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Virginia Beach City Public Schools

General school information

Division: Virginia Beach City Public Schools
Address: 2512 George Mason Dr Virginia Beach, VA 23456-6038
Superintendent: Dr. Aaron C. Spence
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


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 18 85 66 15 21 86 65 14 20 86 66 14
Female 21 87 67 13 24 89 65 11 22 88 66 12
Male 16 82 66 18 19 84 65 16 18 84 66 16
American Indian 13 82 69 18 15 88 73 12 15 79 64 21
Asian 25 91 66 9 30 92 62 8 28 91 63 9
Black 9 72 64 28 11 75 64 25 10 74 65 26
Hispanic 15 83 67 17 17 84 67 16 16 84 68 16
Native Hawaiian 21 91 71 9 25 89 64 11 25 93 68 7
White 23 90 67 10 26 91 65 9 25 91 66 9
Two or more races 19 85 67 15 22 88 66 12 21 88 67 12
Students with Disabilities 10 49 39 51 11 53 41 47 9 51 43 49
Economically Disadvantaged 11 76 65 24 13 78 65 22 12 78 66 22
English Learners 7 69 62 31 11 73 62 27 11 70 59 30
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 18 83 64 17 24 84 60 16 24 81 58 19
Female 20 85 66 15 27 87 60 13 26 83 57 17
Male 17 80 63 20 21 81 60 19 22 80 58 20
American Indian 11 61 50 39 < < < < 40 60 20 40
Asian 27 87 61 13 31 91 60 9 31 90 59 10
Black 10 72 61 28 15 73 58 27 12 69 57 31
Hispanic 14 79 65 21 17 80 63 20 22 79 57 21
Native Hawaiian 29 94 65 6 32 90 58 10 39 91 52 9
White 22 87 66 13 29 88 59 12 28 86 57 14
Two or more races 18 84 66 16 22 86 64 14 25 84 59 16
Students with Disabilities 11 46 35 54 13 52 39 48 9 46 37 54
Economically Disadvantaged 11 76 65 24 15 76 61 24 15 73 58 27
English Learners 7 72 65 28 10 69 59 31 14 63 49 37
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 22 83 61 17 28 86 58 14 25 86 61 14
Female 25 85 60 15 30 89 58 11 28 89 61 11
Male 19 80 62 20 25 84 59 16 23 84 61 16
American Indian 24 76 53 24 12 71 59 29 - 80 80 20
Asian 31 88 57 12 40 90 50 10 36 93 57 8
Black 11 71 60 29 14 75 60 25 13 74 60 26
Hispanic 16 79 63 21 24 84 60 16 18 82 64 18
Native Hawaiian 17 90 73 10 26 89 63 11 30 90 60 10
White 27 88 61 12 34 91 57 9 32 92 60 8
Two or more races 21 83 62 17 27 88 62 12 23 88 65 12
Students with Disabilities 10 49 39 51 11 53 42 47 11 51 41 49
Economically Disadvantaged 13 74 61 26 17 79 62 21 16 79 63 21
English Learners 11 72 61 28 15 75 60 25 13 66 53 34
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 31 88 57 12 31 89 57 11 32 88 55 12
Female 32 89 57 11 34 91 57 9 35 91 55 9
Male 30 86 57 14 29 86 57 14 29 85 56 15
American Indian 20 87 67 13 36 100 64 0 12 72 60 28
Asian 40 95 54 5 42 91 49 9 48 90 41 10
Black 16 77 61 23 18 79 61 21 18 77 58 23
Hispanic 28 87 59 13 24 87 63 13 26 85 60 15
Native Hawaiian 26 83 57 17 37 93 57 7 53 100 47 0
White 38 92 54 8 38 93 55 7 39 93 54 7
Two or more races 27 86 59 14 33 90 57 10 33 89 56 11
Students with Disabilities 15 57 42 43 14 58 44 42 9 56 46 44
Economically Disadvantaged 18 80 61 20 20 82 62 18 20 82 61 18
English Learners 9 70 61 30 19 80 61 20 21 75 54 25
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 21 82 61 18 24 85 61 15 20 86 66 14
Female 24 84 60 16 26 87 60 13 22 89 67 11
Male 18 80 62 20 22 83 61 17 17 83 65 17
American Indian < 100 < 0 19 94 75 6 17 92 75 8
Asian 32 93 61 7 37 93 56 7 30 92 62 8
Black 10 67 57 33 11 72 62 28 9 74 65 26
Hispanic 16 78 62 22 19 84 65 16 16 84 68 16
Native Hawaiian 27 96 69 4 9 91 83 9 24 96 72 4
White 26 89 62 11 31 90 60 10 25 91 67 9
Two or more races 21 85 63 15 24 84 60 16 21 89 68 11
Students with Disabilities 8 43 35 57 9 49 40 51 8 52 44 48
Economically Disadvantaged 11 71 60 29 13 76 63 24 11 78 67 22
English Learners 4 61 57 39 9 66 57 34 13 78 66 22
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 17 86 70 14 20 88 68 12 20 88 67 12
Female 19 90 70 10 24 91 66 9 23 89 66 11
Male 14 83 69 17 16 86 70 14 17 86 69 14
American Indian - 100 100 0 < 100 < 0 18 76 59 24
Asian 23 92 68 8 30 94 64 6 30 93 64 7
Black 6 75 69 25 11 77 67 23 9 77 68 23
Hispanic 15 87 71 13 14 86 72 14 16 86 70 14
Native Hawaiian 19 96 78 4 36 95 59 5 22 91 70 9
White 21 91 70 9 24 93 69 7 26 92 67 8
Two or more races 17 85 68 15 23 91 68 9 22 88 66 12
Students with Disabilities 9 50 41 50 11 54 43 46 7 53 45 47
Economically Disadvantaged 9 78 69 22 12 81 69 19 11 81 69 19
English Learners 4 69 64 31 8 81 73 19 5 72 67 28
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 13 79 66 21 15 82 66 18 12 83 70 17
Female 16 84 67 16 18 85 67 15 14 85 71 15
Male 10 75 65 25 13 78 65 22 11 80 70 20
American Indian < < < < - 78 78 22 < < < <
Asian 17 89 72 11 24 88 64 12 17 92 74 8
Black 6 61 56 39 5 65 60 35 5 67 62 33
Hispanic 10 78 68 22 15 80 64 20 8 82 75 18
Native Hawaiian 29 95 67 5 29 87 58 13 9 91 82 9
White 16 86 70 14 19 89 70 11 16 89 73 11
Two or more races 13 83 70 17 15 82 67 18 14 85 71 15
Students with Disabilities 11 38 27 63 11 41 29 59 9 44 35 56
Economically Disadvantaged 7 67 60 33 8 71 63 29 6 73 66 27
English Learners 4 62 57 38 5 64 59 36 1 65 64 35
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 7 92 85 8 7 91 84 9 7 91 85 9
Female 8 93 85 7 8 92 84 8 7 93 86 7
Male 7 91 84 9 6 90 84 10 6 89 83 11
American Indian 8 85 77 15 15 100 85 0 6 94 88 6
Asian 10 93 83 7 11 94 83 6 7 90 83 10
Black 3 85 82 15 3 81 78 19 3 83 80 17
Hispanic 5 93 87 7 5 88 84 12 4 89 85 11
Native Hawaiian - 85 85 15 4 78 74 22 10 94 84 6
White 9 95 86 5 8 95 87 5 9 95 86 5
Two or more races 9 93 84 7 8 95 86 5 5 94 88 6
Students with Disabilities 7 66 59 34 9 62 53 38 6 59 52 41
Economically Disadvantaged 4 86 81 14 4 83 79 17 3 85 82 15
English Learners - 71 71 29 1 72 71 28 1 59 58 41
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 23 81 58 19 26 82 56 18 25 83 58 17
Female 29 86 57 14 32 87 55 13 30 87 57 13
Male 17 75 59 25 21 78 57 22 20 78 58 22
American Indian 52 86 33 14 28 94 66 6 29 86 57 14
Asian 36 90 54 10 42 91 48 9 38 90 51 10
Black 9 66 57 34 11 69 58 31 11 68 57 32
Hispanic 19 80 60 20 20 80 60 20 18 81 63 19
Native Hawaiian 29 90 61 10 16 88 71 13 36 93 56 7
White 28 86 58 14 32 88 56 12 32 89 57 11
Two or more races 21 81 60 19 28 83 56 17 26 86 60 14
Students with Disabilities 8 40 32 60 10 43 33 57 8 42 34 58
Economically Disadvantaged 12 69 57 31 13 71 58 29 12 72 60 28
English Learners 7 64 58 36 12 63 51 37 9 68 60 32
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 22 74 52 26 23 77 53 23 24 77 53 23
Female 29 81 52 19 29 84 55 16 29 82 53 18
Male 16 68 52 32 17 69 52 31 18 71 53 29
American Indian < < < < 6 88 82 12 < < < <
Asian 38 88 50 13 39 86 47 14 38 90 52 10
Black 9 56 47 44 9 60 50 40 9 58 49 42
Hispanic 17 73 56 27 21 74 53 26 18 75 57 25
Native Hawaiian 38 95 57 5 23 83 60 17 39 91 52 9
White 28 81 53 19 28 84 56 16 30 84 54 16
Two or more races 19 75 56 25 22 75 53 25 25 79 54 21
Students with Disabilities 8 29 21 71 10 34 24 66 9 32 23 68
Economically Disadvantaged 12 61 50 39 12 65 53 35 11 64 52 36
English Learners 14 69 55 31 15 61 47 39 8 71 62 29
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 23 87 64 13 29 88 59 12 27 89 62 11
Female 28 90 62 10 35 91 56 9 32 92 61 8
Male 18 83 65 17 24 85 61 15 22 85 63 15
American Indian 53 87 33 13 53 100 47 0 27 93 67 7
Asian 35 92 57 8 45 94 50 6 39 90 51 10
Black 10 76 67 24 12 77 64 23 12 77 65 23
Hispanic 21 86 65 14 19 85 66 15 18 87 69 13
Native Hawaiian 20 85 65 15 8 92 85 8 34 94 59 6
White 28 91 63 9 36 92 56 8 34 94 60 6
Two or more races 22 87 65 13 34 93 58 7 28 93 66 7
Students with Disabilities 9 54 45 46 10 53 44 47 7 53 46 47
Economically Disadvantaged 12 78 66 22 16 78 62 22 14 81 68 19
English Learners 2 62 59 38 10 66 56 34 9 67 58 33
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 19 85 66 15 18 84 66 16 18 83 64 17
Female 18 86 68 14 18 86 68 14 18 84 66 16
Male 19 84 65 16 18 83 65 17 19 81 62 19
American Indian 10 77 68 23 13 91 78 9 8 76 68 24
Asian 33 94 61 6 33 94 61 6 35 94 59 6
Black 9 74 65 26 8 73 65 27 8 70 62 30
Hispanic 16 84 68 16 15 82 68 18 14 81 67 19
Native Hawaiian 23 92 69 8 23 90 67 10 26 90 63 10
White 23 89 67 11 22 89 67 11 22 88 65 12
Two or more races 20 86 66 14 18 85 67 15 19 84 66 16
Students with Disabilities 11 53 42 47 11 52 41 48 9 49 39 51
Economically Disadvantaged 12 77 66 23 11 76 66 24 11 74 63 26
English Learners 18 82 64 18 17 82 66 18 16 78 62 22
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 28 85 58 15 25 83 57 17 27 82 55 18
Female 26 86 60 14 24 83 59 17 26 82 56 18
Male 29 85 56 15 27 83 56 17 28 81 53 19
American Indian - 61 61 39 < 100 < 0 9 73 64 27
Asian 42 92 50 8 42 95 52 5 48 91 43 9
Black 14 76 62 24 14 70 56 30 12 68 56 32
Hispanic 21 82 61 18 18 79 61 21 22 82 60 18
Native Hawaiian 24 94 71 6 19 81 61 19 52 87 35 13
White 34 89 56 11 31 87 56 13 33 87 54 13
Two or more races 29 86 57 14 23 85 63 15 27 85 58 15
Students with Disabilities 14 50 36 50 15 48 33 52 10 45 35 55
Economically Disadvantaged 18 79 61 21 16 74 58 26 17 73 57 27
English Learners 17 80 62 20 21 77 56 23 21 70 49 30
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 33 87 54 13 33 87 53 13 36 86 50 14
Female 32 88 56 12 31 88 57 12 33 86 53 14
Male 34 86 51 14 36 86 50 14 39 87 48 13
American Indian 18 82 65 18 6 78 72 22 30 70 40 30
Asian 54 95 42 5 50 96 46 4 62 96 35 4
Black 17 76 60 24 16 76 60 24 18 75 57 25
Hispanic 28 84 56 16 29 84 55 16 27 82 55 18
Native Hawaiian 35 97 61 3 47 95 47 5 47 87 40 13
White 40 91 51 9 41 91 51 9 44 92 48 8
Two or more races 33 87 54 13 34 87 53 13 33 87 54 13
Students with Disabilities 15 57 42 43 14 52 38 48 16 55 39 45
Economically Disadvantaged 21 80 58 20 21 81 59 19 23 79 56 21
English Learners 37 85 48 15 27 85 58 15 30 78 47 22
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 85 55 15 30 85 55 15 34 84 51 16
Female 29 86 56 14 30 86 57 14 34 86 52 14
Male 31 85 54 15 30 83 53 17 33 83 50 17
American Indian 20 80 60 20 36 100 64 0 4 60 56 40
Asian 54 97 43 3 48 93 45 7 57 95 37 5
Black 15 73 58 27 13 71 58 29 15 71 56 29
Hispanic 24 86 62 14 24 84 60 16 26 81 56 19
Native Hawaiian 39 87 48 13 40 100 60 0 41 88 47 12
White 36 89 54 11 37 90 53 10 42 90 48 10
Two or more races 30 83 53 17 28 85 57 15 35 86 51 14
Students with Disabilities 13 49 37 51 13 52 39 48 12 47 35 53
Economically Disadvantaged 18 77 59 23 18 76 58 24 21 77 56 23
English Learners 20 83 63 17 28 85 57 15 27 84 57 16
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 10 84 74 16 8 84 77 16 7 80 72 20
Female 10 85 75 15 7 86 79 14 8 82 75 18
Male 10 83 73 17 8 83 75 17 7 77 70 23
American Indian < 100 < 0 13 93 80 7 < 100 < 0
Asian 15 95 80 5 16 96 81 4 16 93 77 7
Black 6 72 66 28 4 78 74 22 3 68 65 32
Hispanic 8 84 76 16 6 84 78 16 7 79 72 21
Native Hawaiian 21 100 79 0 6 82 76 18 11 100 89 0
White 12 90 78 10 10 88 78 12 9 85 75 15
Two or more races 10 85 75 15 6 82 76 18 8 84 75 16
Students with Disabilities 10 54 44 46 10 53 43 47 9 48 39 52
Economically Disadvantaged 8 76 69 24 5 78 74 22 5 73 68 27
English Learners 6 80 74 20 5 80 76 20 9 77 68 23
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 11 77 66 23 10 72 62 28 8 69 61 31
Female 11 80 69 20 10 73 62 27 9 71 62 29
Male 11 74 64 26 10 71 61 29 7 67 60 33
American Indian 9 82 73 18 < < < < - 64 64 36
Asian 20 86 66 14 19 88 69 12 14 84 71 16
Black 6 66 60 34 6 58 52 42 3 57 54 43
Hispanic 10 78 68 22 7 71 64 29 6 68 63 32
Native Hawaiian 19 86 67 14 8 92 83 8 6 76 71 24
White 14 82 68 18 13 79 67 21 11 76 65 24
Two or more races 9 78 69 22 10 72 62 28 9 68 59 32
Students with Disabilities 10 43 33 57 11 35 24 65 8 35 27 65
Economically Disadvantaged 7 68 61 32 6 61 55 39 4 58 54 42
English Learners 11 71 60 29 8 73 65 27 6 60 54 40
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 10 77 67 23 10 79 68 21 8 75 67 25
Female 10 80 70 20 10 81 71 19 7 78 71 22
Male 10 75 64 25 11 77 66 23 9 73 64 27
American Indian < < < < 10 100 90 0 < < < <
Asian 20 92 72 8 25 92 68 8 21 92 71 8
Black 4 62 58 38 3 65 62 35 3 60 57 40
Hispanic 9 76 67 24 7 78 71 22 7 73 66 27
Native Hawaiian 16 95 79 5 6 82 76 18 27 91 64 9
White 12 83 71 17 13 84 70 16 9 82 72 18
Two or more races 12 81 68 19 10 82 72 18 6 79 73 21
Students with Disabilities 12 42 31 58 13 46 33 54 10 40 30 60
Economically Disadvantaged 5 67 62 33 4 71 66 29 4 65 61 35
English Learners 9 69 60 31 6 78 72 22 5 70 65 30
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 8 91 83 9 8 92 83 8 9 89 80 11
Female 8 93 85 7 9 94 85 6 10 92 82 8
Male 8 89 81 11 8 90 82 10 7 86 79 14
American Indian - 74 74 26 - 100 100 0 9 82 73 18
Asian 19 98 79 2 20 96 76 4 22 97 75 3
Black 2 84 82 16 2 86 84 14 2 80 78 20
Hispanic 5 90 85 10 9 89 81 11 5 89 85 11
Native Hawaiian 18 86 68 14 21 94 74 6 13 94 81 6
White 10 94 83 6 10 94 84 6 11 92 81 8
Two or more races 8 93 85 7 9 94 86 6 9 92 83 8
Students with Disabilities - 70 70 30 1 72 71 28 1 66 65 34
Economically Disadvantaged 4 85 82 15 4 86 83 14 4 84 80 16
English Learners 11 89 78 11 7 90 83 10 9 91 82 9
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 11 84 72 16 11 83 72 17 10 82 72 18
Female 12 85 73 15 11 84 74 16 10 83 73 17
Male 11 82 71 18 11 81 71 19 10 80 71 20
American Indian 6 75 69 25 7 79 71 21 7 93 86 7
Asian 26 94 69 6 26 93 67 7 24 95 70 5
Black 3 67 64 33 2 68 66 32 2 64 62 36
Hispanic 8 83 75 17 7 78 71 22 6 81 74 19
Native Hawaiian 10 95 86 5 20 87 67 13 17 86 69 14
White 14 89 75 11 13 89 76 11 11 87 76 13
Two or more races 9 88 78 12 11 83 72 17 12 85 73 15
Students with Disabilities 1 49 48 51 2 48 46 52 1 45 44 55
Economically Disadvantaged 5 73 68 27 5 73 68 27 4 71 67 29
English Learners 13 82 70 18 16 78 62 22 7 79 73 21
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 23 93 70 7 21 92 71 8 19 92 73 8
Female 22 93 72 7 22 93 71 7 18 93 74 7
Male 23 92 68 8 21 91 71 9 20 91 71 9
American Indian < < < < 10 100 90 0 20 90 70 10
Asian 42 96 54 4 39 98 59 2 35 96 62 4
Black 13 90 77 10 11 88 77 12 10 88 78 12
Hispanic 18 91 73 9 16 92 76 8 15 90 76 10
Native Hawaiian 20 90 70 10 26 95 68 5 23 96 73 4
White 24 93 70 7 23 93 69 7 21 93 72 7
Two or more races 25 92 67 8 19 94 75 6 18 92 74 8
Students with Disabilities 11 83 71 18 8 88 81 12 9 87 78 13
Economically Disadvantaged 16 90 74 10 14 89 75 11 12 88 76 12
English Learners 19 92 73 8 21 97 76 3 23 97 74 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 15 87 73 13 14 87 73 13 13 85 72 15
Female 13 87 75 13 13 87 74 13 11 86 74 14
Male 17 87 71 13 16 86 71 14 14 85 70 15
American Indian 9 88 79 12 7 93 86 7 6 78 72 22
Asian 23 94 71 6 22 93 71 7 21 94 73 6
Black 5 73 68 27 5 72 67 28 5 69 65 31
Hispanic 11 86 75 14 11 85 73 15 10 82 73 18
Native Hawaiian 15 89 74 11 17 92 75 8 12 89 77 11
White 19 93 74 7 18 93 75 7 16 92 75 8
Two or more races 16 90 75 10 14 88 74 12 13 88 75 12
Students with Disabilities 8 57 48 43 8 54 46 46 6 49 43 51
Economically Disadvantaged 8 78 71 22 7 77 70 23 7 75 69 25
English Learners 7 69 62 31 9 74 65 26 9 75 66 25
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 27 86 59 14 25 83 58 17 22 84 62 16
Female 24 85 61 15 23 84 61 16 20 84 65 16
Male 29 87 57 13 27 83 56 17 24 83 59 17
American Indian 21 86 64 14 7 93 86 7 4 60 56 40
Asian 42 92 50 8 37 90 53 10 36 94 57 6
Black 12 73 62 27 12 69 57 31 11 68 58 32
Hispanic 22 85 63 15 22 79 57 21 16 81 64 19
Native Hawaiian 30 78 48 22 33 93 60 7 29 88 59 12
White 34 91 57 9 32 90 58 10 27 90 63 10
Two or more races 25 87 62 13 23 86 63 14 20 86 66 14
Students with Disabilities 12 54 41 46 11 50 39 50 8 47 39 53
Economically Disadvantaged 16 78 62 22 14 74 60 26 13 76 63 24
English Learners 13 66 53 34 17 71 54 29 15 78 62 22
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 85 75 15 10 86 76 14 7 83 76 17
Female 8 85 77 15 8 86 78 14 6 83 77 17
Male 12 85 74 15 12 86 74 14 9 84 74 16
American Indian < 100 < 0 - 100 100 0 < < < <
Asian 12 94 82 6 15 93 78 7 10 94 84 6
Black 3 68 66 32 4 71 67 29 3 65 62 35
Hispanic 8 84 76 16 7 85 78 15 5 81 76 19
Native Hawaiian 4 91 87 9 6 91 84 9 5 95 90 5
White 13 92 79 8 13 92 79 8 10 91 81 9
Two or more races 11 88 77 12 11 87 75 13 8 88 80 12
Students with Disabilities 12 52 41 48 10 53 43 47 7 44 37 56
Economically Disadvantaged 4 75 71 25 5 77 72 23 4 72 68 28
English Learners 6 63 57 37 4 73 69 27 2 73 71 27
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 88 76 12 10 87 77 13 10 85 76 15
Female 11 90 79 10 9 88 79 12 9 87 78 13
Male 13 87 74 13 11 87 75 13 10 83 73 17
American Indian - 88 88 13 < < < < - 92 92 8
Asian 21 94 73 6 14 93 78 7 18 91 74 9
Black 2 74 72 26 3 72 69 28 3 69 67 31
Hispanic 7 86 79 14 7 86 79 14 9 85 76 15
Native Hawaiian 19 94 74 6 4 93 89 7 7 93 86 7
White 16 94 78 6 14 94 80 6 12 92 80 8
Two or more races 13 94 80 6 7 89 82 11 10 88 78 12
Students with Disabilities 2 57 55 43 2 55 53 45 1 47 46 53
Economically Disadvantaged 5 79 74 21 4 78 74 22 4 75 71 25
English Learners 4 77 72 23 4 68 64 32 6 68 62 32
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 90 77 10 14 91 78 9 13 89 76 11
Female 10 89 79 11 13 90 78 10 11 88 78 12
Male 15 91 76 9 15 92 78 8 15 90 75 10
American Indian < 100 < 0 - 91 91 9 < < < <
Asian 23 96 73 4 27 95 68 5 23 95 72 5
Black 4 81 76 19 6 84 78 16 5 80 75 20
Hispanic 8 88 79 12 8 89 80 11 7 86 79 14
Native Hawaiian - 100 100 0 23 91 68 9 13 83 71 17
White 14 92 78 8 15 93 79 7 15 91 77 9
Two or more races 16 89 74 11 15 92 77 8 12 92 80 8
Students with Disabilities 5 70 65 30 8 68 61 32 8 69 61 31
Economically Disadvantaged 8 83 75 17 8 85 78 15 7 82 75 18
English Learners 3 76 74 24 9 91 82 9 16 91 75 9
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 11 89 78 11 11 87 77 13 12 86 74 14
Female 9 89 79 11 10 88 78 12 10 85 75 15
Male 13 89 76 11 12 87 75 13 14 86 73 14
American Indian 8 77 69 23 9 91 82 9 13 94 81 6
Asian 18 93 75 7 18 94 76 6 21 96 74 4
Black 2 73 71 27 2 71 69 29 2 69 67 31
Hispanic 8 87 80 13 8 88 80 12 7 80 73 20
Native Hawaiian 10 86 76 14 20 92 72 8 11 86 76 14
White 15 96 80 4 15 95 80 5 16 93 77 7
Two or more races 11 94 83 6 13 90 77 10 14 90 76 10
Students with Disabilities 2 61 59 39 1 53 52 47 2 52 50 48
Economically Disadvantaged 4 79 75 21 4 76 72 24 5 75 70 25
English Learners 5 68 64 32 5 75 70 25 5 71 66 29
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 22 88 66 12 22 88 66 12 20 86 65 14
Female 20 87 67 13 20 88 68 12 18 85 67 15
Male 24 88 64 12 25 88 64 12 23 86 63 14
American Indian 14 85 71 15 25 96 70 4 13 79 66 21
Asian 31 94 63 6 30 94 64 6 29 94 65 6
Black 11 75 65 25 12 77 66 23 10 73 62 27
Hispanic 19 87 68 13 20 87 67 13 18 84 66 16
Native Hawaiian 21 88 67 12 24 89 65 11 24 85 61 15
White 27 92 66 8 27 93 66 7 25 91 66 9
Two or more races 23 91 68 9 25 89 65 11 21 86 65 14
Students with Disabilities 9 61 52 39 10 61 51 39 9 55 46 45
Economically Disadvantaged 14 79 65 21 14 80 66 20 13 77 64 23
English Learners 15 78 63 22 22 86 64 14 19 82 63 18
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 11 87 76 13 12 88 76 12 11 86 76 14
Female 7 85 78 15 9 87 79 13 8 84 76 16
Male 14 89 75 11 16 89 74 11 13 88 75 12
American Indian 6 76 71 24 13 93 80 7 7 93 87 7
Asian 15 92 76 8 16 92 77 8 16 91 75 9
Black 3 74 71 26 4 76 72 24 3 73 70 27
Hispanic 7 88 80 12 9 86 77 14 6 84 78 16
Native Hawaiian - 82 82 18 6 81 74 19 14 82 68 18
White 15 92 78 8 16 94 78 6 15 92 77 8
Two or more races 11 90 80 10 15 91 76 9 8 89 81 11
Students with Disabilities 3 56 53 44 2 57 55 43 2 52 50 48
Economically Disadvantaged 4 76 72 24 6 79 73 21 4 77 72 23
English Learners 3 63 60 37 - 72 72 28 4 69 65 31
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 81 72 19 7 83 75 17 9 80 71 20
Female 6 80 74 20 6 83 77 17 7 78 71 22
Male 12 81 70 19 9 83 74 17 11 81 70 19
American Indian - 81 81 19 < < < < - 86 86 14
Asian 15 91 77 9 13 93 80 7 13 93 81 7
Black 3 64 61 36 3 70 67 30 4 65 61 35
Hispanic 8 79 70 21 7 83 76 17 9 77 69 23
Native Hawaiian 17 96 79 4 10 90 80 10 11 81 70 19
White 12 88 76 12 9 88 79 12 12 87 75 13
Two or more races 9 88 79 12 7 84 77 16 9 79 70 21
Students with Disabilities 2 52 50 48 3 56 53 44 2 53 51 47
Economically Disadvantaged 5 70 65 30 4 73 69 27 5 69 64 31
English Learners 9 71 63 29 10 85 75 15 4 78 74 22
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 84 69 16 17 84 67 16 10 78 68 22
Female 12 81 69 19 14 81 67 19 7 76 68 24
Male 18 87 69 13 20 87 67 13 13 80 67 20
American Indian - 80 80 20 - 93 93 7 < < < <
Asian 30 91 61 9 27 90 63 10 16 89 72 11
Black 4 69 64 31 6 68 63 32 5 62 57 38
Hispanic 12 86 74 14 14 83 69 17 8 79 71 21
Native Hawaiian 18 71 53 29 18 82 64 18 21 89 68 11
White 18 89 71 11 21 89 68 11 13 85 71 15
Two or more races 18 88 70 12 16 84 68 16 6 74 68 26
Students with Disabilities 6 63 57 37 11 58 47 42 4 47 43 53
Economically Disadvantaged 5 73 67 27 8 74 65 26 5 66 62 34
English Learners 4 90 86 10 23 85 62 15 13 74 60 26
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 97 77 3 17 95 78 5 8 93 85 7
Female 16 96 81 4 13 95 82 5 6 94 88 6
Male 25 97 72 3 23 94 71 6 11 91 81 9
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 26 99 73 1 23 97 75 3 13 97 84 3
Black 6 90 84 10 5 86 81 14 2 79 77 21
Hispanic 19 95 77 5 9 93 84 7 11 92 81 8
Native Hawaiian 40 100 60 0 < 100 < 0 - 100 100 0
White 25 99 74 1 23 98 75 2 10 98 88 2
Two or more races 17 98 81 2 13 96 83 4 9 95 86 5
Students with Disabilities 7 83 76 17 3 66 63 34 - 57 57 43
Economically Disadvantaged 10 92 82 8 8 87 79 13 4 85 81 15
English Learners 11 85 74 15 11 82 71 18 6 76 70 24
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 28 91 63 9 29 92 63 8 28 90 61 10
Female 30 92 62 8 29 93 64 7 28 91 63 9
Male 27 90 63 10 29 91 62 9 29 88 59 12
American Indian < 100 < 0 24 100 76 0 < < < <
Asian 36 97 61 3 40 98 58 2 42 97 55 3
Black 13 81 68 19 15 83 68 17 12 78 66 22
Hispanic 25 91 66 9 24 91 67 9 21 87 66 13
Native Hawaiian 24 100 76 0 24 97 72 3 48 95 48 5
White 35 95 60 5 35 95 61 5 36 94 58 6
Two or more races 26 91 64 9 30 91 61 9 29 91 62 9
Students with Disabilities 3 56 53 44 4 60 56 40 4 53 49 47
Economically Disadvantaged 17 84 67 16 18 86 68 14 16 82 66 18
English Learners 24 88 64 12 24 94 70 6 16 88 72 12
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 42 90 47 10 43 90 47 10 42 88 46 12
Female 39 89 50 11 42 91 49 9 41 89 48 11
Male 46 90 45 10 45 90 45 10 44 87 43 13
American Indian 43 93 50 7 62 100 38 0 16 64 48 36
Asian 60 96 36 4 60 96 36 4 63 97 33 3
Black 27 81 54 19 28 82 55 18 25 78 53 22
Hispanic 36 88 52 12 39 89 50 11 38 86 48 14
Native Hawaiian 35 83 48 17 61 96 36 4 56 81 25 19
White 49 93 44 7 49 93 44 7 49 93 43 7
Two or more races 41 91 51 9 47 92 46 8 43 90 47 10
Students with Disabilities 10 63 53 37 11 60 49 40 12 55 43 45
Economically Disadvantaged 29 83 54 17 30 84 54 16 30 83 53 17
English Learners 27 79 52 21 43 93 50 7 46 93 48 7
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: 92.02 State: 89.72 Division: 89.78 State: 88.34 Division: 90.16 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division131150113
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten1,2091,2171,366
Kindergarten4,5544,4444,574
Grade 15,3265,1965,065
Grade 25,3565,2385,151
Grade 35,3235,3205,257
Grade 45,4685,3195,255
Grade 55,3625,3965,285
Grade 65,3405,3415,403
Grade 75,1905,2695,309
Grade 85,2595,1805,263
Grade 95,7185,5285,507
Grade 105,5385,3685,275
Grade 115,1395,2135,075
Grade 124,9955,0565,201
Total Students69,77769,08568,986
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

2017 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 2015-20162016-20172017-2018
All Students697776908568986
Female337873348833305
Male359903559735681
American Indian167157158
Asian400540514164
Black166661654316400
Hispanic759976647819
Native Hawaiian342340348
White348663414433647
Two or more races613261866450
Students with Disabilities777078837886
Not Students with Disabilities620076120261100
Economically Disadvantaged277342743728590
Not Economically Disadvantaged420434164840396
English Learners139815441710
Not English Learners683796754167276
Homeless302313298
Military Connected133001143914109
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 3049 1800 172 82 204 73
State 50979 36013 2733 1046 5404 1786
Female Division 1644 758 40 37 73 29
State 27837 15823 920 366 1922 656
Male Division 1405 1042 132 45 131 44
State 23142 20190 1813 680 3482 1130
American Indian Division 8 6 1 0 3 1
State 144 124 8 2 27 9
Asian Division 287 64 5 0 7 1
State 5026 1194 70 18 91 37
Black Division 485 654 78 17 75 39
State 7955 11090 1111 244 1359 744
Hispanic Division 251 179 16 5 28 4
State 5086 5583 317 105 2172 323
Native Hawaiian Division 12 15 1 0 1 2
State 82 60 1 2 3 4
White Division 1770 771 63 53 71 24
State 30218 16420 1139 617 1589 596
Two or more races Division 236 111 8 7 19 2
State 2468 1542 87 58 163 73
Students with Disabilities Division 28 256 172 4 36 2
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 673 826 93 5 11 42
State 10704 17342 1680 460 2640 1096
English Learners Division 33 50 0 0 7 0
State 1418 3757 272 31 1847 115
Homeless Division 11 26 3 2 9 1
State 232 695 90 42 303 61
Foster Care Division 1 5 2 0 2 1
State 35 175 31 10 56 15
Military Connected Division 454 204 12 0 6 4
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 Students5380502193.3510794.92043.8
Female2581244294.6248196.1732.8
Male2799257992.1262693.81314.7
American Indian191578.91578.9315.8
Asian36435697.835697.871.9
Black1348121790.3123691.7755.6
Hispanic48344692.345193.4285.8
Native Hawaiian312890.32890.313.2
White2752260494.6265996.6712.6
Two or more races38335592.736294.5195
Students with Disabilities49945691.446292.6367.2
Economically Disadvantaged1650159296.516019711.7
English Learners908392.28392.277.8
Homeless524076.94280.8917.3
Foster Care11872.7872.7218.2
Military Connected68067098.567098.56.9
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 Taken5,235 / 24.47%5,221 / 24.67%5,465 / 25.95%
Advanced Placement Course Enrollment7,029 / 32.86%7,332 / 34.64%7,514 / 35.68%
Dual Enrollment859 / 4.02%900 / 4.25%1,017 / 4.83%
Governor’s School Enrollment132 / .62%138 / .65%145 / .69%
IB Course Enrollment803 / 3.75%873 / 4.12%852 / 4.05%
Senior Enrolled in IB Program124 / .58%203 / .96%193 / .92%
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 4572 3191 30
State 82482 57560 30
Female Division 2323 1756 24
State 41546 31230 25
Male Division 2249 1435 36
State 40936 26330 36
American Indian Division 16 < 100
State 220 132 40
Asian Division 308 242 21
State 5492 4724 14
Black Division 1050 645 39
State 18272 11640 36
Hispanic Division 412 276 33
State 8547 5341 38
Native Hawaiian Division 20 10 50
State 111 70 37
White Division 2420 1780 26
State 46319 33154 28
Two or more races Division 346 229 34
State 3521 2499 29
Students with Disabilities Division 240 100 58
State 5986 3008 50
Economically Disadvantaged Division 1258 739 41
State 23515 13119 44
English Learners Division 77 39 49
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 AssessmentsDivision498408472
 State413936233471
State LicensuresDivision263726
 State179019641412
Industry CertificationDivision878573728832
 State100544109590103892
Workplace ReadinessDivision145823442447
 State307754231350242
Total Credentials EarnedDivision107671016111777
 State137248157490159017
Students Earning One or More CredentialsDivision692774328035
 State109089126113127744
CTE CompletersDivision217222392127
 State424044051640514
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 4713 8860 5197 58.7%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 4896 9267 5374 58%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 5228 9712 5662 58.3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.5 66.8 66.4

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20155,392.004,844.00914.00
2015-20165,450.004,886.00849.00
2016-20175,563.005,049.00895.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students67872334011281683668003567123118116541039121357182865764354612301613
Female330411673554766324581741607845318081910611902319071666588757
Male348311667574917343421826624966336022002746926338571880642856
American Indian1899681521374147831015711310
Asian3917941942394410137463998105345141371104034
Black165368893574721616493739752715779102341057715690940393515
Hispanic7209449129201726451815423372485701632427416486168207
Native Hawaiian3221166327146832116373371776
White339061612514802330141677546829319641846628785317561638516711
Two or more races57932769715259353078416459533441161566271344103130
Students with Disabilities6882508187301669252619828766525982693256761534227290
Economically Disadvantaged243391604579672242141734601725241822061738817249201888678730
English Learners139757718148263252217008324311786813419
Homeless55111140100494107487957815256107553935180
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

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 415
Offenses Against Staff 159
Weapons Offenses 178
Property Offenses 149
All Other Offenses 747
Other Offenses Against Persons 3,675
Disorderly or Disruptive Behavior Offenses 3,913
Alcohol, Tobacco, and Other Drug Offenses 364
Technology Offenses 93
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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2890.40.2390.130.2270.25
Asian5.6291.135.741.095.8641.49
Black24.08153.2623.88553.4423.94653.1
Hispanic10.5378.7610.899.3111.0949.4
Native Hawaiian0.4720.250.490.160.4920.19
White50.52428.7749.96828.449.42328.44
Two or more races8.4677.438.7887.478.9547.13
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2890.80.2390.170.2270.18
Asian5.62925.741.885.8641.27
Black24.08153.223.88545.0323.94649.91
Hispanic10.537710.8911.311.0947.96
Native Hawaiian0.4720.490.170.492
White50.52428.849.96833.949.42332.01
Two or more races8.4678.28.7887.538.9548.68
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
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2890.2390.227
Asian5.6295.745.864
Black24.08123.88523.94666.67
Hispanic10.53710.8911.094
Native Hawaiian0.4720.490.492
White50.52449.96849.42333.33
Two or more races8.4678.7888.954
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 36.4437.7437.2
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 41.3943.7142.8
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 78.5777.3476.28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 14.16 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.86 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional3%3%
Provisional Special Education1%1%
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
2015-201646%50%2%2%
2016-201744%52%2%2%
2017-201844%53%2%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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