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Wise County Public Schools

General school information

Division: Wise County Public Schools
Address: 628 Lake Street NE Wise, VA 24293
Superintendent: Dr. Gregory Clark Mullins
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course reading test. Use the drop down menu above the chart to view the results for a specific reading test. Use the menu below the chart to select assessment results for a specific group of students.

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

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

Overall Student Performance: Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 87 71 13 21 88 67 12 16 85 69 15
Female 17 89 72 11 22 89 67 11 17 87 70 13
Male 15 85 70 15 20 87 67 13 15 82 68 18
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 21 95 74 5 43 100 57 0 < 100 < 0
Black 10 72 62 28 15 75 60 25 5 74 68 26
Hispanic 14 79 64 21 25 75 50 25 3 77 73 23
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 16 87 71 13 21 88 68 12 16 85 69 15
Two or more races 14 93 79 7 14 92 78 8 12 81 69 19
Students with Disabilities 10 62 52 38 13 64 51 36 10 58 48 42
Economically Disadvantaged 12 84 72 16 15 84 69 16 12 79 68 21
English Learners < < < < < 100 < 0 < < < <
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 84 67 16 24 86 62 14 17 81 64 19
Female 16 84 68 16 25 87 62 13 19 86 67 14
Male 18 83 65 17 24 85 61 15 16 77 62 23
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 17 84 67 16 25 87 61 13 18 81 63 19
Two or more races < 100 < 0 8 92 85 8 < 100 < 0
Students with Disabilities 2 55 53 45 20 64 45 36 20 59 39 41
Economically Disadvantaged 11 80 69 20 18 82 64 18 13 76 64 24
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 86 67 14 26 88 62 12 20 89 69 11
Female 21 90 69 10 26 87 62 13 22 90 68 10
Male 19 83 64 17 26 89 63 11 17 88 71 12
Black 8 83 75 17 10 70 60 30 < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 20 86 66 14 26 88 63 12 20 89 69 11
Two or more races < 100 < 0 < 100 < 0 8 85 77 15
Students with Disabilities 10 68 58 32 7 63 56 37 10 71 61 29
Economically Disadvantaged 14 86 72 14 17 86 69 14 16 86 70 14
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 83 61 17 23 82 59 18 19 82 62 18
Female 23 84 61 16 23 85 62 15 18 82 64 18
Male 22 83 61 17 23 80 56 20 21 81 60 19
Black < < < < 17 83 67 17 7 57 50 43
Hispanic < < < < < < < < < < < <
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 84 61 16 23 82 59 18 20 82 62 18
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 16 55 39 45 11 58 46 42 8 50 42 50
Economically Disadvantaged 19 77 58 23 19 79 60 21 14 76 62 24
English Learners < 100 < 0 < < < <
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 85 67 15 26 87 61 13 14 86 72 14
Female 19 88 69 12 29 86 57 14 16 86 70 14
Male 17 83 66 17 23 88 64 12 12 85 73 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < - 87 87 13
Hispanic < < < < < < < < < < < <
Native Hawaiian < 100 < 0 < 100 < 0
White 17 86 68 14 26 88 62 12 14 86 72 14
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities 9 67 58 33 16 64 48 36 8 60 51 40
Economically Disadvantaged 14 80 66 20 17 82 65 18 9 84 75 16
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 91 74 9 21 90 69 10 19 88 69 12
Female 19 94 75 6 26 94 67 6 22 92 70 8
Male 14 88 73 12 16 87 71 13 18 86 68 14
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < 10 60 50 40
Hispanic < < < < < < < < < < < <
White 17 91 74 9 20 90 70 10 20 89 69 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 12 70 58 30 12 75 63 25 9 65 56 35
Economically Disadvantaged 12 90 78 10 17 86 70 14 13 85 72 15
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 86 73 14 16 87 71 13 16 83 67 17
Female 15 86 71 14 16 90 74 10 17 88 71 12
Male 11 87 76 13 16 84 68 16 15 78 63 22
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 13 87 74 13 16 88 72 12 16 82 67 18
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 12 57 45 43 9 60 52 40 8 56 48 44
Economically Disadvantaged 10 83 73 17 9 84 75 16 10 73 63 27
English Learners < 100 < 0 < < < <
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 7 93 86 7 7 96 89 4 5 84 80 16
Female 8 96 88 4 8 97 89 3 6 87 82 13
Male 6 91 85 9 6 96 90 4 4 81 78 19
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 - 64 64 36
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 7 93 86 7 7 96 89 4 5 85 80 15
Two or more races 20 90 70 10 < 100 < 0 < < < <
Students with Disabilities 7 63 56 37 22 67 44 33 7 42 35 58
Economically Disadvantaged 4 92 88 8 6 96 89 4 5 77 72 23
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

Overall Student Performance: Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 84 66 16 29 89 60 11 28 85 58 15
Female 25 90 65 10 36 92 56 8 34 91 57 9
Male 12 79 67 21 22 86 64 14 21 80 59 20
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 13 75 63 25 15 92 77 8 6 75 69 25
Hispanic < < < < < < < < < < < <
White 19 85 66 15 29 89 60 11 28 86 57 14
Two or more races 8 75 67 25 < < < < < < < <
Students with Disabilities 9 45 36 55 13 53 40 47 14 46 32 54
Economically Disadvantaged 13 80 67 20 21 84 63 16 18 77 59 23
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 81 61 19 30 83 53 17 22 78 56 22
Female 27 87 60 13 39 88 48 12 26 86 60 14
Male 13 74 61 26 19 77 58 23 17 70 53 30
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 21 82 61 18 30 83 53 17 22 78 56 22
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 5 37 32 63 10 46 36 54 8 42 34 58
Economically Disadvantaged 15 74 60 26 22 78 56 22 12 68 56 32
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 88 71 12 27 96 68 4 34 93 60 7
Female 22 92 70 8 31 97 66 3 42 96 54 4
Male 11 84 73 16 24 94 70 6 25 90 66 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < < < < < 100 < 0 < < < <
White 17 88 71 12 27 96 68 4 35 94 59 6
Two or more races 10 90 80 10 < 100 < 0 < < < <
Students with Disabilities 16 59 44 41 21 74 53 26 38 62 23 38
Economically Disadvantaged 11 87 76 13 20 91 71 9 26 88 63 12
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

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

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 92 71 8 21 92 71 8 19 90 70 10
Female 22 93 71 7 23 93 71 7 20 91 71 9
Male 20 90 70 10 20 91 72 9 18 88 69 12
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 67 100 33 0 62 100 38 0 73 100 27 0
Black 11 86 75 14 12 87 75 13 5 83 78 17
Hispanic 24 91 68 9 22 92 70 8 17 86 69 14
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 21 92 71 8 21 92 71 8 20 90 70 10
Two or more races 21 96 75 4 18 92 74 8 11 86 75 14
Students with Disabilities 11 75 64 25 12 77 65 23 10 70 60 30
Economically Disadvantaged 16 89 73 11 15 90 75 10 13 86 73 14
English Learners < 100 < 0 < 100 < 0 < < < <
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 88 69 12 16 86 70 14 14 84 71 16
Female 16 89 73 11 18 85 67 15 13 87 74 13
Male 23 87 65 13 15 88 73 12 14 82 68 18
Black < < < < < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < < < < < 100 < 0
White 20 88 68 12 17 87 70 13 14 84 70 16
Two or more races < 100 < 0 - 75 75 25 < < < <
Students with Disabilities 3 60 57 40 18 70 52 30 9 62 53 38
Economically Disadvantaged 15 85 70 15 12 82 70 18 11 80 70 20
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 88 60 13 27 91 64 9 26 93 67 7
Female 26 88 62 12 22 90 68 10 24 93 69 7
Male 29 87 58 13 31 92 60 8 28 93 65 7
Black 25 75 50 25 - 90 90 10 < < < <
Hispanic < 100 < 0 < 100 < 0 < < < <
White 27 88 61 12 28 91 63 9 27 94 66 6
Two or more races < < < < < 100 < 0 - 86 86 14
Students with Disabilities 16 72 57 28 16 75 58 25 14 77 63 23
Economically Disadvantaged 22 86 64 14 19 89 69 11 18 91 73 9
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 31 90 60 10 26 91 65 9 24 86 62 14
Female 33 91 58 9 27 91 64 9 24 85 61 15
Male 29 90 61 10 25 90 65 10 23 86 63 14
Black < < < < 8 83 75 17 - 64 64 36
Hispanic < 100 < 0 < 100 < 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 31 91 60 9 26 91 65 9 25 87 62 13
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 14 66 53 34 11 75 63 25 7 65 58 35
Economically Disadvantaged 25 86 61 14 19 91 73 9 16 83 67 17
English Learners < 100 < 0 < < < <
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 95 68 5 24 96 71 4 21 92 71 8
Female 29 97 69 3 26 96 70 4 20 92 72 8
Male 25 92 68 8 23 95 72 5 21 91 70 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < - 80 80 20
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
Native Hawaiian < 100 < 0 < 100 < 0
White 26 95 68 5 25 96 71 4 21 92 71 8
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 14 78 64 22 13 85 72 15 8 78 69 22
Economically Disadvantaged 20 95 74 5 15 93 78 7 13 90 77 10
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 88 74 12 11 85 75 15 9 71 62 29
Female 12 90 78 10 13 89 76 11 6 70 63 30
Male 16 86 70 14 9 82 73 18 11 72 61 28
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 13 88 75 12 10 85 75 15 9 70 61 30
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 14 74 60 26 9 68 59 32 12 60 48 40
Economically Disadvantaged 10 86 77 14 10 82 72 18 8 69 61 31
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 96 80 4 29 97 67 3 20 93 73 7
Female 17 95 77 5 32 98 67 2 25 96 71 4
Male 13 97 84 3 27 95 68 5 16 91 75 9
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 30 90 60 10 < 100 < 0
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 15 96 80 4 28 97 68 3 20 93 73 7
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 13 78 65 22 15 81 66 19 6 69 63 31
Economically Disadvantaged 12 94 82 6 24 95 71 5 12 90 78 10
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 92 81 8 11 95 84 5 17 93 76 7
Female 15 97 82 3 13 97 84 3 18 96 78 4
Male 8 88 79 12 9 94 85 6 16 90 74 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 100 100 0 < 100 < 0 20 90 70 10
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 11 92 81 8 11 95 84 5 16 93 77 7
Students with Disabilities - 82 82 18 2 80 79 20 3 69 66 31
Economically Disadvantaged 9 89 80 11 5 94 90 6 13 88 76 12
English Learners < 100 < 0
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 90 77 10 14 89 75 11 13 92 79 8
Female 15 92 77 8 17 91 74 9 16 95 79 5
Male 12 88 77 12 11 88 77 12 10 90 80 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 13 90 77 10 14 90 76 10 13 92 79 8
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 6 94 88 6 - 81 81 19 5 80 75 20
Economically Disadvantaged 9 86 77 14 7 82 76 18 6 89 82 11
English Learners < 100 < 0 < 100 < 0 < 100 < 0
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 36 100 64 0 31 99 68 1 29 99 70 1
Female 38 100 62 0 33 99 66 1 29 99 69 1
Male 33 100 67 0 29 99 70 1 29 99 71 1
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 36 100 64 0 31 99 68 1 29 99 70 1
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < 100 < 0 8 92 83 8
Economically Disadvantaged 31 100 69 0 26 98 72 2 23 99 77 1
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Science

Science Performance: All Students

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

Virginia public school students are assessed in science in grades 5 and 8 and at the end of the following secondary courses: Earth Science, Biology, and Chemistry. Before 2014, students also were assessed in science in grade 4. Use the drop down menu above the chart to select results for a specific science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s Science Standards of Learning identify academic content for essential components of the science curriculum at different grade levels. Standards are identified for kindergarten through grade five, for middle school, and for a core set of high school courses — Earth Science, Biology, Chemistry, and Physics. Throughout a student’s science schooling from kindergarten through grade six, content strands, or topics are included. The Standards of Learning in each strand progress in complexity as they are studied at various grade levels in grades K-6, and are represented indirectly throughout the high school courses.

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

Overall Student Performance: Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 90 74 10 14 89 75 11 16 89 73 11
Female 14 89 75 11 12 89 77 11 14 89 74 11
Male 18 91 73 9 16 89 73 11 18 89 71 11
Asian < < < < 38 100 62 0 < 100 < 0
Black 5 81 76 19 13 83 70 18 5 79 74 21
Hispanic 9 86 77 14 26 87 61 13 6 76 71 24
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 16 90 74 10 14 89 75 11 16 89 73 11
Two or more races 27 87 60 13 13 81 69 19 8 92 83 8
Students with Disabilities 9 66 57 34 8 66 58 34 6 62 56 38
Economically Disadvantaged 12 86 74 14 11 85 74 15 11 84 73 16
English Learners < 100 < 0 < < < < < < < <
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 33 90 57 10 28 83 55 17 23 89 65 11
Female 32 86 54 14 26 82 55 18 22 85 64 15
Male 33 93 60 7 30 84 54 16 25 92 67 8
Black < < < < 23 77 54 23 7 80 73 20
Hispanic < < < < < 100 < 0 < < < <
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 34 91 57 9 27 83 55 17 24 89 65 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 21 68 47 32 15 63 47 38 8 66 58 34
Economically Disadvantaged 23 86 63 14 23 80 57 20 17 86 69 14
English Learners < 100 < 0 < 100 < 0
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 6 82 76 18 5 88 82 12 9 84 74 16
Female 5 82 77 18 5 86 82 14 8 82 74 18
Male 7 82 76 18 6 89 83 11 10 85 75 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 6 82 76 18 5 88 83 12 9 84 75 16
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities 5 49 44 51 7 68 61 32 4 63 59 37
Economically Disadvantaged 3 77 73 23 4 85 80 15 6 76 71 24
English Learners < 100 < 0 < < < < < < < <
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 94 80 6 14 91 76 9 17 89 72 11
Female 14 93 79 7 14 92 78 8 17 92 75 8
Male 15 95 80 5 15 89 74 11 17 85 68 15
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < 100 < 0 < < < < < < < <
White 14 94 79 6 14 91 77 9 17 89 72 11
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities - 75 75 25 1 69 67 31 2 51 49 49
Economically Disadvantaged 11 91 79 9 9 86 77 14 11 85 74 15
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 96 79 4 16 96 80 4 18 95 78 5
Female 14 96 82 4 16 96 80 4 14 95 82 5
Male 21 97 76 3 17 97 80 3 23 95 73 5
Black < 100 < 0 < 100 < 0 < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 16 96 80 4 16 96 80 4 18 96 78 4
Two or more races < < < < < 100 < 0
Students with Disabilities < 100 < 0 < < < < < 100 < 0
Economically Disadvantaged 16 98 82 2 16 95 79 5 13 91 78 9
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 91 79 9 8 90 83 10 11 89 79 11
Female 9 92 83 8 5 91 86 9 8 89 81 11
Male 16 90 75 10 11 90 79 10 13 89 76 11
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < < < < < < < <
Hispanic < 100 < 0 < < < < < 100 < 0
White 12 92 79 8 8 91 83 9 11 90 79 10
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities - 70 70 30 2 64 62 36 2 61 59 39
Economically Disadvantaged 8 88 79 12 4 85 81 15 7 85 78 15
English Learners < 100 < 0 < 100 < 0
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

Virginia public school students are assessed in history and social science following instruction in Virginia Studies in elementary school, Civics and Economics in middle school, and at the conclusion of the following secondary courses: World History and Geography to 1500, World History and Geography 1500 to the Present, World Geography, and Virginia and U.S. History. Use the drop down menu above the chart to select a specific history or social science test. Use the menu below the chart to select assessment results for a specific group of students.

Virginia’s History and Social Science Standards of Learning are designed to

  • develop the knowledge and skills of history, geography, civics, and economics that enable students to place the people, ideas, and events that have shaped our state and our nation in perspective;
  • instill in students a thoughtful pride in the history of America through an understanding that what “We the People of the United States” launched more than two centuries ago was not a perfect union, but a continual effort to build a “more perfect” union, one which has become the world’s most successful example of constitutional self-government;
  • enable students to understand the basic values, principles, and operation of American constitutional democracy;
  • prepare students for informed, responsible, and participatory citizenship;
  • develop students’ skills in debate, discussion, and writing; and
  • provide students with a framework for continuing education in history and the social sciences.

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

Overall Student Performance: History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 28 94 66 6 32 94 61 6 30 93 62 7
Female 23 93 69 7 27 93 66 7 26 92 66 8
Male 32 94 62 6 37 94 57 6 35 93 58 7
Asian 50 100 50 0 < 100 < 0 < 100 < 0
Black 18 95 77 5 24 86 62 14 19 84 65 16
Hispanic 22 87 65 13 50 94 44 6 14 93 79 7
White 28 94 66 6 32 94 62 6 31 93 62 7
Two or more races 17 94 78 6 25 94 69 6 35 100 65 0
Students with Disabilities 13 73 60 27 13 73 60 27 13 70 57 30
Economically Disadvantaged 22 92 69 8 27 91 64 9 24 89 65 11
English Learners < 100 < 0 < < < < < 100 < 0
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 95 74 5 28 93 64 7 23 90 67 10
Female 15 94 80 6 20 91 71 9 19 91 72 9
Male 26 96 70 4 35 94 58 6 28 90 62 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 10 80 70 20
Hispanic < 100 < 0 < 100 < 0 < < < <
White 21 95 73 5 28 92 65 8 24 90 67 10
Two or more races 20 100 80 0 < < < <
Students with Disabilities - 73 73 28 4 63 59 38 5 51 46 49
Economically Disadvantaged 16 93 77 7 20 88 68 13 16 85 68 15
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 93 74 7 19 95 76 5 15 89 73 11
Female 16 93 77 7 14 95 82 5 13 87 74 13
Male 22 93 70 7 25 95 71 5 18 90 72 10
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 100 100 0 < < < < < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 20 93 73 7 20 95 76 5 15 88 73 12
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities 4 70 66 30 9 74 66 26 2 70 68 30
Economically Disadvantaged 11 89 78 11 13 93 80 7 13 84 71 16
English Learners < 100 < 0
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 97 76 3 20 98 78 2 22 97 75 3
Female 15 96 81 4 13 98 85 2 17 95 78 5
Male 27 98 71 2 29 98 69 2 29 99 70 1
Asian < 100 < 0 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic < < < < < 100 < 0 < 100 < 0
White 21 97 76 3 19 98 79 2 23 97 74 3
Two or more races < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 9 100 91 0 < < < <
Economically Disadvantaged 15 95 80 5 22 96 75 4 14 96 82 4
English Learners < 100 < 0 < 100 < 0
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 89 66 11 31 92 61 8 32 92 60 8
Female 22 88 66 12 34 93 59 7 31 92 61 8
Male 25 92 66 8 28 90 62 10 33 92 60 8
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < < < < < 100 < 0 < < < <
Hispanic < < < < < < < < < < < <
White 24 90 66 10 30 92 61 8 32 92 60 8
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities 6 58 53 42 5 71 66 29 10 68 57 32
Economically Disadvantaged 17 87 70 13 22 89 67 11 23 88 65 12
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 52 95 43 5 57 92 35 8 54 97 42 3
Female 47 95 48 5 52 89 37 11 47 97 49 3
Male 56 95 38 5 61 94 32 6 61 96 36 4
Asian < 100 < 0
Black 42 92 50 8 30 70 40 30 < < < <
Hispanic < 100 < 0 < 100 < 0 < 100 < 0
White 52 95 43 5 58 92 34 8 55 97 41 3
Two or more races < 100 < 0 < 100 < 0 57 100 43 0
Students with Disabilities 21 79 59 21 22 75 54 25 20 83 63 17
Economically Disadvantaged 45 95 49 5 51 90 39 10 46 95 49 5
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

Elementary schools use Virginia Department of Education-approved diagnostic assessments to measure children’s knowledge of the following literacy fundamentals: phonological awareness, alphabet recognition, concept of word, knowledge of letter sounds and spelling. These assessments provide a direct means of matching literacy instruction to specific literacy needs and provide a means of identifying children who are behind in their acquisition of these skills and therefore eligible for services through the commonwealth’s Early Intervention Reading Initiative.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 86.77 State: 89.72 Division: 87.96 State: 88.34 Division: 84.86 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

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 Graduate012
Total Students5,8895,8285,757
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status.

The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports.

A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All 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
Foster Care513950
Military Connected222122
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 177 256 12 0 15 2
State 50983 36022 2734 1046 5399 1777
Female Division 103 95 4 0 7 1
State 27838 15824 920 366 1921 654
Male Division 74 161 8 0 8 1
State 23145 20198 1814 680 3478 1123
Asian Division < < < < 0 <
State 5026 1195 70 18 91 37
Black Division < < < < 0 <
State 7955 11092 1113 243 1359 742
Hispanic Division < < < < 0 <
State 5086 5584 317 105 2171 325
White Division 170 249 12 0 14 2
State 30222 16424 1138 618 1586 589
Two or more races Division < < < < < <
State 2468 1543 86 58 162 72
Students with Disabilities Division 2 39 12 0 6 1
State 1056 6507 2734 137 1105 108
Economically Disadvantaged Division 69 171 12 0 10 2
State 10704 17348 1682 460 2637 1090
English Learners Division < < < < 0 <
State 1418 3759 272 31 1845 117
Homeless Division 2 9 1 0 0 0
State 232 695 90 42 302 61
Foster Care Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students46244596.344596.3153.2
Female21020296.220296.273.3
Male25224396.424396.483.2
Asian0<100<10000
Black0<100<10000
Hispanic0<100<10000
White44743196.443196.4143.1
Two or more races0<<<<<<
Students with Disabilities615386.95386.969.8
Economically Disadvantaged26425295.525295.5103.8
English Learners0<100<10000
Homeless12121001210000
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken16 / .87%12 / .67%20 / 1.14%
Advanced Placement Course Enrollment26 / 1.42%12 / .67%32 / 1.82%
Dual Enrollment337 / 18.39%359 / 19.92%385 / 21.89%
Governor’s School Enrollment - 59 / 3.27%91 / 5.17%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 410 267 35
State 82483 57560 30
Female Division 198 142 28
State 41546 31230 25
Male Division 212 125 41
State 40937 26330 36
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8548 5341 38
White Division 396 257 35
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 28 14 50
State 5986 3008 50
Economically Disadvantaged Division 212 110 48
State 23516 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision33315
 State413936233479
State LicensuresDivision332529
 State244022791843
Industry CertificationDivision823744858
 State99894109275103743
Total Credentials EarnedDivision889800892
 State137248157490159306
Students Earning One or More CredentialsDivision606609648
 State109089126113128000
CTE CompletersDivision303256335
 State424044051641438
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 19 22 9 40.9%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 17 23 18 78.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 16 22 12 54.5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.4 71.5 69.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20152,850.005,879.00961.00
2015-20162,060.006,014.00935.00
2016-20172,305.006,282.001,020.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she 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
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students485684446409084650888
Female237641122444462281406
Male248043323964622369482
American Indian<<<<<<
Asian290240190
Black9812821910111
Hispanic4744413447
Native Hawaiian<<<<<<
White462581744288594413856
Two or more races511157166614
Students with Disabilities627138604169610177
Economically Disadvantaged282868525497182664728
English Learners261275221
Homeless173381604914840
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 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 <
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.0170.051
Asian0.4250.343
Black1.7492.112.0593.37
Hispanic1.0021.410.9271.12
Native Hawaiian0.1020.086
White95.41595.7795.52292.88
Two or more races1.2910.71.0122.62
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.0170.051
Asian0.4250.343
Black1.7492.059
Hispanic1.0020.927
Native Hawaiian0.1020.086
White95.41595.52250
Two or more races1.2911.01250
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.0170.051
Asian0.4250.343
Black1.7492.059
Hispanic1.0020.927
Native Hawaiian0.1020.086
White95.41595.522
Two or more races1.2911.012
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 57.8157.3859.25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 39.5937.8139
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 71.265.6770.48
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

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

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

2016-2017 Grades 8-12 Student Teacher Ratio: 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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional1%1%
Provisional Special Education0%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201653%40%1%6%
2016-201755%39%1%5%
2017-201856%37%1%6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long 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 Group​Current Rate​Three-Year Rate​Annual Target​Long 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 Group​Current 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 Group​Growth 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 Group​Current Rate​Annual Target​Long 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 Group​Current Rate​Three-Year Rate​Annual Target​Long 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 LearnersNumerator​Denominator​Rate
English Learner Progress101283%
English Learner Proficiency41625%
ESSA Participation Rates
Student Group​English 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).
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