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Warren County Public Schools

General school information

Division: Warren County Public Schools
Address: 210 North Commerce Avenue Front Royal, VA 22630-4419
Superintendent: Mr. L. Gregory Drescher
Region: 4
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 13 78 65 22 13 75 62 25 11 74 63 26
Female 15 81 66 19 16 78 63 22 12 77 65 23
Male 11 75 64 25 11 71 61 29 9 71 61 29
American Indian - 100 100 0 8 75 67 25 9 73 64 27
Asian 27 90 63 10 22 81 59 19 23 78 55 23
Black 7 67 60 33 7 64 57 36 6 65 59 35
Hispanic 11 73 62 27 12 70 58 30 6 63 57 37
White 13 79 66 21 14 76 62 24 11 76 64 24
Two or more races 14 70 57 30 9 68 59 32 9 66 58 34
Students with Disabilities 7 42 35 58 4 37 32 63 5 34 30 66
Students without Disabilities 14 83 69 17 14 80 66 20 12 80 68 20
Economically Disadvantaged 8 69 60 31 8 64 56 36 7 64 57 36
Not Economically Disadvantaged 16 84 68 16 17 83 66 17 14 82 68 18
English Learners 8 63 55 38 8 55 47 45 5 52 46 48
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 9 69 60 31 16 71 55 29 11 65 54 35
Female 10 75 64 25 20 75 55 25 10 69 59 31
Male 8 63 55 37 11 67 56 33 12 63 51 37
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black 4 61 57 39 4 71 67 29 13 68 55 32
Hispanic 10 55 45 45 14 73 59 27 3 51 49 49
White 9 71 62 29 17 71 54 29 13 67 54 33
Two or more races 4 50 46 50 6 59 53 41 - 59 59 41
Students with Disabilities 5 30 26 70 6 34 29 66 2 29 27 71
Students without Disabilities 10 73 63 27 17 75 58 25 12 70 58 30
Economically Disadvantaged 5 54 49 46 8 65 57 35 7 57 50 43
Not Economically Disadvantaged 13 83 70 17 22 76 54 24 16 76 60 24
English Learners 9 64 55 36 14 79 64 21 - 53 53 47
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 18 75 57 25 18 72 54 28 12 68 56 32
Female 22 79 57 21 21 76 55 24 16 73 57 27
Male 14 71 57 29 14 67 53 33 7 63 56 37
Asian < 100 < 0 < 100 < 0 < < < <
Black - 50 50 50 21 67 46 33 8 50 42 50
Hispanic 15 60 45 40 19 74 56 26 4 61 57 39
White 19 79 60 21 17 72 55 28 12 70 58 30
Two or more races 11 48 37 52 10 62 52 38 25 69 44 31
Students with Disabilities 9 38 28 63 2 29 28 71 - 18 18 82
Students without Disabilities 20 82 62 18 20 78 58 22 13 74 61 26
Economically Disadvantaged 12 66 55 34 11 61 51 39 7 58 52 42
Not Economically Disadvantaged 24 83 59 17 24 80 57 20 16 76 60 24
English Learners 18 55 36 45 8 69 62 31 - 57 57 43
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 19 81 62 19 17 74 57 26 14 74 61 26
Female 23 84 61 16 21 79 57 21 16 78 61 22
Male 16 80 64 20 12 69 57 31 11 71 60 29
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 82 64 18 10 55 45 45 4 79 75 21
Hispanic 16 88 72 13 10 48 38 52 21 71 50 29
White 20 81 61 19 18 77 58 23 15 74 59 26
Two or more races 16 84 68 16 4 65 62 35 - 71 71 29
Students with Disabilities 5 46 41 54 3 35 32 65 - 39 39 61
Students without Disabilities 21 87 66 13 19 81 62 19 16 79 64 21
Economically Disadvantaged 15 74 59 26 8 63 54 38 8 67 59 33
Not Economically Disadvantaged 22 87 65 13 25 85 60 15 19 81 62 19
English Learners 8 85 77 15 8 33 25 67 31 69 38 31
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 18 76 58 24 16 78 62 22 11 73 63 27
Female 19 77 58 23 16 84 68 16 16 79 63 21
Male 17 76 59 24 16 74 57 26 6 68 62 32
Asian < < < < < < < < < 100 < 0
Black 11 78 67 22 8 77 69 23 6 50 44 50
Hispanic 5 64 59 36 13 78 66 22 - 50 50 50
White 18 76 58 24 17 80 62 20 12 77 65 23
Two or more races 28 83 55 17 11 68 58 32 4 60 56 40
Students with Disabilities 10 41 31 59 8 39 31 61 3 29 26 71
Students without Disabilities 19 81 62 19 18 85 67 15 12 82 70 18
Economically Disadvantaged 8 70 62 30 12 67 55 33 7 61 54 39
Not Economically Disadvantaged 26 81 56 19 20 87 67 13 14 86 72 14
English Learners < < < < < < < < 8 46 38 54
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 13 83 70 17 12 74 62 26 14 79 65 21
Female 15 85 70 15 13 77 64 23 16 83 67 17
Male 10 81 70 19 12 72 60 28 12 76 64 24
Asian < 100 < 0 < < < < < < < <
Black 11 83 72 17 4 52 48 48 6 81 75 19
Hispanic 18 79 61 21 14 68 55 32 8 75 67 25
White 12 84 72 16 13 76 63 24 14 80 66 20
Two or more races 17 70 53 30 18 79 61 21 8 71 63 29
Students with Disabilities 10 50 40 50 6 30 25 70 5 37 32 63
Students without Disabilities 13 87 74 13 14 81 68 19 15 87 72 13
Economically Disadvantaged 8 75 66 25 8 66 58 34 10 69 60 31
Not Economically Disadvantaged 15 88 73 12 16 81 65 19 16 86 70 14
English Learners 10 60 50 40 < < < < < < < <
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 10 72 62 28 10 71 62 29 7 71 64 29
Female 12 76 63 24 14 74 60 26 7 73 66 27
Male 8 68 61 32 7 70 63 30 7 69 62 31
American Indian < 100 < 0 < < < <
Asian < < < < < 100 < 0 < < < <
Black 5 63 58 37 4 61 57 39 - 52 52 48
Hispanic 8 50 42 50 14 66 52 34 3 54 51 46
White 10 73 63 27 10 73 63 27 7 74 67 26
Two or more races 8 67 58 33 9 67 58 33 11 70 59 30
Students with Disabilities 2 40 38 60 2 32 30 68 5 31 25 69
Students without Disabilities 11 77 66 23 11 77 66 23 7 78 70 22
Economically Disadvantaged 7 63 56 37 6 60 54 40 4 61 57 39
Not Economically Disadvantaged 12 77 65 23 12 79 66 21 10 80 70 20
English Learners < < < < < < < < - 21 21 79
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 87 82 13 4 82 78 18 8 84 77 16
Female 4 90 86 10 5 83 78 17 6 86 79 14
Male 7 85 78 15 3 80 77 20 9 83 74 17
Asian < < < < < < < < 20 70 50 30
Black 4 62 58 38 - 70 70 30 - 75 75 25
Hispanic 4 96 93 4 4 79 75 21 4 81 77 19
White 6 88 82 12 4 83 79 17 7 87 80 13
Two or more races 9 95 86 5 5 73 68 27 22 65 43 35
Students with Disabilities 9 53 44 47 4 54 51 46 16 54 39 46
Students without Disabilities 5 91 86 9 4 85 81 15 6 89 83 11
Economically Disadvantaged 3 83 81 17 3 66 63 34 5 79 74 21
Not Economically Disadvantaged 7 89 82 11 4 89 85 11 9 87 78 13
English Learners < < < < < < < < < < < <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 75 60 25 13 72 59 28 16 67 51 33
Female 19 82 63 18 17 78 61 22 20 73 53 27
Male 10 67 57 33 10 67 57 33 12 61 49 39
American Indian < < < < < 100 < 0 < < < <
Asian 31 92 62 8 < < < < 22 67 44 33
Black 5 57 52 43 6 54 48 46 4 53 49 47
Hispanic 10 79 69 21 3 54 51 46 13 52 39 48
White 15 76 61 24 14 75 60 25 17 71 53 29
Two or more races 13 70 57 30 16 69 53 31 13 56 44 44
Students with Disabilities 8 35 27 65 9 36 27 64 10 27 17 73
Students without Disabilities 15 80 65 20 14 77 63 23 17 73 56 27
Economically Disadvantaged 8 66 58 34 8 58 50 42 10 54 44 46
Not Economically Disadvantaged 18 79 62 21 16 80 63 20 20 76 56 24
English Learners 9 55 45 45 - 26 26 74 4 13 9 87
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 10 66 56 34 13 65 52 35 13 55 42 45
Female 15 77 62 23 18 73 55 27 16 61 45 39
Male 5 54 49 46 9 59 50 41 10 48 39 52
American Indian < 100 < 0 < < < <
Asian < < < < < 100 < 0 < < < <
Black - 47 47 53 9 57 48 43 - 29 29 71
Hispanic - 54 54 46 4 39 36 61 11 43 31 57
White 11 67 56 33 14 68 54 32 15 57 43 43
Two or more races 4 61 57 39 16 65 48 35 11 61 50 39
Students with Disabilities 2 23 21 77 6 25 19 75 5 14 9 86
Students without Disabilities 11 73 61 27 14 71 57 29 14 61 47 39
Economically Disadvantaged 5 57 52 43 6 54 47 46 6 42 36 58
Not Economically Disadvantaged 13 70 57 30 17 72 55 28 19 66 47 34
English Learners < < < < < < < < - 7 7 93
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 82 64 18 14 77 64 23 19 78 60 22
Female 22 87 64 13 16 81 65 19 24 84 61 16
Male 14 78 64 22 11 74 63 26 14 73 59 27
Asian < 100 < 0 < < < < 40 70 30 30
Black 8 64 56 36 3 52 48 48 8 75 67 25
Hispanic 15 92 77 8 3 68 65 32 14 62 48 38
White 18 83 64 17 15 80 66 20 20 82 63 18
Two or more races 22 78 57 22 17 75 58 25 15 50 35 50
Students with Disabilities 16 50 34 50 12 46 34 54 16 40 25 60
Students without Disabilities 18 85 67 15 14 82 68 18 19 84 65 16
Economically Disadvantaged 11 74 63 26 9 62 53 38 14 68 54 32
Not Economically Disadvantaged 22 87 65 13 16 86 70 14 21 84 63 16
English Learners < 100 < 0 - 36 36 64 < < < <
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 16 78 62 22 13 75 62 25 12 72 59 28
Female 15 80 65 20 14 78 64 22 12 75 63 25
Male 16 75 59 25 12 72 59 28 13 69 56 31
American Indian 9 82 73 18 8 62 54 38 27 64 36 36
Asian 33 95 62 5 36 93 58 7 28 85 56 15
Black 5 75 70 25 2 62 60 38 4 60 56 40
Hispanic 13 75 62 25 9 75 66 25 8 61 54 39
White 17 78 61 22 14 76 62 24 13 73 60 27
Two or more races 10 72 63 28 7 67 60 33 13 69 56 31
Students with Disabilities 7 40 33 60 7 35 29 65 6 35 29 65
Students without Disabilities 17 83 66 17 14 80 66 20 13 77 64 23
Economically Disadvantaged 11 68 57 32 8 65 57 35 8 61 53 39
Not Economically Disadvantaged 19 84 65 16 17 82 65 18 16 81 65 19
English Learners 10 71 61 29 12 73 62 27 7 58 52 42
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 12 72 61 28 10 71 61 29 9 64 55 36
Female 11 78 67 22 14 70 56 30 8 67 59 33
Male 13 67 55 33 7 71 65 29 10 61 51 39
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < < < < < < < <
Black - 71 71 29 - 67 67 33 6 58 52 42
Hispanic 7 67 60 33 14 73 59 27 3 61 58 39
White 13 73 61 27 11 71 60 29 10 64 54 36
Two or more races 4 60 56 40 - 59 59 41 7 66 59 34
Students with Disabilities 5 23 19 77 6 23 17 77 4 31 27 69
Students without Disabilities 13 78 65 22 10 75 65 25 10 68 59 32
Economically Disadvantaged 5 61 57 39 8 62 54 38 6 57 52 43
Not Economically Disadvantaged 18 83 65 17 11 77 66 23 13 72 59 28
English Learners 9 82 73 18 21 71 50 29 - 58 58 42
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 28 83 55 17 19 78 59 22 16 71 55 29
Female 30 84 54 16 17 83 66 17 18 74 56 26
Male 25 81 56 19 20 73 53 27 14 69 55 31
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 69 69 31 - 79 79 21 4 58 54 42
Hispanic 29 90 62 10 15 85 70 15 14 57 43 43
White 30 84 54 16 21 78 57 23 18 73 55 27
Two or more races 8 65 58 35 7 68 61 32 6 69 63 31
Students with Disabilities 9 54 45 46 2 38 36 62 2 23 20 77
Students without Disabilities 31 88 57 12 21 84 62 16 18 77 59 23
Economically Disadvantaged 21 76 55 24 10 68 58 32 12 61 49 39
Not Economically Disadvantaged 34 89 55 11 26 86 60 14 20 81 61 19
English Learners 25 92 67 8 15 92 77 8 19 67 48 33
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 23 77 54 23 16 72 55 28 16 65 48 35
Female 26 80 55 20 18 72 54 28 16 68 52 32
Male 20 73 53 27 15 72 57 28 16 61 45 39
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 27 91 64 9 5 47 42 53 8 42 33 58
Hispanic 16 74 58 26 - 67 67 33 18 61 43 39
White 24 76 52 24 19 74 55 26 16 67 50 33
Two or more races 11 79 68 21 4 58 54 42 11 57 46 43
Students with Disabilities 4 39 36 61 5 35 31 65 6 21 15 79
Students without Disabilities 26 83 57 17 19 78 60 22 18 71 53 29
Economically Disadvantaged 16 66 50 34 9 58 49 42 9 55 46 45
Not Economically Disadvantaged 27 84 56 16 24 85 61 15 24 74 51 26
English Learners 15 69 54 31 14 64 50 36 15 69 54 31
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 18 81 63 19 15 83 68 17 10 78 68 22
Female 15 81 66 19 19 87 69 13 11 79 68 21
Male 21 81 60 19 13 80 67 20 9 77 68 23
Asian < < < < < < < < < 100 < 0
Black - 79 79 21 15 100 85 0 - 61 61 39
Hispanic 9 82 73 18 13 81 69 19 5 70 65 30
White 20 81 61 19 16 84 68 16 11 80 69 20
Two or more races 17 83 67 17 5 70 65 30 4 68 64 32
Students with Disabilities 10 47 37 53 7 55 48 45 4 44 40 56
Students without Disabilities 19 86 67 14 17 88 71 12 11 85 74 15
Economically Disadvantaged 11 73 63 27 10 77 67 23 7 67 60 33
Not Economically Disadvantaged 24 87 63 13 19 88 69 12 13 90 76 10
English Learners < < < < < < < < 15 69 54 31
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 17 79 62 21 14 70 56 30 9 64 55 36
Female 14 79 66 21 13 71 58 29 10 67 56 33
Male 20 78 58 22 15 69 54 31 8 62 53 38
Asian < 100 < 0 < < < < < < < <
Black 6 72 67 28 4 52 48 48 - 73 73 27
Hispanic 21 71 50 29 10 62 52 38 3 64 61 36
White 17 79 62 21 15 72 57 28 11 65 55 35
Two or more races 17 79 62 21 12 70 58 30 4 42 38 58
Students with Disabilities 11 33 22 67 13 29 16 71 6 24 18 76
Students without Disabilities 18 84 67 16 15 77 62 23 10 71 62 29
Economically Disadvantaged 11 68 57 33 9 59 49 41 6 55 49 45
Not Economically Disadvantaged 21 86 65 14 18 79 61 21 12 71 59 29
English Learners 10 50 40 50 < < < < < < < <
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 < < < < < < < < 4 64 60 36
Female < 100 < 0 < < < < 1 70 69 30
Male < < < < < < < < 7 58 51 42
American Indian < 100 < 0 < < < <
Black < 100 < 0 - 53 53 47
White < < < < < < < < 3 68 65 32
Students with Disabilities < < < < < < < < 5 31 26 69
Students without Disabilities < 100 < 0 < 100 < 0 3 71 68 29
Economically Disadvantaged < 100 < 0 < < < < 5 56 51 44
Not Economically Disadvantaged < < < < < < < < 2 73 71 27
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 3 72 68 28 3 71 68 29 5 83 78 17
Female 3 77 75 23 5 78 74 22 2 89 87 11
Male 4 66 62 34 2 66 64 34 7 79 71 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 69 69 31 - 52 52 48 - 57 57 43
Hispanic - 57 57 43 3 68 66 32 - 73 73 27
White 4 72 68 28 3 73 70 27 5 86 81 14
Two or more races - 79 79 21 5 73 68 27 15 85 70 15
Students with Disabilities 1 26 25 74 1 24 23 76 2 60 57 40
Students without Disabilities 4 79 76 21 4 80 76 20 6 87 82 13
Economically Disadvantaged 2 60 58 40 - 62 61 38 3 72 69 28
Not Economically Disadvantaged 4 78 74 22 5 77 73 23 7 92 85 8
English Learners - 53 53 47 - 69 69 31 - 72 72 28
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 8 70 62 30 8 66 58 34 9 68 59 32
Female 7 71 64 29 8 71 63 29 10 72 62 28
Male 10 70 60 30 8 63 54 38 8 63 55 37
Asian < < < < < 100 < 0 < < < <
Black 3 66 62 34 - 47 47 53 5 68 63 32
Hispanic 17 83 65 17 - 67 67 33 - 40 40 60
White 9 72 63 28 8 68 59 32 9 69 59 31
Two or more races 5 36 32 64 7 63 57 37 17 87 70 13
Students with Disabilities 2 39 38 61 2 29 27 71 - 17 17 83
Students without Disabilities 9 74 65 26 9 72 63 28 10 73 62 27
Economically Disadvantaged 5 58 53 42 5 58 53 42 3 51 48 49
Not Economically Disadvantaged 10 77 67 23 10 71 61 29 12 77 64 23
English Learners < < < < - 55 55 45 < < < <
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 24 95 71 5 23 93 70 7 34 96 62 4
Female 22 95 73 5 22 96 74 4 30 94 64 6
Male 25 95 69 5 25 90 66 10 39 98 59 2
Asian < 100 < 0 42 100 58 0 < 100 < 0
Black 11 95 84 5 - 87 87 13 17 92 75 8
Hispanic 10 85 75 15 20 95 75 5 33 93 60 7
White 26 95 70 5 24 94 70 6 33 96 63 4
Two or more races 19 100 81 0 < < < < 53 100 47 0
Students with Disabilities < < < < < < < < < 100 < 0
Students without Disabilities 24 95 71 5 24 94 70 6 34 96 62 4
Economically Disadvantaged 18 93 76 7 17 93 75 7 30 93 63 7
Not Economically Disadvantaged 26 96 70 4 25 94 68 6 36 97 61 3
English Learners < 100 < 0 < 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

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 84 69 16 14 80 66 20 12 76 64 24
Female 13 85 72 15 11 78 67 22 11 76 65 24
Male 16 83 66 17 16 81 65 19 13 77 64 23
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 31 92 62 8 33 97 63 3 46 88 42 12
Black 7 77 70 23 4 66 62 34 3 58 55 42
Hispanic 8 80 72 20 5 67 63 33 3 60 56 40
White 15 85 69 15 15 82 67 18 13 79 66 21
Two or more races 6 76 70 24 7 68 61 32 12 75 64 25
Students with Disabilities 4 54 50 46 5 41 37 59 4 39 35 61
Students without Disabilities 16 88 72 12 15 85 70 15 13 81 68 19
Economically Disadvantaged 10 76 66 24 8 69 61 31 6 64 57 36
Not Economically Disadvantaged 17 88 71 12 17 87 69 13 16 86 70 14
English Learners 2 68 66 32 2 40 38 60 - 41 41 59
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 17 82 64 18 13 70 57 30 14 72 58 28
Female 20 84 64 16 13 70 57 30 16 70 54 30
Male 15 80 65 20 14 70 56 30 13 74 61 26
American Indian < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 9 91 82 9 5 47 42 53 8 58 50 42
Hispanic 13 81 69 19 5 55 50 45 7 64 57 36
White 19 81 62 19 15 74 59 26 15 73 58 27
Two or more races 5 84 79 16 - 38 38 62 11 68 57 32
Students with Disabilities 2 55 54 45 3 23 20 77 8 42 34 58
Students without Disabilities 20 86 66 14 15 79 64 21 15 76 61 24
Economically Disadvantaged 10 76 66 24 10 56 46 44 10 62 52 38
Not Economically Disadvantaged 23 86 63 14 16 84 68 16 19 82 63 18
English Learners 8 85 77 15 8 38 31 62 - 69 69 31
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 9 79 70 21 8 75 67 25 7 66 58 34
Female 7 76 69 24 3 67 64 33 5 64 59 36
Male 11 81 70 19 11 81 70 19 10 67 57 33
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black - 59 59 41 4 65 61 35 - 48 48 52
Hispanic - 42 42 58 - 53 53 47 3 51 49 49
White 9 81 72 19 8 78 70 22 8 69 61 31
Two or more races 9 78 70 22 10 71 61 29 12 65 53 35
Students with Disabilities 4 55 51 45 8 40 32 60 2 22 21 78
Students without Disabilities 10 82 73 18 8 80 72 20 8 72 64 28
Economically Disadvantaged 5 72 66 28 5 62 57 38 5 56 51 44
Not Economically Disadvantaged 11 82 71 18 9 83 73 17 10 74 65 26
English Learners < < < < - 20 20 80 - 29 29 71
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 84 71 16 18 82 64 18 11 79 67 21
Female 13 87 74 13 16 83 67 17 9 82 73 18
Male 13 81 68 19 21 81 60 19 14 75 61 25
American Indian < 100 < 0 < 100 < 0
Asian < < < < < < < < < 100 < 0
Black 7 75 68 25 7 67 60 33 - 56 56 44
Hispanic 9 84 75 16 10 80 70 20 4 63 59 37
White 14 85 70 15 20 84 64 16 12 81 69 19
Two or more races 6 78 72 22 14 67 52 33 9 74 65 26
Students with Disabilities 4 53 49 47 2 45 44 55 2 38 37 62
Students without Disabilities 14 87 73 13 21 88 67 12 13 85 72 15
Economically Disadvantaged 9 72 62 28 6 73 67 27 5 65 60 35
Not Economically Disadvantaged 15 90 75 10 25 87 62 13 16 88 72 12
English Learners - 70 70 30 < < < < - 46 46 54
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 95 74 5 23 96 72 4 27 97 70 3
Female 14 95 80 5 21 95 74 5 25 96 72 4
Male 32 97 65 3 26 96 70 4 30 98 67 2
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 10 90 80 10 - 90 90 10 < < < <
Hispanic 10 90 80 10 11 95 84 5 10 90 80 10
White 22 96 74 4 26 96 69 4 29 98 69 2
Two or more races 20 100 80 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 < < < <
Students without Disabilities 21 95 74 5 23 95 72 5 28 97 70 3
Economically Disadvantaged 19 96 77 4 20 96 76 4 13 94 81 6
Not Economically Disadvantaged 22 95 73 5 24 95 71 5 32 98 66 2
English Learners < 100 < 0 < 100 < 0
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 14 84 70 16 10 83 73 17 8 80 72 20
Female 10 84 74 16 6 82 76 18 6 79 73 21
Male 18 83 65 17 13 84 71 16 9 81 72 19
Asian < < < < < 100 < 0 < < < <
Black 8 84 76 16 - 71 71 29 - 62 62 38
Hispanic 4 83 79 17 - 62 62 38 - 55 55 45
White 16 85 69 15 11 84 74 16 8 84 76 16
Two or more races - 57 57 43 4 85 81 15 14 86 72 14
Students with Disabilities 1 48 46 52 - 48 48 52 4 42 38 58
Students without Disabilities 16 90 74 10 11 88 77 12 8 85 76 15
Economically Disadvantaged 9 76 67 24 5 77 72 23 3 66 63 34
Not Economically Disadvantaged 16 88 71 12 12 87 74 13 11 88 78 12
English Learners < < < < - 58 58 42 - 29 29 71
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 27 86 58 14 25 84 59 16 20 80 59 20
Female 24 85 61 15 20 83 63 17 17 78 61 22
Male 31 87 56 13 29 85 56 15 24 81 57 19
American Indian < < < < < 100 < 0 < < < <
Asian 50 97 47 3 58 96 38 4 36 91 55 9
Black 13 78 65 22 11 72 61 28 6 68 62 32
Hispanic 26 90 64 10 24 85 62 15 13 68 55 32
White 29 87 58 13 26 85 59 15 22 81 59 19
Two or more races 20 78 58 22 15 75 61 25 17 79 61 21
Students with Disabilities 11 58 47 42 7 54 47 46 5 45 40 55
Students without Disabilities 30 89 60 11 27 88 61 12 22 84 61 16
Economically Disadvantaged 18 79 60 21 16 73 56 27 12 70 58 30
Not Economically Disadvantaged 33 90 57 10 29 90 61 10 26 86 60 14
English Learners 14 78 65 22 21 82 61 18 14 59 45 41
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 18 86 68 14 18 81 63 19 16 83 66 17
Female 13 85 73 15 12 80 68 20 12 78 66 22
Male 23 86 63 14 23 82 58 18 21 87 67 13
Asian < 100 < 0 < < < < 20 70 50 30
Black 5 77 73 23 4 64 60 36 4 76 72 24
Hispanic 24 96 72 4 26 96 70 4 7 71 64 29
White 18 85 67 15 18 82 63 18 19 85 67 15
Two or more races 24 95 71 5 12 64 52 36 - 68 68 32
Students with Disabilities 6 56 50 44 14 49 35 51 6 49 43 51
Students without Disabilities 19 88 69 12 18 85 67 15 18 87 70 13
Economically Disadvantaged 13 78 65 22 13 64 51 36 8 75 68 25
Not Economically Disadvantaged 20 89 69 11 20 90 70 10 21 86 66 14
English Learners < 100 < 0 < < < < < < < <
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 32 88 56 12 24 90 66 10 17 81 64 19
Female 26 87 61 13 19 90 71 10 12 81 69 19
Male 39 89 50 11 30 90 60 10 22 80 59 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 17 79 63 21 4 76 72 24 4 69 65 31
Hispanic 25 88 63 13 14 93 79 7 6 65 58 35
White 34 90 56 10 26 91 65 9 18 82 64 18
Two or more races 27 59 32 41 10 90 81 10 22 92 70 8
Students with Disabilities 10 59 49 41 4 71 67 29 6 49 43 51
Students without Disabilities 36 93 57 7 27 93 66 7 18 84 66 16
Economically Disadvantaged 17 80 63 20 13 85 71 15 7 72 65 28
Not Economically Disadvantaged 39 91 52 9 30 93 63 7 23 86 63 14
English Learners 20 70 50 30 < 100 < 0 5 48 43 52
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 27 91 64 9 31 91 60 9 18 83 65 17
Female 23 85 63 15 23 88 65 12 11 78 67 22
Male 31 96 65 4 41 95 54 5 27 89 62 11
Asian < < < < < 100 < 0 < 100 < 0
Black 16 79 63 21 21 79 58 21 - 63 63 38
Hispanic 38 96 58 4 22 89 67 11 7 86 79 14
White 27 91 65 9 33 92 59 8 19 84 65 16
Two or more races 22 89 67 11 < < < < 23 69 46 31
Students with Disabilities 40 80 40 20 15 54 38 46 8 83 75 17
Students without Disabilities 26 91 65 9 32 93 61 7 18 83 65 17
Economically Disadvantaged 20 81 61 19 23 90 67 10 9 74 65 26
Not Economically Disadvantaged 30 95 65 5 34 92 58 8 22 87 65 13
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 < 100 < 0
Male < 100 < 0
White < 100 < 0
Students without Disabilities < 100 < 0
Not Economically Disadvantaged < 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 22 83 61 17 17 80 63 20 20 75 55 25
Female 19 83 64 17 16 77 62 23 19 76 56 24
Male 24 82 58 18 17 81 64 19 21 74 53 26
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 84 79 16 - 70 70 30 - 48 48 52
Hispanic - 58 58 42 12 62 50 38 16 65 48 35
White 23 83 60 17 18 82 64 18 23 78 55 22
Two or more races 14 77 64 23 16 77 61 23 15 76 61 24
Students with Disabilities 2 57 55 43 2 47 44 53 2 25 23 75
Students without Disabilities 24 86 62 14 18 84 65 16 23 82 59 18
Economically Disadvantaged 10 79 69 21 10 64 54 36 13 64 50 36
Not Economically Disadvantaged 27 84 57 16 20 89 69 11 26 84 58 16
English Learners < < < < < < < < - 42 42 58
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 38 83 45 17 35 81 46 19 31 78 47 22
Female 38 84 46 16 33 82 49 18 32 79 46 21
Male 38 83 45 17 37 80 42 20 30 78 48 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 24 71 47 29 29 75 46 25 20 80 60 20
Hispanic 26 95 68 5 42 92 50 8 35 65 30 35
White 41 84 43 16 35 81 46 19 31 79 47 21
Two or more races 15 74 59 26 25 68 43 32 31 69 38 31
Students with Disabilities 8 48 40 52 6 45 40 55 2 40 38 60
Students without Disabilities 43 89 46 11 39 86 47 14 34 83 48 17
Economically Disadvantaged 26 76 50 24 23 71 48 29 21 70 48 30
Not Economically Disadvantaged 49 90 41 10 45 89 44 11 40 86 46 14
English Learners 10 90 80 10 45 100 55 0 53 87 33 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

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: 87.91 State: 89.72 Division: 85.37 State: 88.34 Division: 81.49 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division361
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten7698116
Kindergarten381357367
Grade 1337387355
Grade 2393349393
Grade 3383389344
Grade 4447411381
Grade 5426452410
Grade 6407411446
Grade 7404408409
Grade 8425424407
Grade 9407444442
Grade 10435421435
Grade 11440397396
Grade 12428447401
Total Students5,3895,3955,302
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 Students538953955302
Female255425752523
Male283528202779
American Indian192117
Asian596458
Black283293280
Hispanic360386393
Native Hawaiian244
White432842704186
Two or more races338357364
Students with Disabilities685719689
Students without Disabilities470446764613
Economically Disadvantaged222224892477
Not Economically Disadvantaged316729062825
English Learners138171184
Not English Learners525152245118
Homeless321334
Foster Care533
Military Connected313634
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 225 193 19 2 15 12
State 50983 36022 2734 1046 5399 1777
Female Division 124 82 7 1 4 5
State 27838 15824 920 366 1921 654
Male Division 101 111 12 1 11 7
State 23145 20198 1814 680 3478 1123
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division 13 9 1 0 0 0
State 7955 11092 1113 243 1359 742
Hispanic Division 20 7 1 0 0 1
State 5086 5584 317 105 2171 325
White Division 176 168 16 2 13 10
State 30222 16424 1138 618 1586 589
Two or more races Division 12 6 1 0 2 1
State 2468 1543 86 58 162 72
Students with Disabilities Division 3 31 19 0 4 0
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 57 87 12 1 9 10
State 10704 17348 1682 460 2637 1090
English Learners Division 6 2 1 0 0 1
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 Students46643793.844795.9153.2
Female22321395.521897.841.8
Male24322492.222994.2114.5
American Indian0<100<10000
Asian0<100<10000
Black23231002310000
Hispanic292896.62910000
White38536093.536895.6133.4
Two or more races221986.42090.929.1
Students with Disabilities575393539347
Economically Disadvantaged17615688.616493.295.1
English Learners109901010000
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 Taken245 / 13.92%261 / 15.26%285 / 16.71%
Advanced Placement Course Enrollment272 / 15.45%289 / 16.9%298 / 17.47%
Dual Enrollment144 / 8.18%98 / 5.73%302 / 17.7%
Governor's School Enrollment18 / 1.02%28 / 1.64%27 / 1.58%
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 398 217 45
State 82483 57560 30
Female Division 198 125 37
State 41546 31230 25
Male Division 200 92 54
State 40937 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 26 13 50
State 18272 11640 36
Hispanic Division 18 < 100
State 8548 5341 38
White Division 337 183 46
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 32 11 66
State 5986 3008 50
Economically Disadvantaged Division 112 46 59
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
State LicensuresDivision172319
 State244022791881
Industry CertificationDivision593552508
 State99894109275104601
Workplace ReadinessDivision7311466
 State307754231350241
Total Credentials EarnedDivision688698593
 State137248157490160248
Students Earning One or More CredentialsDivision587614525
 State109089126113128672
CTE CompletersDivision165187201
 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 230 424 178 42%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 235 410 208 50.7%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 249 503 231 45.9%
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
64.5 66.9 66.9

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
2014-20154,192.005,047.00661.00
2015-20163,881.005,125.00736.00
2016-20174,203.005,232.00748.00

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 Students433910034214111342321069
Female211945620384972042499
Male222054721766162190570
American Indian14497118
Asian601610623
Black234452335123849
Hispanic266582856930076
Native Hawaiian<<<<<<
White351884533609113350853
Two or more races246502657426880
Students with Disabilities498161495180501176
Economically Disadvantaged165557617336701803655
English Learners95111291814628
Homeless27142518727
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 45
Offenses Against Staff 12
Weapons Offenses <
Property Offenses 11
All Other Offenses 20
Other Offenses Against Persons 141
Disorderly or Disruptive Behavior Offenses 263
Alcohol, Tobacco, and Other Drug Offenses 55
Technology Offenses <
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 Indian0.3530.330.39
Asian1.0961.1870.33
Black5.25510.375.4366.33
Hispanic6.6854.017.1614.67
Native Hawaiian0.0370.074
White80.37176.9279.22176.67
Two or more races6.2778.366.62312
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 Indian0.3530.39
Asian1.0961.187
Black5.2555.436
Hispanic6.6857.161
Native Hawaiian0.0370.074
White80.37179.221
Two or more races6.2776.623
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 Indian0.3530.39
Asian1.0961.187
Black5.2555.436
Hispanic6.6857.161
Native Hawaiian0.0370.074
White80.37179.221
Two or more races6.2776.623
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 41.1741.4241.26
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 41.640.8738.47
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 78.0976.3273.98
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: 13.44 : 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 12.44 : 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

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 0.6% - 12.8% 13% 19.6% 17.7%
High Poverty - - 17.9% - 28.2% -
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%3%
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
2015-201655%43%0%2%
2016-201757%40%0%3%
2017-201857%39%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 Students74%76%73%75%
Asian81%85%87%75%
Black65%66%60%75%
Hispanic64%66%63%75%
White76%77%81%75%
Economically Disadvantaged64%65%62%75%
English Learners54%55%53%75%
Students with Disabilities35%37%39%75%

< = Results suppressed to protect student privacy
— = Not applicable or no students

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students71%75%74%70%
Asian86%89%89%70%
Black61%66%60%70%
Hispanic67%70%64%70%
White73%76%81%70%
Economically Disadvantaged61%65%63%70%
English Learners63%67%57%70%
Students with Disabilities34%38%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 Students75%
Asian75%
Black61%
Hispanic69%
White77%
Economically Disadvantaged63%
English Learners53%
Students with Disabilities42%

< = 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 Students76%73%
Asian87%87%
Black69%66%
Hispanic68%68%
White78%74%
Economically Disadvantaged68%65%
English Learners63%65%
Students with Disabilities45%42%

< = 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 Students89%84%84%
Asian<90%84%
Black81%82%84%
Hispanic89%81%84%
White89%86%84%
Economically Disadvantaged81%78%84%
English Learners<65%84%
Students with Disabilities53%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 Students20%20%9%10%
Asian5%2%5%10%
Black17%17%9%10%
Hispanic20%19%9%10%
White20%20%9%10%
Economically Disadvantaged27%27%13%10%
English Learners16%13%8%10%
Students with Disabilities26%26%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 Progress45%46%58%
English Learner Proficiency9%--
< = 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 Progress4710445%
English Learner Proficiency121329%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%98%98%
Asian100%97%94%
Black99%99%97%
Hispanic100%99%99%
White99%98%98%
Economically Disadvantaged99%99%97%
Not Economically Disadvantaged100%98%99%
English Learners100%99%95%
Students with Disabilities98%98%98%
Students without Disabilities100%98%98%
Female100%98%99%
Male99%98%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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