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Wise County Public Schools

General school information

Division: Wise County Public Schools
Division Number: 96
Address: 628 Lake Street NE Wise, VA 24293
Superintendent: Dr. Gregory Clark Mullins
Region: 7
Division Website (opens new window)
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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 21 67 88 12 16 69 85 15 17 69 86 14
Female 22 67 89 11 17 70 87 13 18 70 87 13
Male 20 67 87 13 15 68 82 18 16 68 84 16
Asian 43 57 100 0 < < 100 0 < < < <
Black 15 60 75 25 5 68 74 26 22 45 67 33
Hispanic 25 50 75 25 3 73 77 23 15 71 85 15
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 21 68 88 12 16 69 85 15 17 69 86 14
Two or more races 14 78 92 8 12 69 81 19 12 72 84 16
Students with Disabilities 13 51 64 36 10 48 58 42 12 48 61 39
Students without Disabilities 22 70 92 8 17 73 90 10 18 73 90 10
Economically Disadvantaged 15 69 84 16 12 68 79 21 13 68 81 19
Not Economically Disadvantaged 27 65 92 8 22 70 93 7 22 70 92 8
English Learners < < 100 0 < < < < < < < <
Military Connected - 92 92 8 9 82 91 9
Foster Care 5 52 57 43 4 58 62 38
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 24 62 86 14 17 64 81 19 25 63 87 13
Female 25 62 87 13 19 67 86 14 26 65 91 9
Male 24 61 85 15 16 62 77 23 23 60 83 17
Asian < < 100 0 < < < <
Black < < < < < < < < 50 30 80 20
Hispanic < < < < < < < < < < 100 0
White 25 61 87 13 18 63 81 19 24 64 88 12
Two or more races 8 85 92 8 < < 100 0 20 40 60 40
Students with Disabilities 20 45 64 36 20 39 59 41 22 39 61 39
Students without Disabilities 25 64 89 11 17 69 86 14 25 66 91 9
Economically Disadvantaged 18 64 82 18 13 64 76 24 23 62 84 16
Not Economically Disadvantaged 32 59 91 9 25 65 90 10 28 64 92 8
Military Connected < < < <
Foster Care < < < < < < < <
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 26 62 88 12 20 69 89 11 20 67 87 13
Female 26 62 87 13 22 68 90 10 20 66 86 14
Male 26 63 89 11 17 71 88 12 20 68 88 12
Black 10 60 70 30 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 26 63 88 12 20 69 89 11 20 67 87 13
Two or more races < < 100 0 8 77 85 15 < < 100 0
Students with Disabilities 7 56 63 37 10 61 71 29 19 53 71 29
Students without Disabilities 29 63 92 8 21 71 92 8 21 70 91 9
Economically Disadvantaged 17 69 86 14 16 70 86 14 16 67 83 17
Not Economically Disadvantaged 38 53 92 8 25 69 93 7 27 67 94 6
Foster Care < < < < < < 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 23 59 82 18 19 62 82 18 22 63 84 16
Female 23 62 85 15 18 64 82 18 22 62 84 16
Male 23 56 80 20 21 60 81 19 21 63 84 16
Black 17 67 83 17 7 50 57 43 < < < <
Hispanic < < < < < < < < < < < <
White 23 59 82 18 20 62 82 18 22 62 84 16
Two or more races < < 100 0 < < < < 14 71 86 14
Students with Disabilities 11 46 58 42 8 42 50 50 12 51 62 38
Students without Disabilities 26 62 88 12 21 66 88 12 23 65 88 12
Economically Disadvantaged 19 60 79 21 14 62 76 24 17 64 80 20
Not Economically Disadvantaged 29 58 87 13 29 63 92 8 30 61 91 9
English Learners < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 26 61 87 13 14 72 86 14 16 71 87 13
Female 29 57 86 14 16 70 86 14 19 70 89 11
Male 23 64 88 12 12 73 85 15 14 71 85 15
Black < < < < - 87 87 13 9 64 73 27
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 26 62 88 12 14 72 86 14 16 71 87 13
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 16 48 64 36 8 51 60 40 8 52 59 41
Students without Disabilities 28 64 92 8 15 76 92 8 18 75 93 7
Economically Disadvantaged 17 65 82 18 9 75 84 16 11 72 83 17
Not Economically Disadvantaged 37 57 94 6 24 66 89 11 25 69 93 7
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 21 69 90 10 19 69 88 12 17 67 84 16
Female 26 67 94 6 22 70 92 8 14 69 83 17
Male 16 71 87 13 18 68 86 14 19 65 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 10 50 60 40 23 38 62 38
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 20 70 90 10 20 69 89 11 16 68 84 16
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 12 63 75 25 9 56 65 35 9 47 57 43
Students without Disabilities 22 70 93 7 22 72 93 7 19 71 90 10
Economically Disadvantaged 17 70 86 14 13 72 85 15 14 66 80 20
Not Economically Disadvantaged 25 69 94 6 28 65 94 6 22 68 90 10
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
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 16 71 87 13 16 67 83 17 10 74 84 16
Female 16 74 90 10 17 71 88 12 9 76 86 14
Male 16 68 84 16 15 63 78 22 11 72 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 18 27 45 55
Hispanic < < < < < < < < < < < <
White 16 72 88 12 16 67 82 18 10 75 85 15
Two or more races < < < < < < 100 0 - 90 90 10
Students with Disabilities 9 52 60 40 8 48 56 44 7 52 59 41
Students without Disabilities 17 75 92 8 17 69 87 13 11 79 90 10
Economically Disadvantaged 9 75 84 16 10 63 73 27 7 72 79 21
Not Economically Disadvantaged 23 68 91 9 24 71 95 5 15 77 92 8
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 7 89 96 4 5 80 84 16 8 77 85 15
Female 8 89 97 3 6 82 87 13 11 80 90 10
Male 6 90 96 4 4 78 81 19 6 74 80 20
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 - 64 64 36 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 7 89 96 4 5 80 85 15 8 77 85 15
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 22 44 67 33 7 35 42 58 11 40 51 49
Students without Disabilities 7 91 98 2 4 87 91 9 8 82 90 10
Economically Disadvantaged 6 89 96 4 5 72 77 23 6 73 79 21
Not Economically Disadvantaged 8 89 97 3 5 89 94 6 12 83 95 5
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
< = 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 29 60 89 11 28 58 85 15 18 58 76 24
Female 36 56 92 8 34 57 91 9 24 61 85 15
Male 22 64 86 14 21 59 80 20 14 56 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 77 92 8 6 69 75 25 18 45 64 36
Hispanic < < < < < < < < < < < <
White 29 60 89 11 28 57 86 14 18 58 76 24
Two or more races < < < < < < < < < < < <
Students with Disabilities 13 40 53 47 14 32 46 54 10 29 38 62
Students without Disabilities 31 63 93 7 29 60 89 11 21 65 86 14
Economically Disadvantaged 21 63 84 16 18 59 77 23 15 54 69 31
Not Economically Disadvantaged 36 58 94 6 37 57 94 6 23 63 86 14
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 30 53 83 17 22 56 78 22 18 59 76 24
Female 39 48 88 12 26 60 86 14 23 62 85 15
Male 19 58 77 23 17 53 70 30 14 56 70 30
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 18 45 64 36
Hispanic < < < < < < 100 0 < < < <
White 30 53 83 17 22 56 78 22 17 59 76 24
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 10 36 46 54 8 34 42 58 5 29 34 66
Students without Disabilities 34 56 89 11 24 59 83 17 21 65 86 14
Economically Disadvantaged 22 56 78 22 12 56 68 32 14 55 69 31
Not Economically Disadvantaged 38 49 88 12 33 57 90 10 23 63 86 14
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
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 27 68 96 4 34 60 93 7 < < < <
Female 31 66 97 3 42 54 96 4 < < < <
Male 24 70 94 6 25 66 90 10 < < 100 0
White 27 68 96 4 35 59 94 6 < < < <
Students with Disabilities 21 53 74 26 38 23 62 38 < < 100 0
Students without Disabilities 28 69 97 3 34 61 94 6 < < < <
Economically Disadvantaged 20 71 91 9 26 63 88 12 < < < <
< = 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 21 71 92 8 19 70 90 10 19 74 93 7
Female 23 71 93 7 20 71 91 9 18 76 94 6
Male 20 72 91 9 18 69 88 12 20 72 92 8
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 62 38 100 0 73 27 100 0 60 30 90 10
Black 12 75 87 13 5 78 83 17 18 66 85 15
Hispanic 22 70 92 8 17 69 86 14 15 73 88 12
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 21 71 92 8 20 70 90 10 19 74 94 6
Two or more races 18 74 92 8 11 75 86 14 14 78 92 8
Students with Disabilities 12 65 77 23 10 60 70 30 11 68 79 21
Students without Disabilities 23 72 95 5 21 72 93 7 21 75 96 4
Economically Disadvantaged 15 75 90 10 13 73 86 14 14 77 91 9
Not Economically Disadvantaged 29 67 95 5 29 66 94 6 27 69 97 3
English Learners < < 100 0 < < < < < < 100 0
Military Connected 25 67 92 8 27 73 100 0
Foster Care 8 64 72 28 5 76 81 19
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 16 70 86 14 14 71 84 16 23 70 94 6
Female 18 67 85 15 13 74 87 13 21 73 94 6
Male 15 73 88 12 14 68 82 18 25 68 93 7
Asian < < 100 0 < < < <
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 17 70 87 13 14 70 84 16 23 71 94 6
Two or more races - 75 75 25 < < < < 20 70 90 10
Students with Disabilities 18 52 70 30 9 53 62 38 19 59 78 22
Students without Disabilities 16 73 89 11 15 74 89 11 24 72 96 4
Economically Disadvantaged 12 70 82 18 11 70 80 20 15 76 91 9
Not Economically Disadvantaged 21 70 92 8 19 72 92 8 35 62 97 3
Military Connected < < 100 0
Foster Care < < < < < < < <
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 27 64 91 9 26 67 93 7 15 78 94 6
Female 22 68 90 10 24 69 93 7 11 83 94 6
Male 31 60 92 8 28 65 93 7 19 74 94 6
Black - 90 90 10 < < < < 10 80 90 10
Hispanic < < 100 0 < < < < < < 100 0
White 28 63 91 9 27 66 94 6 15 78 94 6
Two or more races < < 100 0 - 86 86 14 < < 100 0
Students with Disabilities 16 58 75 25 14 63 77 23 15 68 83 18
Students without Disabilities 29 65 94 6 28 68 96 4 16 81 96 4
Economically Disadvantaged 19 69 89 11 18 73 91 9 11 81 92 8
Not Economically Disadvantaged 38 56 94 6 38 57 96 4 23 74 97 3
Foster Care < < 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 26 65 91 9 24 62 86 14 17 77 94 6
Female 27 64 91 9 24 61 85 15 18 77 95 5
Male 25 65 90 10 23 63 86 14 17 76 93 7
Black 8 75 83 17 - 64 64 36 < < < <
Hispanic < < 100 0 < < < < < < < <
White 26 65 91 9 25 62 87 13 17 77 94 6
Two or more races < < 100 0 < < 100 0 7 87 93 7
Students with Disabilities 11 63 75 25 7 58 65 35 14 68 83 17
Students without Disabilities 29 65 94 6 27 63 90 10 18 78 96 4
Economically Disadvantaged 19 73 91 9 16 67 83 17 13 79 92 8
Not Economically Disadvantaged 38 52 90 10 36 54 91 9 25 72 97 3
English Learners < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 24 71 96 4 21 71 92 8 26 67 93 7
Female 26 70 96 4 20 72 92 8 28 65 93 7
Male 23 72 95 5 21 70 91 9 25 68 93 7
Black < < < < - 80 80 20 18 73 91 9
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 25 71 96 4 21 71 92 8 27 66 93 7
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities 13 72 85 15 8 69 78 22 8 76 84 16
Students without Disabilities 27 71 98 2 23 71 95 5 30 65 95 5
Economically Disadvantaged 15 78 93 7 13 77 90 10 19 72 90 10
Not Economically Disadvantaged 37 62 99 1 34 60 94 6 39 58 97 3
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 11 75 85 15 9 62 71 29 13 75 88 12
Female 13 76 89 11 6 63 70 30 12 79 91 9
Male 9 73 82 18 11 61 72 28 13 72 85 15
Black < < 100 0 < < < < 18 45 64 36
Hispanic < < 100 0 < < 100 0 < < 100 0
White 10 75 85 15 9 61 70 30 13 77 89 11
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 9 59 68 32 12 48 60 40 9 66 76 24
Students without Disabilities 11 79 90 10 8 67 75 25 14 79 93 7
Economically Disadvantaged 10 72 82 18 8 61 69 31 12 76 88 12
Not Economically Disadvantaged 11 79 90 10 12 64 77 23 14 73 87 13
Military Connected < < < < < < 100 0
Foster Care < < < < < < 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 29 67 97 3 20 73 93 7 25 67 93 7
Female 32 67 98 2 25 71 96 4 23 70 93 7
Male 27 68 95 5 16 75 91 9 27 65 92 8
Asian < < 100 0 < < 100 0 < < 100 0
Black 30 60 90 10 < < 100 0 25 58 83 17
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 28 68 97 3 20 73 93 7 25 68 93 7
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 15 66 81 19 6 63 69 31 11 61 73 28
Students without Disabilities 32 67 99 1 22 75 97 3 29 69 98 2
Economically Disadvantaged 24 71 95 5 12 78 90 10 18 72 89 11
Not Economically Disadvantaged 35 62 98 2 31 67 98 2 37 60 97 3
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 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 11 84 95 5 17 76 93 7 17 77 94 6
Female 13 84 97 3 18 78 96 4 21 76 96 4
Male 9 85 94 6 16 74 90 10 13 78 91 9
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 20 70 90 10 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 11 84 95 5 16 77 93 7 16 77 93 7
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 2 79 80 20 3 66 69 31 4 74 77 23
Students without Disabilities 12 85 98 2 19 78 97 3 19 78 96 4
Economically Disadvantaged 5 90 94 6 13 76 88 12 10 80 90 10
Not Economically Disadvantaged 19 78 97 3 22 77 99 1 26 73 99 1
English Learners < < 100 0
Military Connected < < 100 0 < < 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 14 75 89 11 13 79 92 8 8 84 92 8
Female 17 74 91 9 16 79 95 5 7 87 93 7
Male 11 77 88 12 10 80 90 10 10 81 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 14 76 90 10 13 79 92 8 9 84 93 7
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 81 81 19 5 75 80 20 - 80 80 20
Students without Disabilities 15 75 90 10 13 79 93 7 9 84 93 7
Economically Disadvantaged 7 76 82 18 6 82 89 11 6 81 87 13
Not Economically Disadvantaged 20 75 96 4 21 75 96 4 11 87 98 2
English Learners < < 100 0
Military Connected < < 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 31 68 99 1 29 70 99 1 16 83 99 1
Female 33 66 99 1 29 69 99 1 13 86 99 1
Male 29 70 99 1 29 71 99 1 19 80 99 1
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 31 68 99 1 29 70 99 1 15 84 99 1
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < 100 0 8 83 92 8 < < 100 0
Students without Disabilities 32 67 99 1 30 69 99 1 16 83 99 1
Economically Disadvantaged 26 72 98 2 23 77 99 1 12 88 100 0
Not Economically Disadvantaged 34 65 100 0 36 63 99 1 19 80 98 2
English Learners < < 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 75 89 11 16 73 89 11 16 74 90 10
Female 12 77 89 11 14 74 89 11 13 76 89 11
Male 16 73 89 11 18 71 89 11 19 71 91 9
American Indian < < 100 0 < < 100 0
Asian 38 62 100 0 < < 100 0 < < 100 0
Black 13 70 83 18 5 74 79 21 11 68 79 21
Hispanic 26 61 87 13 6 71 76 24 16 68 84 16
White 14 75 89 11 16 73 89 11 16 74 90 10
Two or more races 13 69 81 19 8 83 92 8 16 74 90 10
Students with Disabilities 8 58 66 34 6 56 62 38 8 61 70 30
Students without Disabilities 15 78 93 7 17 75 92 8 18 76 93 7
Economically Disadvantaged 11 74 85 15 11 73 84 16 12 74 85 15
Not Economically Disadvantaged 17 76 94 6 23 72 95 5 23 73 96 4
English Learners < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care 11 61 72 28 9 45 55 45
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 28 55 83 17 23 65 89 11 25 64 89 11
Female 26 55 82 18 22 64 85 15 21 65 86 14
Male 30 54 84 16 25 67 92 8 29 62 92 8
Black 23 54 77 23 7 73 80 20 < < < <
Hispanic < < 100 0 < < < < < < < <
White 27 55 83 17 24 65 89 11 26 64 89 11
Two or more races < < 100 0 < < 100 0 20 67 87 13
Students with Disabilities 15 47 63 38 8 58 66 34 14 61 75 25
Students without Disabilities 31 56 88 12 26 67 93 7 27 64 92 8
Economically Disadvantaged 23 57 80 20 17 69 86 14 18 68 86 14
Not Economically Disadvantaged 36 52 88 12 35 58 94 6 39 56 95 5
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 5 82 88 12 9 74 84 16 14 74 88 12
Female 5 82 86 14 8 74 82 18 11 77 88 12
Male 6 83 89 11 10 75 85 15 17 72 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < 18 45 64 36
Hispanic < < < < < < < < < < < <
White 5 83 88 12 9 75 84 16 14 74 89 11
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 7 61 68 32 4 59 63 37 8 58 65 35
Students without Disabilities 5 86 91 9 10 77 87 13 15 78 93 7
Economically Disadvantaged 4 80 85 15 6 71 76 24 10 73 83 17
Not Economically Disadvantaged 6 84 91 9 14 78 92 8 20 75 95 5
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 76 91 9 17 72 89 11 14 77 91 9
Female 14 78 92 8 17 75 92 8 10 81 91 9
Male 15 74 89 11 17 68 85 15 18 72 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White 14 77 91 9 17 72 89 11 14 76 91 9
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 1 67 69 31 2 49 51 49 - 59 59 41
Students without Disabilities 17 78 95 5 19 75 93 7 16 79 95 5
Economically Disadvantaged 9 77 86 14 11 74 85 15 11 75 86 14
Not Economically Disadvantaged 19 76 95 5 27 68 95 5 18 79 97 3
Military Connected < < 100 0
Foster Care < < < < < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 80 96 4 18 78 95 5 13 58 71 29
Female 16 80 96 4 14 82 95 5 8 54 62 38
Male 17 80 97 3 23 73 95 5 18 64 82 18
Asian < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 16 80 96 4 18 78 96 4 13 58 71 29
Two or more races < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 16 80 97 3 18 78 95 5 13 58 71 29
Economically Disadvantaged 16 79 95 5 13 78 91 9 8 46 54 46
Not Economically Disadvantaged 16 81 97 3 20 78 98 2 18 73 91 9
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 8 83 90 10 11 79 89 11 9 84 93 7
Female 5 86 91 9 8 81 89 11 8 84 92 8
Male 11 79 90 10 13 76 89 11 10 83 94 6
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 8 83 91 9 11 79 90 10 8 85 93 7
Two or more races < < < < < < < < < < < <
Students with Disabilities 2 62 64 36 2 59 61 39 - 78 78 23
Students without Disabilities 9 85 94 6 12 82 94 6 10 84 95 5
Economically Disadvantaged 4 81 85 15 7 78 85 15 5 84 89 11
Not Economically Disadvantaged 12 84 96 4 17 79 96 4 14 83 97 3
Military Connected < < 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 32 61 94 6 30 62 93 7 27 63 90 10
Female 27 66 93 7 26 66 92 8 21 70 90 10
Male 37 57 94 6 35 58 93 7 33 56 90 10
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 24 62 86 14 19 65 84 16 19 67 86 14
Hispanic 50 44 94 6 14 79 93 7 17 75 92 8
Native Hawaiian < < 100 0 < < 100 0
White 32 62 94 6 31 62 93 7 27 63 90 10
Two or more races 25 69 94 6 35 65 100 0 24 65 88 12
Students with Disabilities 13 60 73 27 13 57 70 30 14 52 66 34
Students without Disabilities 35 62 96 4 33 63 96 4 30 65 94 6
Economically Disadvantaged 27 64 91 9 24 65 89 11 21 65 86 14
Not Economically Disadvantaged 38 59 97 3 39 58 97 3 36 59 96 4
English Learners < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0
Foster Care 17 25 42 58 < < < <
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 28 64 93 7 23 67 90 10 12 63 75 25
Female 20 71 91 9 19 72 91 9 7 76 83 17
Male 35 58 94 6 28 62 90 10 15 52 68 32
Asian < < 100 0 < < 100 0
Black < < 100 0 10 70 80 20 < < < <
Hispanic < < 100 0 < < < <
White 28 65 92 8 24 67 90 10 12 63 75 25
Two or more races < < < <
Students with Disabilities 4 59 63 38 5 46 51 49 - 41 41 59
Students without Disabilities 31 65 97 3 26 70 96 4 15 70 85 15
Economically Disadvantaged 20 68 88 13 16 68 85 15 11 56 67 33
Not Economically Disadvantaged 37 61 98 2 32 65 97 3 14 78 92 8
English Learners < < 100 0
Military Connected < < < <
Foster Care < < < < < < < <
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 19 76 95 5 15 73 89 11 19 72 91 9
Female 14 82 95 5 13 74 87 13 16 75 91 9
Male 25 71 95 5 18 72 90 10 22 70 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 20 76 95 5 15 73 88 12 19 72 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 9 66 74 26 2 68 70 30 5 66 70 30
Students without Disabilities 20 77 97 3 18 75 93 7 21 73 94 6
Economically Disadvantaged 13 80 93 7 13 71 84 16 12 77 89 11
Not Economically Disadvantaged 27 71 98 2 20 77 97 3 28 67 94 6
English Learners < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 78 98 2 22 75 97 3 9 90 99 1
Female 13 85 98 2 17 78 95 5 3 96 99 1
Male 29 69 98 2 29 70 99 1 16 83 99 1
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 19 79 98 2 23 74 97 3 10 89 99 1
Two or more races < < 100 0 < < 100 0
Students with Disabilities 9 91 100 0 < < < < < < 100 0
Students without Disabilities 20 78 98 2 22 75 97 3 9 90 99 1
Economically Disadvantaged 22 75 96 4 14 82 96 4 7 91 97 3
Not Economically Disadvantaged 19 80 99 1 29 67 97 3 11 89 100 0
English Learners < < 100 0
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 31 61 92 8 32 60 92 8 23 63 86 14
Female 34 59 93 7 31 61 92 8 19 65 83 17
Male 28 62 90 10 33 60 92 8 27 61 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < 9 73 82 18
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 30 61 92 8 32 60 92 8 23 63 86 14
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 5 66 71 29 10 57 68 32 2 50 52 48
Students without Disabilities 35 60 95 5 36 61 97 3 28 65 93 7
Economically Disadvantaged 22 67 89 11 23 65 88 12 13 69 82 18
Not Economically Disadvantaged 41 54 95 5 44 54 98 2 39 53 92 8
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
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 57 35 92 8 54 42 97 3 49 44 93 7
Female 52 37 89 11 47 49 97 3 38 56 94 6
Male 61 32 94 6 61 36 96 4 59 33 92 8
Black 30 40 70 30 < < < < 60 20 80 20
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 58 34 92 8 55 41 97 3 49 44 93 7
Two or more races < < 100 0 57 43 100 0 < < 100 0
Students with Disabilities 22 54 75 25 20 63 83 17 23 50 73 27
Students without Disabilities 63 32 94 6 60 39 99 1 54 43 97 3
Economically Disadvantaged 51 39 90 10 46 49 95 5 40 50 90 10
Not Economically Disadvantaged 65 28 93 7 67 31 99 1 65 33 98 2
Military Connected < < 100 0
Foster Care < < 100 0 < < 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
< = 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-kindergarten217211245
Kindergarten380413416
Grade 1442390395
Grade 2452435389
Grade 3445451436
Grade 4464444445
Grade 5415466444
Grade 6429398476
Grade 7435436396
Grade 8408424437
Grade 9471397414
Grade 10469456382
Grade 11425452424
Grade 12437454456
Post Graduate-12
Total Students5,8895,8285,757

< = 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 Students588958285757
Female287128452804
Male301829832953
American Indian132
Asian252018
Black103120124
Hispanic595455
Native Hawaiian655
White561955675494
Two or more races765959
Students with Disabilities785783815
Students without Disabilities510450454942
Economically Disadvantaged313234723418
Not Economically Disadvantaged275723562339
English Learners322720
Not English Learners585758015737
Homeless225187222
Military Connected222122
Foster Care513950
< = 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 177 256 12 0 15 2
State 50983 36029 2739 1053 5386 1766
Female Division 103 95 4 0 7 1
State 27838 15825 923 368 1911 652
Male Division 74 161 8 0 8 1
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division < < < < 0 <
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 170 249 12 0 14 2
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < < <
State 2468 1543 85 58 160 72
Students with Disabilities Division 2 39 12 0 6 1
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 69 171 12 0 10 2
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division 2 9 1 0 0 0
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < 0 <
State 35 175 31 10 57 15
< = 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 Students4624459644596153
Female210202962029673
Male252243962439683
Asian<<100<10000
Black<<100<10000
Hispanic<<100<10000
White4474319643196143
Two or more races<<<<<<<
Students with Disabilities6153875387610
Economically Disadvantaged2642529625296104
English Learners<<100<10000
Homeless12121001210000
Military Connected<<100<10000
Foster Care<<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 2016-20172017-2018
Advanced Placement Test Taken12 / .67%20 / 1.14%
Advanced Placement Course Enrollment12 / .67%32 / 1.82%
Dual Enrollment359 / 19.92%385 / 21.89%
Governor's School Enrollment59 / 3.27%91 / 5.17%
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

2016-2017 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.
2016-2017 FGI cohort year (students entering high school in 2013)
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 StudentsDivision39622743
State83,31058,98329
FemaleDivision18812633
State42,04632,13924
MaleDivision20810151
State41,26426,84435
AsianDivision<<100
State5,5904,89312
BlackDivision<<100
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision36920744
State45,92633,47627
Two or more racesDivision11110
State3,8212,77427
Students with DisabilitiesDivision38<100
State6,7843,33551
Economically DisadvantagedDivision23011251
State24,87113,98444
English LearnersDivision<<100
State4,9222,97340
American IndianDivision--100
State24615338
Native HawaiianDivision--100
State1257639
< = 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 AssessmentsDivision33315
 State4,1393,6233,525
State LicensuresDivision332529
 State2,4402,2791,881
Industry CertificationDivision823744858
 State99,894109,275104,601
Total Credentials EarnedDivision889800892
 State137,248157,490160,248
Students Earning One or More CredentialsDivision606609648
 State109,089126,113128,672
CTE CompletersDivision303256335
 State42,40440,51641,438
Workplace ReadinessDivision---
 State30,77542,31350,241
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
2012-2013Division2,424.006,199.001,069.00
State5,761.004,621.00875.00
2013-2014Division2,524.006,205.00967.00
State5,807.004,651.00784.00
2014-2015Division2,800.005,929.00961.00
State5,933.004,819.00771.00
2015-2016Division2,009.006,065.00935.00
State6,084.004,849.00812.00
2016-2017Division2,250.006,336.001,020.00
State6,248.005,052.00871.00

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 Students4,6409084,6508884,539813
Female2,2444462,2814062,199415
Male2,3964622,3694822,340398
American Indian<<<<<<
Asian240190171
Black8219101118723
Hispanic44134474011
Native Hawaiian<<<<<<
White4,4288594,4138564,319769
Two or more races57166614718
Students with Disabilities604169610177641152
Economically Disadvantaged2,5497182,6647282,585671
English Learners275221145
Homeless160491484016253
< = 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 34
Offenses Against Staff <
Weapons Offenses 13
Property Offenses <
All Other Offenses 13
Other Offenses Against Persons 173
Disorderly or Disruptive Behavior Offenses 183
Alcohol, Tobacco, and Other Drug Offenses 66
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 Indian00.1
Asian0.40.3
Black1.72.12.13.4
Hispanic11.40.91.1
Native Hawaiian0.10.1
White95.495.895.592.9
Two or more races1.30.712.6
< = 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 Indian00.1
Asian0.40.3
Black1.72.1
Hispanic10.9
Native Hawaiian0.10.1
White95.495.550
Two or more races1.3150
< = 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 Indian00.1
Asian0.40.3
Black1.72.1
Hispanic10.9
Native Hawaiian0.10.1
White95.495.5
Two or more races1.31
< = 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 59.272.177.7
< = 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 3936.137.7
< = 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 70.567.569.9
< = 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

2016-2017 Grades K-7 Student Teacher Ratio: 13.78 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 10.69 : 1

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

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools - 0.7% 0.5% 1.5% 3% 1.5%
High Poverty - 2.7% 0.5% 1.3% 3% 1.3%
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

< = 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 at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education0%0%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201754%38%1%7%
2017-201855%37%1%7%
< = 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 Students85%86%73%75%
Asian<98%87%75%
Black76%74%60%75%
Hispanic76%75%63%75%
White85%87%81%75%
Economically Disadvantaged80%82%62%75%
English Learners<50%53%75%
Students with Disabilities58%62%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students90%91%74%70%
Asian<100%89%70%
Black86%86%60%70%
Hispanic83%87%64%70%
White90%91%81%70%
Economically Disadvantaged87%89%63%70%
English Learners<58%57%70%
Students with Disabilities71%73%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students89%
Asian<
Black86%
Hispanic<
White89%
Economically Disadvantaged85%
English Learners<
Students with Disabilities71%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students87%90%
Asian<<
Black80%85%
Hispanic85%89%
White87%90%
Economically Disadvantaged83%87%
English Learners<<
Students with Disabilities67%75%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students93%84%84%
Asian<90%84%
Black<82%84%
Hispanic<81%84%
White93%86%84%
Economically Disadvantaged92%78%84%
English Learners<65%84%
Students with Disabilities73%56%84%
Homeless82%--
Foster Care<--

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students16%16%9%10%
Asian--5%10%
Black10%13%9%10%
Hispanic14%15%9%10%
White16%16%9%10%
Economically Disadvantaged21%21%13%10%
English Learners4%9%8%10%
Students with Disabilities22%21%14%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for 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 Progress83%46%58%
English Learner Proficiency25%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress101283%
English Learner Proficiency41625%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students97%99%99%
Asian<<<
Black97%99%100%
Hispanic100%100%<
White97%99%99%
Economically Disadvantaged96%99%99%
Not Economically Disadvantaged99%100%99%
English Learners<<<
Students with Disabilities93%99%98%
Students without Disabilities98%99%99%
Female98%99%99%
Male97%100%99%
Migrant---

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

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 58%
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 71%
State 81%
Wise County Public Schools to top