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West Point Public Schools

General school information

Division: West Point Public Schools
Division Number: 207
Address: 1626 Main St West Point, VA 23181
Superintendent: Mrs. Laura K. Abel
Region: 3
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Accreditation

Accreditation

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

Accreditation

Accreditation Status
Elementary Schools
West Point ElementaryAccredited
Combined Schools
West Point Middle/HighAccredited

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 22 69 91 9 25 67 93 7 22 70 92 8
Female 30 66 95 5 29 65 94 6 26 68 95 5
Male 15 72 87 13 22 69 91 9 18 72 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 21 64 86 14 30 60 90 10 20 80 100 0
Black 14 69 84 16 9 70 80 20 11 68 79 21
Hispanic 18 68 86 14 36 50 86 14 12 82 94 6
White 22 71 92 8 26 69 95 5 23 71 94 6
Two or more races 36 58 94 6 29 68 98 2 29 60 88 12
Students with Disabilities 10 62 71 29 18 46 64 36 10 54 64 36
Students without Disabilities 23 70 93 7 26 70 96 4 23 72 96 4
Economically Disadvantaged 15 70 85 15 19 68 88 13 17 70 87 13
Not Economically Disadvantaged 26 68 94 6 29 67 96 4 25 70 95 5
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < 100 0 30 60 90 10
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 23 59 83 17 39 59 98 2 43 57 100 0
Female 29 60 89 11 58 42 100 0 40 60 100 0
Male 18 59 76 24 24 72 96 4 46 54 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 28 55 83 17 39 61 100 0 59 41 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 27 36 64 36 < < 100 0 < < 100 0
Students without Disabilities 22 64 86 14 40 57 98 2 48 52 100 0
Economically Disadvantaged 7 67 74 26 24 71 95 5 38 63 100 0
Not Economically Disadvantaged 33 55 88 12 52 48 100 0 45 55 100 0
Military Connected < < 100 0 < < 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 40 55 94 6 29 59 87 13 35 65 100 0
Female 43 54 96 4 27 65 92 8 50 50 100 0
Male 36 56 92 8 30 52 82 18 23 77 100 0
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 43 51 94 6 26 61 87 13 36 64 100 0
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 23 31 54 46 < < 100 0
Students without Disabilities 45 53 98 2 30 65 95 5 39 61 100 0
Economically Disadvantaged 32 58 89 11 19 68 86 14 17 83 100 0
Not Economically Disadvantaged 44 53 97 3 39 48 88 12 55 45 100 0
Military Connected < < 100 0 < < 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 25 63 89 11 40 52 91 9 26 59 85 15
Female 36 61 96 4 35 55 90 10 30 60 90 10
Male 17 66 83 17 44 48 93 7 21 58 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black 36 27 64 36 < < < < 9 55 64 36
Hispanic < < 100 0 < < < < < < < <
White 18 76 93 7 44 50 94 6 29 59 88 12
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < 14 50 64 36
Students without Disabilities 28 63 91 9 44 50 94 6 29 61 90 10
Economically Disadvantaged 28 60 88 12 27 55 82 18 14 63 77 23
Not Economically Disadvantaged 24 66 89 11 47 50 97 3 37 55 92 8
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 20 74 94 6 20 65 85 15 30 61 91 9
Female 28 68 96 4 26 61 87 13 30 67 97 3
Male 12 80 92 8 16 68 84 16 29 55 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 - 42 42 58 < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 21 74 95 5 21 72 92 8 32 66 98 2
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 25 33 58 42 < < < <
Students without Disabilities 22 72 93 7 19 71 90 10 35 64 98 2
Economically Disadvantaged 8 75 83 17 16 61 77 23 31 54 85 15
Not Economically Disadvantaged 24 74 97 3 23 68 91 9 29 66 95 5
Military Connected < < 100 0 < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 72 96 4 19 76 94 6 16 70 86 14
Female 34 66 100 0 29 64 93 7 23 65 87 13
Male 14 79 93 7 8 88 96 4 12 74 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 92 100 0 < < 100 0 15 46 62 38
Hispanic < < 100 0 < < < < < < 100 0
White 31 67 97 3 20 75 95 5 13 77 90 10
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 20 20 40 60
Students without Disabilities 25 73 98 2 19 75 94 6 16 78 94 6
Economically Disadvantaged 16 74 89 11 - 84 84 16 11 70 81 19
Not Economically Disadvantaged 29 71 100 0 29 71 100 0 19 70 89 11
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 9 79 89 11 30 70 100 0 5 84 89 11
Female 13 83 96 4 28 72 100 0 7 86 93 7
Male 7 76 83 17 32 68 100 0 4 82 86 14
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 8 92 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 8 85 92 8 39 61 100 0 5 86 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 11 81 91 9 31 69 100 0 6 83 89 11
Economically Disadvantaged 10 81 90 10 29 71 100 0 - 75 75 25
Not Economically Disadvantaged 9 78 88 13 31 69 100 0 7 88 95 5
Homeless < < 100 0
Military Connected < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 79 94 6 6 90 97 3 8 90 97 3
Female 24 71 94 6 10 90 100 0 15 85 100 0
Male 7 86 93 7 3 91 94 6 2 93 95 5
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 13 81 94 6 2 96 98 2 6 90 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 15 80 95 5 5 93 98 2 7 93 100 0
Economically Disadvantaged - 84 84 16 < < 100 0 5 89 95 5
Not Economically Disadvantaged 19 78 97 3 4 93 96 4 9 90 98 2
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

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 30 59 89 11 24 71 94 6 23 62 85 15
Female 38 60 98 2 32 66 98 2 27 65 92 8
Male 22 58 81 19 16 75 91 9 20 59 79 21
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 9 91 100 0 28 56 83 17 < < < <
Hispanic < < < < < < 100 0 < < < <
White 32 57 89 11 20 78 98 2 23 60 83 17
Two or more races < < < < 38 54 92 8 23 69 92 8
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 30 60 90 10 24 72 96 4 25 63 87 13
Economically Disadvantaged 15 69 85 15 13 70 83 17 3 74 77 23
Not Economically Disadvantaged 33 57 90 10 27 71 98 2 32 56 88 12
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 60 79 21 13 80 93 7 12 64 76 24
Female 21 75 96 4 16 81 97 3 14 69 83 17
Male 17 48 66 34 11 79 89 11 10 59 69 31
American Indian < < < < < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 8 75 83 17 < < < <
Hispanic < < < < < < 100 0 < < < <
White 23 58 80 20 13 87 100 0 12 63 74 26
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 20 63 82 18 14 80 93 7 13 64 76 24
Economically Disadvantaged 19 62 81 19 5 76 81 19 - 65 65 35
Not Economically Disadvantaged 19 59 78 22 18 82 100 0 18 63 82 18
Homeless < < 100 0
Military Connected < < 100 0
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 58 95 5 33 62 95 5 32 60 92 8
Female 50 50 100 0 50 50 100 0 38 62 100 0
Male 26 65 91 9 19 72 92 8 27 59 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 38 57 95 5 25 71 96 4 32 58 90 10
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 37 58 95 5 34 64 98 2 34 62 96 4
Economically Disadvantaged < < 100 0 < < < < 5 84 89 11
Not Economically Disadvantaged 39 55 95 5 33 63 96 4 41 52 93 7
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 17 77 93 7 18 72 90 10 16 76 92 8
Female 18 77 95 5 19 71 90 10 16 79 95 5
Male 15 76 91 9 17 74 91 9 17 72 89 11
American Indian < < 100 0 < < 100 0 < < < <
Asian 20 73 93 7 38 50 88 13 45 55 100 0
Black 10 68 78 22 9 71 80 20 7 73 80 20
Hispanic 21 71 92 8 35 50 85 15 16 79 95 5
White 17 79 96 4 18 75 92 8 17 77 94 6
Two or more races 23 69 91 9 17 74 90 10 17 77 94 6
Students with Disabilities 12 63 76 24 17 53 70 30 12 56 67 33
Students without Disabilities 17 78 95 5 18 74 93 7 17 78 95 5
Economically Disadvantaged 12 73 85 15 16 70 86 14 13 76 89 11
Not Economically Disadvantaged 19 78 97 3 19 74 93 7 19 75 94 6
Homeless < < < < < < < < < < 100 0
Military Connected 25 58 83 17 - 100 100 0
Foster Care < < 100 0 < < 100 0
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 43 46 90 10 64 34 98 2 55 45 100 0
Female 51 40 91 9 68 26 95 5 60 40 100 0
Male 35 53 88 12 60 40 100 0 50 50 100 0
Black 10 70 80 20 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 48 41 89 11 64 33 97 3 66 34 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 27 55 82 18 < < 100 0 < < 100 0
Students without Disabilities 47 45 91 9 62 36 98 2 57 43 100 0
Economically Disadvantaged 22 59 81 19 48 48 95 5 44 56 100 0
Not Economically Disadvantaged 57 38 95 5 78 22 100 0 61 39 100 0
Military Connected < < 100 0 < < 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 23 68 91 9 41 49 90 10 41 59 100 0
Female 18 75 93 7 46 43 89 11 45 55 100 0
Male 28 60 88 12 34 56 91 9 38 62 100 0
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 25 69 94 6 38 53 91 9 42 58 100 0
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < < 23 38 62 38 < < 100 0
Students without Disabilities 23 70 94 6 45 52 96 4 46 54 100 0
Economically Disadvantaged 21 63 84 16 35 54 89 11 21 79 100 0
Not Economically Disadvantaged 24 71 94 6 47 44 91 9 64 36 100 0
Military Connected < < 100 0 < < 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 32 61 94 6 36 57 93 7 19 70 89 11
Female 32 64 96 4 35 58 94 6 18 73 90 10
Male 32 59 91 9 37 56 93 7 21 67 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 55 73 27 < < 100 0 - 70 70 30
Hispanic < < 100 0 < < < < < < 100 0
White 32 66 98 2 47 50 97 3 20 71 90 10
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < 21 43 64 36
Students without Disabilities 35 65 100 0 38 58 96 4 19 76 95 5
Economically Disadvantaged 20 68 88 12 14 77 91 9 14 74 89 11
Not Economically Disadvantaged 41 57 97 3 50 44 94 6 24 66 89 11
Military Connected < < 100 0 < < 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 - 94 94 6 3 76 78 22 3 83 85 15
Female - 100 100 0 9 73 82 18 - 95 95 5
Male < < < < - 77 77 23 5 70 75 25
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < 100 0 < < 100 0
White - 100 100 0 - 83 83 17 - 95 95 5
Two or more races < < 100 0 < < < <
Students with Disabilities < < 100 0 9 55 64 36 < < < <
Students without Disabilities - 93 93 7 - 85 85 15 3 94 97 3
Economically Disadvantaged < < < < 6 71 76 24 5 76 81 19
Not Economically Disadvantaged - 100 100 0 - 80 80 20 - 89 89 11
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 9 88 96 4 10 76 85 15 10 77 87 13
Female 4 88 92 8 9 79 88 12 8 83 92 8
Male 13 87 100 0 11 71 82 18 11 73 84 16
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < - 55 55 45
Hispanic < < 100 0 < < < < < < 100 0
White 14 83 97 3 10 77 88 13 11 82 93 7
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < - 55 55 45
Students without Disabilities 9 87 96 4 10 78 88 12 12 82 94 6
Economically Disadvantaged 6 89 94 6 4 73 77 23 10 65 75 25
Not Economically Disadvantaged 10 87 97 3 14 78 92 8 10 83 93 7
Military Connected < < < < < < 100 0
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 - 92 92 8 - 94 94 6 4 81 85 15
Female - 100 100 0 - 94 94 6 7 83 90 10
Male - 83 83 17 - 93 93 7 - 77 77 23
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White - 100 100 0 - 100 100 0 2 83 85 15
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities - 93 93 7 - 93 93 7 4 80 84 16
Economically Disadvantaged - 88 88 13 - 86 86 14 5 77 82 18
Not Economically Disadvantaged - 95 95 5 - 100 100 0 3 83 87 13
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 1 94 95 5 5 92 97 3 3 95 98 2
Female 3 97 100 0 - 96 96 4 - 100 100 0
Male - 91 91 9 8 89 97 3 7 89 96 4
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White - 96 96 4 2 94 96 4 3 94 97 3
Two or more races < < 100 0 < < 100 0 - 100 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 1 95 96 4 5 93 98 2 4 95 98 2
Economically Disadvantaged - 88 88 13 6 94 100 0 5 95 100 0
Not Economically Disadvantaged 2 97 98 2 4 91 96 4 3 95 97 3
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 88 91 9 3 89 91 9 - 94 94 6
Female - 87 87 13 3 89 92 8 - 96 96 4
Male 5 89 95 5 2 89 91 9 - 92 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 4 90 94 6 2 92 94 6 - 95 95 5
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 3 88 91 9 3 89 91 9 - 94 94 6
Economically Disadvantaged - 60 60 40 - 87 87 13 - 93 93 7
Not Economically Disadvantaged 3 93 97 3 4 89 93 7 - 95 95 5
Homeless < < 100 0
Military Connected < < 100 0 < < 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 24 72 96 4 2 84 86 14 14 82 96 4
Female 28 72 100 0 - 78 78 22 12 88 100 0
Male 17 72 89 11 3 88 91 9 18 73 91 9
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < <
White 21 79 100 0 2 86 88 12 14 86 100 0
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 24 72 96 4 2 83 85 15 14 82 96 4
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged 24 74 98 2 2 88 90 10 16 80 96 4
Military Connected < < < < < < 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 16 79 95 5 18 77 94 6 24 67 91 9
Female 15 82 97 3 18 76 94 6 21 71 92 8
Male 17 76 93 7 18 77 95 5 27 63 89 11
American Indian < < 100 0 < < < < < < < <
Asian < < < < < < 100 0 < < 100 0
Black 19 63 81 19 6 80 86 14 17 62 79 21
Hispanic 10 80 90 10 - 87 87 13 - 77 77 23
White 17 81 98 2 21 76 97 3 27 67 93 7
Two or more races 11 84 95 5 10 80 90 10 25 68 93 7
Students with Disabilities 6 59 65 35 - 71 71 29 12 58 69 31
Students without Disabilities 17 80 97 3 19 77 96 4 25 68 93 7
Economically Disadvantaged 11 75 86 14 6 81 87 13 14 70 84 16
Not Economically Disadvantaged 18 80 98 2 23 75 98 2 30 65 95 5
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < < <
Foster Care < < 100 0 < < 100 0
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 27 65 92 8 24 71 95 5 30 52 82 18
Female 29 68 96 4 19 78 97 3 30 58 88 13
Male 26 63 89 11 30 63 93 7 30 45 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 55 73 27 < < 100 0 18 45 64 36
Hispanic < < 100 0 < < < < < < < <
White 27 69 96 4 32 65 97 3 29 59 88 12
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 14 36 50 50
Students without Disabilities 30 67 96 4 26 74 100 0 34 56 90 10
Economically Disadvantaged 24 64 88 12 9 82 91 9 20 54 74 26
Not Economically Disadvantaged 29 66 95 5 32 65 97 3 39 50 89 11
Military Connected < < 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 7 81 88 12 16 78 94 6 14 72 86 14
Female 5 84 89 11 13 83 96 4 4 78 81 19
Male 9 78 87 13 19 74 93 7 23 67 90 10
American Indian < < < < < < < <
Asian < < < < < < 100 0 < < 100 0
Black < < < < - 83 83 17 < < < <
Hispanic < < < < < < 100 0 < < < <
White 10 90 100 0 23 77 100 0 15 76 90 10
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 < < 100 0
Students without Disabilities 8 83 92 8 16 78 94 6 15 70 85 15
Economically Disadvantaged 5 76 81 19 5 80 85 15 - 76 76 24
Not Economically Disadvantaged 10 86 95 5 23 77 100 0 20 70 90 10
English Learners < < < < < < < <
Homeless < < 100 0
Military Connected < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 79 95 5 23 74 97 3 20 78 98 2
Female 14 83 97 3 31 66 97 3 19 81 100 0
Male 19 74 94 6 16 82 97 3 22 74 96 4
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 16 82 98 2 24 72 97 3 26 72 98 2
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities 17 78 95 5 23 75 99 1 22 76 98 2
Economically Disadvantaged < < < < 8 85 92 8 11 83 94 6
Not Economically Disadvantaged 19 79 98 2 26 72 98 2 24 76 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 12 88 100 0 17 79 96 4 < < 100 0
Female 13 87 100 0 18 75 93 7 < < 100 0
Male 9 91 100 0 15 85 100 0 < < 100 0
American Indian < < 100 0
Asian < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White 12 88 100 0 17 78 94 6 < < 100 0
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 12 88 100 0 17 79 96 4 < < 100 0
Economically Disadvantaged < < 100 0 < < < <
Not Economically Disadvantaged 10 90 100 0 17 80 98 2 < < 100 0
Military Connected < < < <
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 14 85 99 1 8 82 90 10 29 69 98 2
Female 12 88 100 0 6 81 88 13 25 72 97 3
Male 15 82 97 3 11 82 93 7 33 67 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < 15 77 92 8
Hispanic < < 100 0 < < < < < < 100 0
White 17 82 98 2 11 86 98 2 41 59 100 0
Two or more races < < 100 0 < < < < - 100 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 14 86 100 0 9 81 91 9 30 69 98 2
Economically Disadvantaged - 93 93 7 - 82 82 18 14 82 96 4
Not Economically Disadvantaged 17 83 100 0 13 82 95 5 41 59 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 34 61 95 5 27 65 93 7 28 58 86 14
Female 36 58 95 5 27 66 93 8 23 61 85 15
Male 32 63 96 4 28 65 93 7 32 56 88 12
American Indian < < < < < < < < < < < <
Asian 55 36 91 9 < < 100 0 < < 100 0
Black 20 63 83 17 18 64 82 18 20 36 56 44
Hispanic 31 69 100 0 33 56 89 11 < < 100 0
White 36 61 97 3 28 66 94 6 28 63 91 9
Two or more races 25 70 95 5 36 61 96 4 27 59 86 14
Students with Disabilities 11 56 67 33 12 62 73 27 13 43 57 43
Students without Disabilities 36 61 97 3 29 66 95 5 30 60 90 10
Economically Disadvantaged 22 67 89 11 26 62 88 12 21 56 77 23
Not Economically Disadvantaged 39 59 98 2 28 67 95 5 32 60 92 8
Homeless < < 100 0 < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
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 21 73 94 6 13 79 92 8 18 73 91 9
Female 28 63 91 9 17 77 93 7 < < < <
Male 15 82 97 3 10 81 90 10 < < 100 0
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 22 74 96 4 9 84 93 7 < < < <
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities 22 72 94 6 14 80 93 7 18 73 91 9
Economically Disadvantaged 6 81 88 13 < < < < < < < <
Not Economically Disadvantaged 25 71 96 4 13 81 94 6 < < 100 0
Homeless < < 100 0
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 30 61 91 9 19 77 96 4 16 66 81 19
Female 19 71 90 10 17 78 94 6 6 68 74 26
Male 39 52 91 9 21 76 97 3 27 63 90 10
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black < < < < - 92 92 8 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 63 96 4 25 71 96 4 19 69 88 13
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 32 63 95 5 19 78 97 3 17 65 82 18
Economically Disadvantaged 13 75 88 13 5 90 95 5 - 63 63 37
Not Economically Disadvantaged 40 53 93 8 25 72 96 4 22 67 89 11
Homeless < < 100 0
Military Connected < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 76 98 2 17 75 92 8 < < < <
Female 21 79 100 0 10 83 93 7 < < < <
Male 24 73 97 3 23 67 90 10 < < < <
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < <
White 22 78 100 0 21 77 98 2 < < < <
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 23 76 98 2 19 74 93 7 < < < <
Economically Disadvantaged < < < < 9 77 86 14 < < < <
Not Economically Disadvantaged 25 75 100 0 21 74 95 5 < < < <
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 30 65 95 5 21 69 90 10 24 67 90 10
Female 34 62 97 3 15 70 85 15 24 69 93 7
Male 25 68 93 7 28 68 96 4 23 65 88 12
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 83 92 8 < < < < 18 36 55 45
Hispanic < < 100 0 < < 100 0 < < 100 0
White 42 56 97 3 25 68 93 8 23 73 96 4
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 31 67 98 2 22 68 90 10 25 72 97 3
Economically Disadvantaged 11 74 84 16 12 65 76 24 19 63 81 19
Not Economically Disadvantaged 39 61 100 0 26 71 97 3 27 69 96 4
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 77 21 98 2 63 31 94 6 61 37 98 2
Female 82 14 96 4 68 29 97 3 60 40 100 0
Male 71 29 100 0 58 32 90 10 62 35 96 4
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 79 18 97 3 60 31 91 9 58 39 97 3
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 83 17 100 0 73 25 98 2 66 32 98 2
Economically Disadvantaged 67 28 94 6 55 39 94 6 46 50 96 4
Not Economically Disadvantaged 82 18 100 0 72 22 94 6 77 23 100 0
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 < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten101313
Kindergarten565851
Grade 1515951
Grade 2435264
Grade 3674448
Grade 4577346
Grade 5625672
Grade 6547263
Grade 7585275
Grade 8546059
Grade 9796573
Grade 10657161
Grade 11756472
Grade 12757365
Total Students806812813

< = 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 Students806812813
Female382403403
Male424409410
American Indian777
Asian211816
Black828789
Hispanic464335
White586582578
Two or more races647588
Students with Disabilities697088
Students without Disabilities737742725
Economically Disadvantaged241273283
Not Economically Disadvantaged565539530
English Learners171611
Not English Learners789796802
Homeless221
< = 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 2019: 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 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 42 18 3 1 1 0
State 50715 36614 2715 1064 5504 1801
Female Division 26 3 0 0 0 0
State 27679 16161 917 351 2003 680
Male Division 16 15 3 1 1 0
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division < < < < < <
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 31 13 2 1 0 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division < < < < 0 <
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division < < < < < <
State 10701 18162 1634 523 2867 1096
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 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 Students656397649912
Female29291002910000
Male363494359713
American Indian<<100<10000
Asian<<100<10000
Black<<<<<<<
Hispanic<<100<10000
White4746984710000
Two or more races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged<<<<<<<
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 Taken5 / 1.7%1 / .37%3 / 1.11%
Advanced Placement Course Enrollment32 / 10.88%1 / .37%32 / 11.81%
Dual Enrollment180 / 61.22%152 / 55.68%135 / 49.82%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

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 StudentsDivision695028
State85,89957,72533
FemaleDivision32306
State43,22531,59927
MaleDivision372046
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision544026
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision17<100
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
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
2016-20172017-20182018-2019
Industry CertificationDivision182108145
 State109,275104,601107,234
Workplace ReadinessDivision377965
 State42,31350,24144,892
Total Credentials EarnedDivision219187213
 State157,490160,248158,452
Students Earning One or More CredentialsDivision130138122
 State126,113128,672126,041
CTE CompletersDivision323439
 State40,51641,43840,209
NOCTI AssessmentsDivision--3
 State3,6233,5254,095
State LicensuresDivision---
 State2,2791,8812,231
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

< = 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
2015-2016Division5,619.005,796.00479.00
State6,084.004,849.00812.00
2016-2017Division5,491.006,501.00492.00
State6,248.005,052.00871.00
2017-2018Division5,790.006,579.00529.00
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 Students689987049173175
Female334433494836538
Male355553554336637
American Indian<<<<<<
Asian201161150
Black67127997411
Hispanic356336352
White508675126052648
Two or more races551058147613
Students with Disabilities471258166811
Economically Disadvantaged196502235223048
English Learners133132113
Homeless<<<<<<
< = 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

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses <
Disorderly or Disruptive Behavior Offenses 22
Other Offenses Against Persons 13
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.90.90.9
Asian2.62.21.922.1
Black10.222.610.79.610.936.2
Hispanic5.75.31.94.3
Native Hawaiian------
White72.775.871.77571.153.2
Two or more races7.91.69.211.510.88.5
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.90.90.9
Asian2.62.22
Black10.210.710.9
Hispanic5.75.34.3
Native Hawaiian
White72.771.771.1
Two or more races7.99.210.8
< = 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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.90.90.9
Asian2.62.22
Black10.210.710.9
Hispanic5.75.34.3
Native Hawaiian------
White72.771.771.1
Two or more races7.99.210.8
< = 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 28.432.131.1
< = 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 51.461.859.8
< = 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 78.776.572.8
< = 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: 7.58 : 1

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

2017-2018 Grades 8-12 Student Teacher Ratio: 8.7 : 1

student 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
Division4.5%0%
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
2016-201742%56%0%2%
2017-201844%55%0%1%
2018-201943%56%0%1%
< = 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 Students92%92%73%75%
Asian<94%87%75%
Black79%81%60%75%
Hispanic93%88%63%75%
White94%94%81%75%
Economically Disadvantaged86%87%62%75%
English Learners<71%53%75%
Students with Disabilities65%67%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 Students93%93%74%70%
Asian100%94%89%70%
Black79%82%60%70%
Hispanic93%89%64%70%
White95%95%81%70%
Economically Disadvantaged89%89%63%70%
English Learners<81%57%70%
Students with Disabilities67%69%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 Students89%
Asian<
Black72%
Hispanic70%
White92%
Economically Disadvantaged78%
English Learners<
Students with Disabilities60%

< = 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 Students92%92%
Asian<<
Black83%77%
Hispanic93%93%
White94%94%
Economically Disadvantaged88%89%
English Learners<<
Students with Disabilities72%67%

< = 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 significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students96%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White95%86%84%
Economically Disadvantaged85%78%84%
English Learners<65%84%
Students with Disabilities<56%84%
Homeless<--
Foster Care---

< = 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 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 Students9%11%9%10%
Asian-4%5%10%
Black13%13%9%10%
Hispanic5%12%9%10%
White8%10%9%10%
Economically Disadvantaged17%19%13%10%
English Learners21%18%8%10%
Students with Disabilities14%18%14%10%

< = 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 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 Progress<46%58%
English Learner Proficiency<--

< = 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 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 Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%99%
Asian<100%<
Black100%100%100%
Hispanic100%100%100%
White100%100%99%
Economically Disadvantaged99%100%100%
Not Economically Disadvantaged100%100%99%
English Learners<<<
Students with Disabilities100%98%90%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%98%
Migrant---

< = 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 states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students​​
Public Preschool​
Division 20%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 94%
State 81%
West Point Public Schools to top