13 26 90 64 10
Two or more races 31 85 54 15 15 79 64 21 26 86 60 14
Students with Disabilities 10 62 53 38 16 61 45 39 13 72 59 28
Students without Disabilities 27 90 63 10 25 90 65 10 28 91 64 9
Economically Disadvantaged 19 82 63 18 18 80 62 20 21 86 65 14
Not Economically Disadvantaged 31 92 61 8 29 92 63 8 32 94 61 6
English Learners 62 100 38 0 45 91 45 9 < < < <
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 82 73 18 9 78 69 22 13 87 73 13
Female 5 76 72 24 4 73 69 27 9 84 74 16
Male 14 87 74 13 13 82 69 18 18 89 72 11
Asian < < < < < 100 < 0 < 100 < 0
Black < < < < - 69 69 31 < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 9 82 73 18 9 78 70 22 14 88 74 12
Two or more races < < < < < < < < - 75 75 25
Students with Disabilities - 59 59 41 7 46 39 54 3 71 68 29
Students without Disabilities 10 84 74 16 9 82 73 18 15 88 74 12
Economically Disadvantaged 6 77 70 23 4 68 63 32 10 82 73 18
Not Economically Disadvantaged 12 86 74 14 13 87 74 13 17 91 73 9
English Learners < 100 < 0 < 100 < 0 < 100 < 0
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 85 70 15 22 89 68 11 14 88 74 12
Female 7 79 72 21 13 85 72 15 10 84 74 16
Male 24 92 68 8 34 96 62 4 20 94 74 6
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < 100 < 0 < < < <
White 15 85 70 15 23 90 67 10 13 88 75 12
Two or more races < < < < - 90 90 10 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Students without Disabilities 15 86 71 14 21 90 69 10 13 88 74 12
Economically Disadvantaged 9 79 71 21 17 85 68 15 8 84 77 16
Not Economically Disadvantaged 19 88 70 12 24 91 67 9 18 90 72 10
English Learners < 100 < 0 < < < <
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 82 76 18 7 82 75 18 10 85 75 15
Female 6 82 76 18 5 81 77 19 8 84 76 16
Male 8 83 75 17 10 83 73 17 12 86 74 14
Asian < < < < < 100 < 0 < 100 < 0
Black - 58 58 42 < < < < - 67 67 33
Hispanic < < < < < < < <
White 6 83 77 17 7 82 75 18 10 86 76 14
Two or more races 8 85 77 15 < < < < < < < <
Students with Disabilities - 48 48 52 - 53 53 47 - 61 61 39
Students without Disabilities 8 87 80 13 8 86 78 14 11 88 77 12
Economically Disadvantaged 3 75 72 25 5 74 68 26 6 79 73 21
Not Economically Disadvantaged 10 90 80 10 9 91 82 9 15 93 77 7
English Learners < 100 < 0 < 100 < 0 < < < <
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 32 90 57 10 28 92 65 8 33 92 58 8
Female 30 91 60 9 28 92 64 8 33 93 61 7
Male 35 89 54 11 28 92 65 8 34 90 56 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < 33 83 50 17
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 32 89 57 11 28 92 64 8 33 92 58 8
Two or more races 30 90 60 10 < < < < < 100 < 0
Students with Disabilities 4 53 49 47 5 66 61 34 4 60 56 40
Students without Disabilities 36 95 58 5 31 95 65 5 38 96 59 4
Economically Disadvantaged 21 84 63 16 17 87 70 13 24 89 65 11
Not Economically Disadvantaged 45 96 51 4 39 98 59 2 47 96 49 4
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 55 94 39 6 49 91 42 9 52 93 41 7
Female 48 93 45 7 45 91 46 9 48 94 46 6
Male 62 94 33 6 53 91 38 9 57 92 35 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 73 100 27 0 50 92 42 8 40 87 47 13
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 53 94 40 6 50 91 42 9 52 93 41 7
Two or more races 69 92 23 8 27 82 55 18 64 93 29 7
Students with Disabilities 22 76 55 24 25 67 42 33 31 80 48 20
Students without Disabilities 60 96 37 4 53 95 42 5 56 95 39 5
Economically Disadvantaged 43 90 47 10 40 89 49 11 43 90 47 10
Not Economically Disadvantaged 71 98 28 2 62 94 32 6 69 99 30 1
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 91.46 State: 89.72 Division: 90.05 State: 88.34 Division: 88.75 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

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
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All 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
Foster Care252112
Military Connected314849
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 150 197 31 16 30 1
State 50983 36022 2734 1046 5399 1777
Female Division 81 87 11 2 14 1
State 27838 15824 920 366 1921 654
Male Division 69 110 20 14 16 0
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < < <
State 144 124 9 2 27 8
Asian Division < < < < < <
State 5026 1195 70 18 91 37
Black Division 4 7 4 0 2 0
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 139 185 27 15 26 1
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < 0 <
State 2468 1543 86 58 162 72
Students with Disabilities Division 3 34 31 1 5 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 49 120 27 14 24 1
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < < <
State 1418 3759 272 31 1845 117
Homeless Division < < < < < <
State 232 695 90 42 302 61
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students42537888.939492.7307.1
Female19617991.318192.3147.1
Male22919986.921393167
American Indian0<<<<<<
Asian0<<<<<<
Black171588.21588.2211.8
Hispanic0<100<10000
White39335189.336693.1266.6
Two or more races0<100<10000
Students with Disabilities746891.96993.256.8
Economically Disadvantaged23519683.421089.42410.2
English Learners0<<<<<<
Homeless0<<<<<<
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken41 / 2.21%38 / 2.13%37 / 2.12%
Advanced Placement Course Enrollment204 / 11%210 / 11.74%227 / 13.03%
Dual Enrollment275 / 14.82%243 / 13.59%252 / 14.47%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 424 307 28
State 82483 57560 30
Female Division 201 152 24
State 41546 31230 25
Male Division 223 155 30
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 411 298 27
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 29 19 34
State 5986 3008 50
Economically Disadvantaged Division 151 83 45
State 23516 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision533823
 State413936233479
State LicensuresDivision18139
 State244022791843
Industry CertificationDivision654671659
 State99894109275103743
Workplace ReadinessDivision151190243
 State307754231349889
Total Credentials EarnedDivision876912934
 State137248157490158954
Students Earning One or More CredentialsDivision660675715
 State109089126113127648
Armed Services Vocational Aptitude Battery ExaminationDivision11514
 State151414311530
CTE CompletersDivision336304251
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 53 83 48 57.8%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 55 84 53 63.1%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 39 57 36 63.2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
66 65.6 64.9

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20152,431.006,035.00831.00
2015-20162,327.006,152.00938.00
2016-20172,368.006,537.001,029.00

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students473611454377130742401297
Female229852721456232064607
Male243861822326842176690
American Indian<<<<<<
Asian384343362
Black126261263210836
Hispanic20112282814
White443310804081123539471212
Two or more races118221142812130
Students with Disabilities583205569233617253
Economically Disadvantaged232082523569732226954
English Learners3593272711
Homeless1775101420
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 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
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.050.40.034
Asian0.6370.69
Black2.7315.652.7777.25
Hispanic0.5860.40.7591.04
Native Hawaiian0.017
White93.5588.9192.9886.96
Two or more races2.4634.642.7424.76
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.050.034
Asian0.6370.69
Black2.7312.77710
Hispanic0.5860.759
Native Hawaiian0.017
White93.5510092.9890
Two or more races2.4632.742
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.050.034
Asian0.6370.69
Black2.731502.777
Hispanic0.5860.759
Native Hawaiian0.017
White93.555092.98100
Two or more races2.4632.742
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 52.3752.8856.45
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 35.7833.7844.08
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 72.2867.7572.15
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 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

Teacher Quality
Teachers Not Properly 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%
LEGEND < = A group below state definition for personally identifiable results
- = 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

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional Special Education2%2%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201658%40%0%2%
2016-201758%38%0%4%
2017-201860%36%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading
Student 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 Disadvantaged81%
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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. 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).
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