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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)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Coeburn PrimaryAccredited
Union Primary SchoolAccredited
Wise PrimaryAccredited
High Schools
Central HighAccredited
Eastside HighAccredited
Union HighAccredited
Combined Schools
Coeburn MiddleAccredited
J.W. Adams CombinedAccredited
L.F. Addington MiddleAccredited
St. Paul ElementaryAccredited
Union MiddleAccredited

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 < < < < < < < <
Homeless 11 65 77 23 6 71 77 23 11 68 79 21
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
Homeless 13 73 87 13 24 41 65 35 27 40 67 33
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
Homeless 19 63 81 19 - 92 92 8 15 50 65 35
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 < < < < < < < <
Homeless 20 65 85 15 8 62 69 31 10 81 90 10
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
Homeless 6 65 71 29 - 85 85 15 5 86 90 10
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
Homeless 8 67 75 25 - 79 79 21 14 79 93 7
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
Homeless 7 59 67 33 - 70 70 30 - 73 73 27
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
Homeless < < < < 10 80 90 10 9 55 64 36
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
Homeless 19 47 66 34 6 61 67 33 - 69 69 31
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
Homeless 19 42 62 38 4 58 63 38 - 69 69 31
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
Homeless 15 70 86 14 9 75 84 16 12 79 91 9
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
Homeless 13 63 75 25 12 76 88 12 13 67 80 20
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
Homeless 27 60 87 13 - 92 92 8 15 75 90 10
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
Homeless - 90 90 10 23 62 85 15 15 70 85 15
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
Homeless - 82 82 18 8 85 92 8 14 86 100 0
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
Homeless 19 57 76 24 - 59 59 41 8 85 92 8
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
Homeless 28 69 97 3 5 75 80 20 7 79 86 14
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
Homeless - 100 100 0 14 71 86 14 - 95 95 5
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
Homeless 8 58 67 33 < < 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
Homeless < < 100 0 18 82 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 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
Homeless 12 68 81 19 8 69 77 23 7 81 88 12
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
Homeless 25 50 75 25 15 62 77 23 14 81 95 5
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
Homeless 4 75 79 21 - 63 63 38 - 77 77 23
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
Homeless - 90 90 10 8 75 83 17 6 81 88 13
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
Homeless < < 100 0 < < 100 0
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
Homeless 25 58 83 17 10 75 85 15 5 84 89 11
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
Homeless 27 59 86 14 12 74 86 14 16 70 87 13
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
Homeless 20 70 90 10 < < 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
Homeless 21 64 86 14 10 67 76 24 11 84 95 5
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
Homeless < < 100 0 < < 100 0 < < 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
Homeless 13 67 79 21 6 72 78 22 8 77 85 15
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
Homeless 56 38 94 6 25 75 100 0 28 56 83 17
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 2017-20182018-20192019-2020
Pre-kindergarten211245239
Kindergarten413416413
Grade 1390395417
Grade 2435389387
Grade 3451436389
Grade 4444445432
Grade 5466444438
Grade 6398476446
Grade 7436396466
Grade 8424437405
Grade 9397414421
Grade 10456382406
Grade 11452424360
Grade 12454456412
Post Graduate121
Total Students5,8285,7575,632

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

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students582857575632
Female284528042758
Male298329532874
American Indian324
Asian201819
Black120124114
Hispanic545560
Native Hawaiian556
White556754945342
Two or more races595987
Students with Disabilities783815827
Students without Disabilities504549424805
Economically Disadvantaged347234183339
Not Economically Disadvantaged235623392293
English Learners272017
Not English Learners580157375615
Homeless187222206
Military Connected212221
Foster Care395015
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

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

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

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

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

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 228 238 7 0 7 0
State 50715 36614 2715 1064 5504 1801
Female Division 136 92 3 0 2 0
State 27679 16161 917 351 2003 680
Male Division 92 146 4 0 5 0
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division < < < < 0 <
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 221 227 6 0 6 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < < <
State 2511 1633 110 56 137 79
Students with Disabilities Division 3 65 7 0 3 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 74 162 6 0 7 0
State 10701 18162 1634 523 2867 1096
Homeless Division 6 12 0 0 0 0
State 206 691 67 30 305 65
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
Foster Care Division < < < < < <
State 23 134 26 19 67 18
< = 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 Students480473994739972
Female233231992319921
Male247242982429852
Asian<<100<10000
Black<<100<10000
Hispanic<<100<10000
White460454994549961
Two or more races<<<<<<<
Students with Disabilities787596759634
Economically Disadvantaged249242972429773
Homeless18181001810000
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken12 / .67%20 / 1.14%27 / 1.61%
Advanced Placement Course Enrollment12 / .67%32 / 1.82%27 / 1.61%
Dual Enrollment359 / 19.92%385 / 21.89%364 / 21.72%
Governor's School Enrollment59 / 3.27%91 / 5.17%109 / 6.5%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2017-2018 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2017-2018 FGI cohort year (students entering high school in 2014)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision43225042
State85,89957,72533
FemaleDivision19813532
State43,22531,59927
MaleDivision23411551
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision41824142
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision401465
State7,2163,25655
Economically DisadvantagedDivision23912349
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
Native HawaiianDivision--100
State1428739
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsDivision3155
 State3,6233,5254,095
State LicensuresDivision252940
 State2,2791,8812,231
Industry CertificationDivision744858855
 State109,275104,601107,234
Total Credentials EarnedDivision800892900
 State157,490160,248158,452
Students Earning One or More CredentialsDivision609648656
 State126,113128,672126,041
CTE CompletersDivision256335307
 State40,51641,43840,209
Workplace ReadinessDivision---
 State42,31350,24144,892
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division2,009.006,065.00935.00
State6,084.004,849.00812.00
2016-2017Division2,250.006,336.001,020.00
State6,248.005,052.00871.00
2017-2018Division2,079.006,608.001,146.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,6669334,6508914,539813
Female2,2574592,2804082,199415
Male2,4094742,3704832,340398
American Indian<<<<<<
Asian240190171
Black8220101118723
Hispanic45154474011
Native Hawaiian<<<<<<
White4,4538814,4138594,319769
Two or more races57166614718
Students with Disabilities608171611177641152
Economically Disadvantaged2,5697352,6647312,585671
English Learners275221145
Homeless160521484016253
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 77
Disorderly or Disruptive Behavior Offenses 87
Other Offenses Against Persons 148
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 26
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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian00.10
Asian0.40.30.3
Black1.72.12.13.42.26.3
Hispanic11.40.91.11
Native Hawaiian0.10.10.1
White95.495.895.592.995.491.5
Two or more races1.30.712.612.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian00.10
Asian0.40.30.3
Black1.72.12.2
Hispanic10.91
Native Hawaiian0.10.10.1
White95.495.55095.4
Two or more races1.31501
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian00.10
Asian0.40.30.3
Black1.72.12.2
Hispanic10.91
Native Hawaiian0.10.10.1
White95.495.595.4
Two or more races1.311
< = 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

2017-2018 Grades K-7 Student Teacher Ratio: 11.89 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 10.72 : 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

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division2.3%0.4%
State7.3%1.8%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201754%38%1%7%
2017-201855%37%1%7%
2018-201956%36%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 Students87%86%73%75%
Asian<97%87%75%
Black69%73%60%75%
Hispanic84%77%63%75%
White87%87%81%75%
Economically Disadvantaged83%82%62%75%
English Learners<30%53%75%
Students with Disabilities62%61%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students94%92%74%70%
Asian<97%89%70%
Black85%87%60%70%
Hispanic88%86%64%70%
White95%92%81%70%
Economically Disadvantaged92%90%63%70%
English Learners<<57%70%
Students with Disabilities82%