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Warren County Public Schools

General school information

Division: Warren County Public Schools
Division Number: 93
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 62 75 25 11 63 74 26 10 64 74 26
Female 16 63 78 22 12 65 77 23 13 66 79 21
Male 11 61 71 29 9 61 71 29 8 62 70 30
American Indian 8 67 75 25 9 64 73 27 27 64 91 9
Asian 22 59 81 19 23 55 78 23 16 65 81 19
Black 7 57 64 36 6 59 65 35 4 60 65 35
Hispanic 12 58 70 30 6 57 63 37 8 54 61 39
Native Hawaiian < < 100 0 < < < < < < < <
White 14 62 76 24 11 64 76 24 11 65 76 24
Two or more races 9 59 68 32 9 58 66 34 6 64 69 31
Students with Disabilities 4 32 37 63 5 30 34 66 3 33 36 64
Students without Disabilities 14 66 80 20 12 68 80 20 11 68 80 20
Economically Disadvantaged 8 56 64 36 7 57 64 36 6 58 65 35
Not Economically Disadvantaged 17 66 83 17 14 68 82 18 14 68 83 17
English Learners 8 47 55 45 1 34 36 64 2 33 35 65
Military Connected 21 63 84 16 28 61 89 11
Foster Care < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 55 71 29 11 54 65 35 14 54 68 32
Female 20 55 75 25 10 59 69 31 17 53 70 30
Male 11 56 67 33 12 51 63 37 12 54 66 34
Asian < < < < < < < < < < 100 0
Black 4 67 71 29 13 55 68 32 11 53 63 37
Hispanic 14 59 73 27 3 49 51 49 18 38 56 44
White 17 54 71 29 13 54 67 33 15 55 70 30
Two or more races 6 53 59 41 - 59 59 41 4 61 64 36
Students with Disabilities 6 29 34 66 2 27 29 71 2 30 32 68
Students without Disabilities 17 58 75 25 12 58 70 30 16 58 73 27
Economically Disadvantaged 8 57 65 35 7 50 57 43 8 49 57 43
Not Economically Disadvantaged 22 54 76 24 16 60 76 24 19 58 77 23
English Learners 14 64 79 21 - 44 44 56 - 44 44 56
Military Connected < < < < < < 100 0
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28 12 56 68 32 11 60 71 29
Female 21 55 76 24 16 57 73 27 10 66 76 24
Male 14 53 67 33 7 56 63 37 12 55 67 33
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < < < < < < <
Black 21 46 67 33 8 42 50 50 3 58 61 39
Hispanic 19 56 74 26 4 57 61 39 3 54 56 44
White 17 55 72 28 12 58 70 30 12 61 73 27
Two or more races 10 52 62 38 25 44 69 31 13 66 78 22
Students with Disabilities 2 28 29 71 - 18 18 82 - 40 40 60
Students without Disabilities 20 58 78 22 13 61 74 26 12 62 75 25
Economically Disadvantaged 11 51 61 39 7 52 58 42 8 58 65 35
Not Economically Disadvantaged 24 57 80 20 16 60 76 24 15 63 78 22
English Learners 8 62 69 31 - 40 40 60 - 38 38 62
Military Connected < < < < < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 57 74 26 14 61 74 26 16 59 75 25
Female 21 57 79 21 16 61 78 22 20 57 78 22
Male 12 57 69 31 11 60 71 29 12 60 72 28
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 45 55 45 4 75 79 21 5 64 68 32
Hispanic 10 38 48 52 21 50 71 29 11 50 61 39
Native Hawaiian < < 100 0
White 18 58 77 23 15 59 74 26 17 59 76 24
Two or more races 4 62 65 35 - 71 71 29 18 53 71 29
Students with Disabilities 3 32 35 65 - 39 39 61 4 22 26 74
Students without Disabilities 19 62 81 19 16 64 79 21 18 64 81 19
Economically Disadvantaged 8 54 63 38 8 59 67 33 10 55 65 35
Not Economically Disadvantaged 25 60 85 15 19 62 81 19 21 61 83 17
English Learners 8 25 33 67 < < < < 10 40 50 50
Military Connected < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 62 78 22 11 63 73 27 11 61 73 27
Female 16 68 84 16 16 63 79 21 14 66 79 21
Male 16 57 74 26 6 62 68 32 9 57 66 34
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 8 69 77 23 6 44 50 50 8 65 73 27
Hispanic 13 66 78 22 - 50 50 50 13 61 74 26
White 17 62 80 20 12 65 77 23 12 61 73 27
Two or more races 11 58 68 32 4 56 60 40 3 59 62 38
Students with Disabilities 8 31 39 61 3 26 29 71 5 27 32 68
Students without Disabilities 18 67 85 15 12 70 82 18 12 66 79 21
Economically Disadvantaged 12 55 67 33 7 54 61 39 8 56 64 36
Not Economically Disadvantaged 20 67 87 13 14 72 86 14 15 67 82 18
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 62 74 26 14 65 79 21 10 62 73 27
Female 13 64 77 23 16 67 83 17 15 61 76 24
Male 12 60 72 28 12 64 76 24 6 63 70 30
Asian < < < < < < < < < < < <
Black 4 48 52 48 6 75 81 19 - 42 42 58
Hispanic 14 55 68 32 8 67 75 25 10 38 48 52
Native Hawaiian < < < <
White 13 63 76 24 14 66 80 20 12 65 77 23
Two or more races 18 61 79 21 8 63 71 29 - 67 67 33
Students with Disabilities 6 25 30 70 5 32 37 63 7 30 36 64
Students without Disabilities 14 68 81 19 15 72 87 13 11 68 79 21
Economically Disadvantaged 8 58 66 34 10 60 69 31 6 56 62 38
Not Economically Disadvantaged 16 65 81 19 16 70 86 14 14 68 83 17
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 62 71 29 7 64 71 29 7 69 76 24
Female 14 60 74 26 7 66 73 27 8 71 79 21
Male 7 63 70 30 7 62 69 31 6 67 73 27
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 4 57 61 39 - 52 52 48 6 67 72 28
Hispanic 14 52 66 34 3 51 54 46 - 73 73 27
White 10 63 73 27 7 67 74 26 7 70 77 23
Two or more races 9 58 67 33 11 59 70 30 5 64 68 32
Students with Disabilities 2 30 32 68 5 25 31 69 3 25 29 71
Students without Disabilities 11 66 77 23 7 70 78 22 7 77 84 16
Economically Disadvantaged 6 54 60 40 4 57 61 39 2 65 67 33
Not Economically Disadvantaged 12 66 79 21 10 70 80 20 10 73 83 17
English Learners < < < < - 18 18 82 < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 78 82 18 8 77 84 16 4 79 83 17
Female 5 78 83 17 6 79 86 14 6 83 89 11
Male 3 77 80 20 9 74 83 17 2 75 77 23
American Indian < < 100 0 < < 100 0
Asian < < < < 20 50 70 30 < < < <
Black - 70 70 30 - 75 75 25 - 69 69 31
Hispanic 4 75 79 21 4 77 81 19 - 58 58 42
White 4 79 83 17 7 80 87 13 5 82 86 14
Two or more races 5 68 73 27 22 43 65 35 - 76 76 24
Students with Disabilities 4 51 54 46 16 39 54 46 2 56 58 42
Students without Disabilities 4 81 85 15 6 83 89 11 4 82 87 13
Economically Disadvantaged 3 63 66 34 5 74 79 21 - 73 73 27
Not Economically Disadvantaged 4 85 89 11 9 78 87 13 6 83 89 11
English Learners < < < < < < < < - 33 33 67
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 59 72 28 16 51 67 33 13 57 70 30
Female 17 61 78 22 20 53 73 27 17 61 78 23
Male 10 57 67 33 12 49 61 39 9 54 63 37
American Indian < < 100 0 < < < < < < < <
Asian < < < < 22 44 67 33 33 33 67 33
Black 6 48 54 46 4 49 53 47 7 51 59 41
Hispanic 3 51 54 46 13 39 52 48 7 53 60 40
White 14 60 75 25 17 53 71 29 14 58 71 29
Two or more races 16 53 69 31 13 44 56 44 2 66 68 32
Students with Disabilities 9 27 36 64 10 17 27 73 3 23 26 74
Students without Disabilities 14 63 77 23 17 56 73 27 14 63 77 23
Economically Disadvantaged 8 50 58 42 10 44 54 46 7 53 60 40
Not Economically Disadvantaged 16 63 80 20 20 56 76 24 16 60 76 24
English Learners - 26 26 74 - - - 100 - 28 28 72
Military Connected < < < < < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 52 65 35 13 42 55 45 10 52 61 39
Female 18 55 73 27 16 45 61 39 15 53 68 32
Male 9 50 59 41 10 39 48 52 5 50 56 44
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 9 48 57 43 - 29 29 71 6 47 53 47
Hispanic 4 36 39 61 11 31 43 57 10 55 65 35
White 14 54 68 32 15 43 57 43 10 51 62 38
Two or more races 16 48 65 35 11 50 61 39 - 61 61 39
Students with Disabilities 6 19 25 75 5 9 14 86 - 14 14 86
Students without Disabilities 14 57 71 29 14 47 61 39 11 58 70 30
Economically Disadvantaged 6 47 54 46 6 36 42 58 5 49 54 46
Not Economically Disadvantaged 17 55 72 28 19 47 66 34 13 54 67 33
English Learners < < < < - - - 100 < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 64 77 23 19 60 78 22 15 62 77 23
Female 16 65 81 19 24 61 84 16 18 67 85 15
Male 11 63 74 26 14 59 73 27 12 57 69 31
American Indian < < 100 0 < < 100 0
Asian < < < < 40 30 70 30 < < < <
Black 3 48 52 48 8 67 75 25 8 54 63 38
Hispanic 3 65 68 32 14 48 62 38 4 50 54 46
White 15 66 80 20 20 63 82 18 17 63 80 20
Two or more races 17 58 75 25 15 35 50 50 4 70 74 26
Students with Disabilities 12 34 46 54 16 25 40 60 7 32 39 61
Students without Disabilities 14 68 82 18 19 65 84 16 16 67 83 17
Economically Disadvantaged 9 53 62 38 14 54 68 32 9 58 67 33
Not Economically Disadvantaged 16 70 86 14 21 63 84 16 19 64 83 17
English Learners - 36 36 64 < < < < - 25 25 75
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 62 75 25 12 59 72 28 11 67 77 23
Female 14 64 78 22 12 63 75 25 10 69 80 20
Male 12 59 72 28 13 56 69 31 11 64 75 25
American Indian 8 54 62 38 27 36 64 36 23 69 92 8
Asian 36 58 93 7 28 56 85 15 26 68 94 6
Black 2 60 62 38 4 56 60 40 4 64 68 32
Hispanic 9 66 75 25 8 54 61 39 9 61 70 30
Native Hawaiian < < 100 0 < < < < < < < <
White 14 62 76 24 13 60 73 27 12 67 79 21
Two or more races 7 60 67 33 13 56 69 31 8 65 73 27
Students with Disabilities 7 29 35 65 6 29 35 65 4 38 42 58
Students without Disabilities 14 66 80 20 13 64 77 23 12 71 83 17
Economically Disadvantaged 8 57 65 35 8 53 61 39 7 61 69 31
Not Economically Disadvantaged 17 65 82 18 16 65 81 19 14 71 85 15
English Learners 12 62 73 27 1 46 47 53 3 53 56 44
Military Connected 24 56 80 20 20 70 90 10
Foster Care < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 9 55 64 36 16 62 78 22
Female 14 56 70 30 8 59 67 33 12 66 78 22
Male 7 65 71 29 10 51 61 39 20 59 79 21
Asian < < < < < < < < < < 100 0
Black - 67 67 33 6 52 58 42 5 53 58 42
Hispanic 14 59 73 27 3 58 61 39 18 53 71 29
White 11 60 71 29 10 54 64 36 17 63 80 20
Two or more races - 59 59 41 7 59 66 34 14 71 86 14
Students with Disabilities 6 17 23 77 4 27 31 69 2 43 45 55
Students without Disabilities 10 65 75 25 10 59 68 32 18 65 84 16
Economically Disadvantaged 8 54 62 38 6 52 57 43 11 58 69 31
Not Economically Disadvantaged 11 66 77 23 13 59 72 28 21 65 86 14
English Learners 21 50 71 29 - 50 50 50 13 50 63 38
Military Connected < < < < < < 100 0
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 59 78 22 16 55 71 29 11 66 77 23
Female 17 66 83 17 18 56 74 26 10 69 79 21
Male 20 53 73 27 14 55 69 31 11 64 75 25
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 79 79 21 4 54 58 42 6 81 87 13
Hispanic 15 70 85 15 14 43 57 43 8 54 62 38
White 21 57 78 23 18 55 73 27 11 67 78 22
Two or more races 7 61 68 32 6 63 69 31 16 66 81 19
Students with Disabilities 2 36 38 62 2 20 23 77 10 40 50 50
Students without Disabilities 21 62 84 16 18 59 77 23 11 70 81 19
Economically Disadvantaged 10 58 68 32 12 49 61 39 8 63 71 29
Not Economically Disadvantaged 26 60 86 14 20 61 81 19 14 71 85 15
English Learners 15 77 92 8 - 53 53 47 - 62 62 38
Military Connected < < < < < < 100 0
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 55 72 28 16 48 65 35 11 68 79 21
Female 18 54 72 28 16 52 68 32 11 67 78 22
Male 15 57 72 28 16 45 61 39 10 69 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 42 47 53 8 33 42 58 5 64 68 32
Hispanic - 67 67 33 18 43 61 39 11 57 68 32
Native Hawaiian < < 100 0
White 19 55 74 26 16 50 67 33 12 68 80 20
Two or more races 4 54 58 42 11 46 57 43 - 76 76 24
Students with Disabilities 5 31 35 65 6 15 21 79 2 28 30 70
Students without Disabilities 19 60 78 22 18 53 71 29 12 74 86 14
Economically Disadvantaged 9 49 58 42 9 46 55 45 7 61 68 32
Not Economically Disadvantaged 24 61 85 15 24 51 74 26 14 75 89 11
English Learners 14 50 64 36 < < < < - 50 50 50
Military Connected < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17 10 68 78 22 16 57 73 27
Female 19 69 87 13 11 68 79 21 16 59 76 24
Male 13 67 80 20 9 68 77 23 15 56 71 29
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 15 85 100 0 - 61 61 39 8 69 77 23
Hispanic 13 69 81 19 5 65 70 30 19 56 75 25
White 16 68 84 16 11 69 80 20 16 57 72 28
Two or more races 5 65 70 30 4 64 68 32 7 62 69 31
Students with Disabilities 7 48 55 45 4 40 44 56 7 23 30 70
Students without Disabilities 17 71 88 12 11 74 85 15 17 63 79 21
Economically Disadvantaged 10 67 77 23 7 60 67 33 10 56 66 34
Not Economically Disadvantaged 19 69 88 12 13 76 90 10 22 59 81 19
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 56 70 30 9 55 64 36 12 63 75 25
Female 13 58 71 29 10 56 67 33 14 62 76 24
Male 15 54 69 31 8 53 62 38 10 64 74 26
Asian < < < < < < < < < < 100 0
Black 4 48 52 48 - 73 73 27 - 58 58 42
Hispanic 10 52 62 38 3 61 64 36 5 48 52 48
Native Hawaiian < < < <
White 15 57 72 28 11 55 65 35 13 65 78 22
Two or more races 12 58 70 30 4 38 42 58 4 57 61 39
Students with Disabilities 13 16 29 71 6 18 24 76 5 27 32 68
Students without Disabilities 15 62 77 23 10 62 71 29 13 70 82 18
Economically Disadvantaged 9 49 59 41 6 49 55 45 8 57 65 35
Not Economically Disadvantaged 18 61 79 21 12 59 71 29 15 70 85 15
English Learners < < < < < < < < < < < <
Military Connected < < 100 0
Foster Care < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < 4 60 64 36 4 67 71 29
Female < < < < 1 69 70 30 4 73 77 23
Male < < < < 7 51 58 42 4 63 66 34
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black - 53 53 47 - 64 64 36
Hispanic < < 100 0 6 44 50 50 4 58 63 38
White < < < < 3 65 68 32 4 68 72 28
Two or more races 7 53 60 40 5 60 65 35
Students with Disabilities < < < < 5 26 31 69 2 44 46 54
Students without Disabilities < < 100 0 3 68 71 29 4 73 77 23
Economically Disadvantaged < < < < 5 51 56 44 2 57 59 41
Not Economically Disadvantaged < < < < 2 71 73 27 5 76 81 19
English Learners < < 100 0 - 25 25 75 < < < <
Military Connected < < < < < < 100 0
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 68 71 29 5 78 83 17 6 79 85 15
Female 5 74 78 22 2 87 89 11 5 83 88 12
Male 2 64 66 34 7 71 79 21 7 74 81 19
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black - 52 52 48 - 57 57 43 - 73 73 27
Hispanic 3 66 68 32 - 73 73 27 - 81 81 19
White 3 70 73 27 5 81 86 14 7 80 87 13
Two or more races 5 68 73 27 15 70 85 15 3 66 69 31
Students with Disabilities 1 23 24 76 2 57 60 40 2 62 63 37
Students without Disabilities 4 76 80 20 6 82 87 13 6 82 88 12
Economically Disadvantaged - 61 62 38 3 69 72 28 3 78 80 20
Not Economically Disadvantaged 5 73 77 23 7 85 92 8 9 80 89 11
English Learners - 69 69 31 - 72 72 28 - 73 73 27
Military Connected < < 100 0 < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 66 34 9 59 68 32 9 63 72 28
Female 8 63 71 29 10 62 72 28 10 61 71 29
Male 8 54 63 38 8 55 63 37 8 64 72 28
Asian < < 100 0 < < < < < < 100 0
Black - 47 47 53 5 63 68 32 - 25 25 75
Hispanic - 67 67 33 - 40 40 60 6 67 72 28
White 8 59 68 32 9 59 69 31 10 66 75 25
Two or more races 7 57 63 37 17 70 87 13 7 64 71 29
Students with Disabilities 2 27 29 71 - 17 17 83 - 33 33 67
Students without Disabilities 9 63 72 28 10 62 73 27 10 65 75 25
Economically Disadvantaged 5 53 58 42 3 48 51 49 6 50 56 44
Not Economically Disadvantaged 10 61 71 29 12 64 77 23 10 70 80 20
English Learners - 55 55 45 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 70 93 7 34 62 96 4 14 81 95 5
Female 22 74 96 4 30 64 94 6 10 85 95 5
Male 25 66 90 10 39 59 98 2 20 73 94 6
American Indian < < < <
Asian 42 58 100 0 < < 100 0 < < 100 0
Black - 87 87 13 17 75 92 8 < < < <
Hispanic 20 75 95 5 33 60 93 7 < < < <
White 24 70 94 6 33 63 96 4 14 81 96 4
Two or more races < < < < 53 47 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 24 70 94 6 34 62 96 4 14 81 96 4
Economically Disadvantaged 17 75 93 7 30 63 93 7 10 86 97 3
Not Economically Disadvantaged 25 68 94 6 36 61 97 3 15 80 94 6
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 66 80 20 12 64 76 24 12 65 77 23
Female 11 67 78 22 11 65 76 24 11 66 77 23
Male 16 65 81 19 13 64 77 23 12 64 76 24
American Indian < < 100 0 < < < < < < < <
Asian 33 63 97 3 46 42 88 12 29 48 76 24
Black 4 62 66 34 3 55 58 42 1 63 65 35
Hispanic 5 63 67 33 3 56 60 40 7 56 63 37
Native Hawaiian < < 100 0
White 15 67 82 18 13 66 79 21 12 67 79 21
Two or more races 7 61 68 32 12 64 75 25 14 59 73 27
Students with Disabilities 5 37 41 59 4 35 39 61 2 31 32 68
Students without Disabilities 15 70 85 15 13 68 81 19 13 70 83 17
Economically Disadvantaged 8 61 69 31 6 57 64 36 6 60 66 34
Not Economically Disadvantaged 17 69 87 13 16 70 86 14 16 69 85 15
English Learners 2 38 40 60 - 29 29 71 2 27 29 71
Military Connected 27 64 91 9 30 60 90 10
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 57 70 30 14 58 72 28 17 57 73 27
Female 13 57 70 30 16 54 70 30 18 55 73 27
Male 14 56 70 30 13 61 74 26 15 58 73 27
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 5 42 47 53 8 50 58 42 5 55 59 41
Hispanic 5 50 55 45 7 57 64 36 21 43 64 36
Native Hawaiian < < 100 0
White 15 59 74 26 15 58 73 27 17 58 76 24
Two or more races - 38 38 62 11 57 68 32 6 41 47 53
Students with Disabilities 3 20 23 77 8 34 42 58 - 28 28 72
Students without Disabilities 15 64 79 21 15 61 76 24 19 61 79 21
Economically Disadvantaged 10 46 56 44 10 52 62 38 9 52 62 38
Not Economically Disadvantaged 16 68 84 16 19 63 82 18 23 60 83 17
English Learners 8 31 38 62 < < < < 10 40 50 50
Military Connected < < 100 0 < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 67 75 25 7 58 66 34 7 66 74 26
Female 3 64 67 33 5 59 64 36 8 65 73 27
Male 11 70 81 19 10 57 67 33 7 67 75 25
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 4 61 65 35 - 48 48 52 - 63 63 38
Hispanic - 53 53 47 3 49 51 49 6 63 69 31
White 8 70 78 22 8 61 69 31 8 67 76 24
Two or more races 10 61 71 29 12 53 65 35 - 73 73 27
Students with Disabilities 8 32 40 60 2 21 22 78 2 29 31 69
Students without Disabilities 8 72 80 20 8 64 72 28 8 73 81 19
Economically Disadvantaged 5 57 62 38 5 51 56 44 5 58 63 37
Not Economically Disadvantaged 9 73 83 17 10 65 74 26 9 73 82 18
English Learners - 20 20 80 - 18 18 82 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 82 18 11 67 79 21 14 69 83 17
Female 16 67 83 17 9 73 82 18 14 72 87 13
Male 21 60 81 19 14 61 75 25 14 66 80 20
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 7 60 67 33 - 56 56 44 - 86 86 14
Hispanic 10 70 80 20 4 59 63 37 3 58 61 39
White 20 64 84 16 12 69 81 19 15 70 85 15
Two or more races 14 52 67 33 9 65 74 26 24 58 82 18
Students with Disabilities 2 44 45 55 2 37 38 62 - 34 34 66
Students without Disabilities 21 67 88 12 13 72 85 15 16 72 87 13
Economically Disadvantaged 6 67 73 27 5 60 65 35 6 65 71 29
Not Economically Disadvantaged 25 62 87 13 16 72 88 12 18 71 89 11
English Learners < < < < - 36 36 64 - 15 15 85
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 72 96 4 27 70 97 3 < < < <
Female 21 74 95 5 25 72 96 4 < < < <
Male 26 70 96 4 30 67 98 2 < < < <
Asian < < 100 0 < < 100 0
Black - 90 90 10 < < < <
Hispanic 11 84 95 5 10 80 90 10 < < 100 0
White 26 69 96 4 29 69 98 2 < < < <
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 23 72 95 5 28 70 97 3 < < < <
Economically Disadvantaged 20 76 96 4 13 81 94 6 < < < <
Not Economically Disadvantaged 24 71 95 5 32 66 98 2 < < < <
English Learners < < 100 0 < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 73 83 17 8 72 80 20 8 70 77 23
Female 6 76 82 18 6 73 79 21 5 72 77 23
Male 13 71 84 16 9 72 81 19 11 67 77 23
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < < <
Black - 71 71 29 - 62 62 38 - 50 50 50
Hispanic - 62 62 38 - 55 55 45 3 56 59 41
White 11 74 84 16 8 76 84 16 8 73 81 19
Two or more races 4 81 85 15 14 72 86 14 17 60 77 23
Students with Disabilities - 48 48 52 4 38 42 58 2 31 33 67
Students without Disabilities 11 77 88 12 8 76 85 15 8 75 84 16
Economically Disadvantaged 5 72 77 23 3 63 66 34 4 64 68 32
Not Economically Disadvantaged 12 74 87 13 11 78 88 12 11 74 85 15
English Learners - 58 58 42 - 21 21 79 - 36 36 64
Military Connected < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 59 84 16 20 59 80 20 16 58 75 25
Female 20 63 83 17 17 61 78 22 12 61 73 27
Male 29 56 85 15 24 57 81 19 20 56 76 24
American Indian < < 100 0 < < < < < < < <
Asian 58 38 96 4 36 55 91 9 26 52 78 22
Black 11 61 72 28 6 62 68 32 13 53 65 35
Hispanic 24 62 85 15 13 55 68 32 10 57 67 33
White 26 59 85 15 22 59 81 19 17 59 76 24
Two or more races 15 61 75 25 17 61 79 21 16 56 72 28
Students with Disabilities 7 47 54 46 5 40 45 55 5 36 41 59
Students without Disabilities 27 61 88 12 22 61 84 16 18 61 79 21
Economically Disadvantaged 16 56 73 27 12 58 70 30 11 53 64 36
Not Economically Disadvantaged 29 61 90 10 26 60 86 14 20 62 83 17
English Learners 21 61 82 18 8 38 46 54 - 42 42 58
Military Connected 42 47 89 11 42 50 92 8
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 63 81 19 16 66 83 17 4 66 70 30
Female 12 68 80 20 12 66 78 22 2 66 69 31
Male 23 58 82 18 21 67 87 13 7 65 72 28
American Indian < < 100 0
Asian < < < < 20 50 70 30 < < < <
Black 4 60 64 36 4 72 76 24 < < < <
Hispanic 26 70 96 4 7 64 71 29 - 50 50 50
White 18 63 82 18 19 67 85 15 6 69 74 26
Two or more races 12 52 64 36 - 68 68 32 - 62 62 38
Students with Disabilities 14 35 49 51 6 43 49 51 - 53 53 47
Students without Disabilities 18 67 85 15 18 70 87 13 5 67 72 28
Economically Disadvantaged 13 51 64 36 8 68 75 25 - 64 64 36
Not Economically Disadvantaged 20 70 90 10 21 66 86 14 7 67 74 26
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 66 90 10 17 64 81 19 7 65 72 28
Female 19 71 90 10 12 69 81 19 3 72 76 24
Male 30 60 90 10 22 59 80 20 11 58 68 32
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 72 76 24 4 65 69 31 < < < <
Hispanic 14 79 93 7 6 58 65 35 9 73 82 18
White 26 65 91 9 18 64 82 18 6 68 74 26
Two or more races 10 81 90 10 22 70 92 8 14 57 71 29
Students with Disabilities 4 67 71 29 6 43 49 51 - 31 31 69
Students without Disabilities 27 66 93 7 18 66 84 16 8 70 77 23
Economically Disadvantaged 13 71 85 15 7 65 72 28 2 57 60 40
Not Economically Disadvantaged 30 63 93 7 23 63 86 14 10 71 81 19
English Learners < < 100 0 - 42 42 58 < < < <
Military Connected < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 60 91 9 18 65 83 17 13 61 74 26
Female 23 65 88 12 11 67 78 22 8 61 69 31
Male 41 54 95 5 27 62 89 11 18 60 79 21
American Indian < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 21 58 79 21 - 63 63 38 7 59 66 34
Hispanic 22 67 89 11 7 79 86 14 4 60 64 36
White 33 59 92 8 19 65 84 16 14 62 76 24
Two or more races < < < < 23 46 69 31 15 53 68 33
Students with Disabilities 15 38 54 46 8 75 83 17 5 32 37 63
Students without Disabilities 32 61 93 7 18 65 83 17 14 64 78 22
Economically Disadvantaged 23 67 90 10 9 65 74 26 7 56 62 38
Not Economically Disadvantaged 34 58 92 8 22 65 87 13 17 64 81 19
English Learners < < < < < < < < - 36 36 64
Military Connected < < 100 0 < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 63 80 20 20 55 75 25 18 61 79 21
Female 16 62 77 23 19 56 76 24 15 64 79 21
Male 17 64 81 19 21 53 74 26 20 58 79 21
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black - 70 70 30 - 48 48 52 6 67 72 28
Hispanic 12 50 62 38 16 48 65 35 17 57 73 27
White 18 64 82 18 23 55 78 22 19 61 80 20
Two or more races 16 61 77 23 15 61 76 24 18 64 82 18
Students with Disabilities 2 44 47 53 2 23 25 75 2 37 39 61
Students without Disabilities 18 65 84 16 23 59 82 18 21 65 86 14
Economically Disadvantaged 10 54 64 36 13 50 64 36 13 54 68 33
Not Economically Disadvantaged 20 69 89 11 26 58 84 16 21 66 87 13
English Learners < < < < - 30 30 70 < < < <
Military Connected < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 35 46 81 19 31 47 78 22 27 48 75 25
Female 33 49 82 18 32 46 79 21 25 51 76 24
Male 37 42 80 20 30 48 78 22 30 44 74 26
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 29 46 75 25 20 60 80 20 23 47 70 30
Hispanic 42 50 92 8 35 30 65 35 19 48 68 32
White 35 46 81 19 31 47 79 21 29 48 77 23
Two or more races 25 43 68 32 31 38 69 31 22 53 75 25
Students with Disabilities 6 40 45 55 2 38 40 60 5 38 43 57
Students without Disabilities 39 47 86 14 34 48 83 17 30 49 78 22
Economically Disadvantaged 23 48 71 29 21 48 70 30 21 45 66 34
Not Economically Disadvantaged 45 44 89 11 40 46 86 14 35 51 85 15
English Learners 45 55 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division614
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-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

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All 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
Military Connected313634
Foster Care533
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 225 193 19 2 15 12
State 50983 36029 2739 1053 5386 1766
Female Division 124 82 7 1 4 5
State 27838 15825 923 368 1911 652
Male Division 101 111 12 1 11 7
State 23145 20204 1816 685 3475 1114
American Indian Division < < < < 0 <
State 144 124 9 2 27 8
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 13 9 1 0 0 0
State 7955 11098 1113 244 1362 735
Hispanic Division 20 7 1 0 0 1
State 5087 5586 317 107 2168 323
White Division 176 168 16 2 13 10
State 30221 16421 1144 621 1576 587
Two or more races Division 12 6 1 0 2 1
State 2468 1543 85 58 160 72
Students with Disabilities Division 3 31 19 0 4 0
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 57 87 12 1 9 10
State 10703 17350 1682 461 2633 1087
English Learners Division 6 2 1 0 0 1
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4664379444796153
Female223213962189842
Male2432249222994115
American Indian<<100<10000
Asian<<100<10000
Black23231002310000
Hispanic2928972910000
White3853609436896133
Two or more races221986209129
Students with Disabilities575393539347
Economically Disadvantaged176156891649395
English Learners109901010000
Homeless<<<<<<<
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken261 / 15.26%285 / 16.71%103 / 6.16%
Advanced Placement Course Enrollment289 / 16.9%298 / 17.47%300 / 17.94%
Dual Enrollment98 / 5.73%302 / 17.7%319 / 19.08%
Governor's School Enrollment28 / 1.64%27 / 1.58%32 / 1.91%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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 StudentsDivision41720152
State85,89957,72533
FemaleDivision20611843
State43,22531,59927
MaleDivision2118361
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision<<100
State6,0845,29213
BlackDivision22<100
State18,86811,29840
HispanicDivision271352
State10,1025,82642
WhiteDivision34316552
State46,44832,34030
Two or more racesDivision18<100
State3,9902,71532
Students with DisabilitiesDivision33<100
State7,2163,25655
Economically DisadvantagedDivision1445562
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision59-
 State4,1393,6233,525
State LicensuresDivision172319
 State2,4402,2791,881
Industry CertificationDivision593552508
 State99,894109,275104,601
Workplace ReadinessDivision7311466
 State30,77542,31350,241
Total Credentials EarnedDivision688698593
 State137,248157,490160,248
Students Earning One or More CredentialsDivision587614525
 State109,089126,113128,672
CTE CompletersDivision165187201
 State42,40440,51641,438
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,5141,4311,537

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division3,881.005,125.00736.00
State6,084.004,849.00812.00
2016-2017Division4,203.005,232.00748.00
State6,248.005,052.00871.00
2017-2018Division4,547.005,385.00690.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,2141,1134,2321,0694,208965
Female2,0384972,0424992,032445
Male2,1766162,1905702,176520
American Indian97118135
Asian610623572
Black233512384921856
Hispanic285693007632067
Native Hawaiian<<<<<<
White3,3609113,3508533,318760
Two or more races265742688027974
Students with Disabilities495180501176501172
Economically Disadvantaged1,7336701,8036551,824647
English Learners129181462815525
Homeless25187273435
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 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 <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.40.30.4
Asian1.11.20.3
Black5.310.45.46.3
Hispanic6.747.24.7
Native Hawaiian00.1
White80.476.979.276.7
Two or more races6.38.46.612
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.4
Asian1.11.2
Black5.35.4
Hispanic6.77.2
Native Hawaiian00.1
White80.479.2
Two or more races6.36.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.40.4
Asian1.11.2
Black5.35.4
Hispanic6.77.2
Native Hawaiian00.1
White80.479.2
Two or more races6.36.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 41.344.846.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 38.541.647.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 7472.371.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 14.32 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11 : 1

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

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) 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
  All Teachers Special Education Teachers
Division10%2%
State7.3%1.8%

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201756%40%0%4%
2017-201856%40%1%3%
2018-201957%39%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All 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%

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

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%

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

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%

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

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%

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

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 s