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Wythe County Public Schools

General school information

Division: Wythe County Public Schools
Division Number: 97
Address: 1570 W Reservoir St Wytheville, VA 24382
Superintendent: Dr. Scott L. Jefferies
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.

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 67 83 17 18 68 86 14 17 69 85 15
Female 18 67 85 15 20 69 89 11 19 70 89 11
Male 14 67 81 19 16 68 84 16 15 67 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 44 56 100 0 38 54 92 8 < < 100 0
Black 6 60 65 35 10 67 78 22 13 58 71 29
Hispanic 12 74 85 15 13 75 88 13 11 69 80 20
Native Hawaiian < < < < < < < < < < < <
White 16 67 84 16 18 68 87 13 17 69 86 14
Two or more races 3 67 70 30 13 75 88 13 13 68 80 20
Students with Disabilities 11 39 50 50 16 50 67 33 16 44 60 40
Students without Disabilities 17 71 87 13 18 71 89 11 17 73 89 11
Economically Disadvantaged 11 64 76 24 12 69 81 19 13 66 78 22
Not Economically Disadvantaged 20 69 89 11 23 68 92 8 21 71 92 8
English Learners < < < < < < < < < < < <
Military Connected - 100 100 0 36 57 93 7
Foster Care - 77 77 23 13 67 79 21
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 18 63 81 19 22 59 81 19 24 61 85 15
Female 21 61 82 18 28 56 84 16 26 64 90 10
Male 16 65 80 20 18 61 79 21 22 58 80 20
Asian < < 100 0 < < < < < < 100 0
Black - 54 54 46 - 64 64 36 10 50 60 40
Hispanic < < 100 0 < < < < < < 100 0
White 19 64 82 18 23 59 82 18 25 61 86 14
Two or more races < < < < < < 100 0 8 75 83 17
Students with Disabilities 13 39 53 47 14 46 60 40 18 33 52 48
Students without Disabilities 19 67 86 14 24 62 86 14 25 65 89 11
Economically Disadvantaged 13 60 73 27 14 63 77 23 20 59 80 20
Not Economically Disadvantaged 24 67 91 9 30 55 86 14 27 63 90 10
Military Connected < < 100 0 < < 100 0
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 23 62 85 15 19 68 87 13 14 65 79 21
Female 28 62 89 11 17 69 86 14 21 62 83 17
Male 19 62 81 19 22 66 88 13 10 66 77 23
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 59 65 35 - 83 83 17 10 60 70 30
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 25 61 86 14 20 68 87 13 15 65 80 20
Two or more races < < < < < < < < < < < <
Students with Disabilities 17 37 54 46 17 56 73 27 12 45 57 43
Students without Disabilities 24 66 90 10 20 69 89 11 15 70 85 15
Economically Disadvantaged 18 64 83 17 14 68 82 18 9 61 70 30
Not Economically Disadvantaged 28 59 87 13 26 67 93 7 21 69 90 10
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 65 82 18 26 62 88 12 24 65 89 11
Female 18 63 81 19 30 61 91 9 23 64 88 13
Male 17 66 83 17 22 63 85 15 26 65 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 47 59 41 7 60 67 33 25 42 67 33
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 17 67 84 16 28 61 89 11 24 66 90 10
Two or more races < < < < < < < < < < < <
Students with Disabilities 9 38 47 53 13 57 70 30 15 56 72 28
Students without Disabilities 19 69 88 12 28 63 91 9 26 66 91 9
Economically Disadvantaged 11 66 77 23 17 67 84 16 20 64 84 16
Not Economically Disadvantaged 23 63 87 13 35 57 92 8 29 66 95 5
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 64 84 16 18 69 87 13 19 67 86 14
Female 22 66 88 12 20 71 90 10 22 67 89 11
Male 19 63 82 18 17 67 84 16 16 68 83 17
Black 7 64 71 29 18 65 82 18 8 62 69 31
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < < < < 100 0
White 21 65 85 15 18 70 88 12 20 68 87 13
Two or more races < < < < 10 70 80 20
Students with Disabilities 16 41 57 43 18 49 67 33 13 51 64 36
Students without Disabilities 21 67 88 12 18 73 91 9 20 70 90 10
Economically Disadvantaged 15 65 80 20 11 70 82 18 11 71 81 19
Not Economically Disadvantaged 24 63 88 12 26 68 93 7 27 64 91 9
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 84 16 17 72 89 11 16 70 86 14
Female 20 63 83 17 18 75 94 6 16 71 87 13
Male 13 72 85 15 15 70 85 15 15 69 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 77 85 15 13 60 73 27 16 68 84 16
Hispanic < < 100 0 < < < < < < < <
White 17 67 84 16 17 73 90 10 15 71 86 14
Two or more races < < < < < < 100 0 < < 100 0
Students with Disabilities 3 53 55 45 17 41 59 41 21 48 69 31
Students without Disabilities 18 70 88 12 16 77 93 7 15 73 88 12
Economically Disadvantaged 9 65 74 26 11 71 82 18 10 68 79 21
Not Economically Disadvantaged 23 70 93 7 21 73 94 6 21 72 93 7
Military Connected < < 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 12 65 77 23 16 65 81 19 11 71 82 18
Female 13 69 83 17 17 63 80 20 12 76 88 12
Male 11 62 73 27 16 67 83 17 10 67 78 22
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 42 50 50 15 62 77 23 21 43 64 36
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < <
White 12 66 78 22 16 65 81 19 10 73 83 17
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 11 25 36 64 18 45 63 37 22 24 47 53
Students without Disabilities 12 70 82 18 16 68 84 16 9 79 88 12
Economically Disadvantaged 9 57 66 34 10 59 69 31 8 67 75 25
Not Economically Disadvantaged 14 72 86 14 22 72 93 7 13 75 88 12
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 81 86 14 8 82 90 10 10 80 90 10
Female 5 83 88 12 10 85 94 6 13 83 96 4
Male 6 79 85 15 6 80 85 15 7 77 84 16
Asian < < 100 0 < < 100 0
Black - 72 72 28 13 80 93 7 - 71 71 29
Hispanic < < 100 0 - 90 90 10 < < < <
White 6 81 87 13 7 82 90 10 11 80 91 9
Two or more races < < 100 0 9 82 91 9 < < 100 0
Students with Disabilities 4 42 46 54 18 61 79 21 10 48 58 42
Students without Disabilities 6 84 90 10 7 84 91 9 10 84 93 7
Economically Disadvantaged 3 75 78 22 7 84 91 9 9 71 80 20
Not Economically Disadvantaged 7 84 92 8 9 81 89 11 10 87 97 3
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 22 62 84 16 24 61 85 15 19 52 72 28
Female 26 65 91 9 28 60 88 12 23 58 81 19
Male 18 59 77 23 19 62 81 19 16 48 64 36
Asian < < < < < < 100 0 < < 100 0
Black - 67 67 33 26 43 70 30 31 15 46 54
Hispanic 20 80 100 0 7 93 100 0 < < < <
Native Hawaiian < < 100 0
White 23 62 84 16 25 61 85 15 19 54 72 28
Two or more races 15 46 62 38 7 71 79 21 < < < <
Students with Disabilities 19 26 45 55 27 31 58 42 28 15 43 57
Students without Disabilities 22 65 87 13 23 64 87 13 18 59 77 23
Economically Disadvantaged 15 61 76 24 17 59 77 23 14 50 64 36
Not Economically Disadvantaged 26 62 88 12 29 62 91 9 23 54 78 22
Military Connected < < 100 0 < < 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 24 54 79 21 19 56 75 25 19 53 71 29
Female 33 56 90 10 21 59 80 20 22 58 81 19
Male 17 53 70 30 17 54 71 29 16 48 64 36
Asian < < 100 0 < < 100 0 < < 100 0
Black - 42 42 58 31 23 54 46 31 15 46 54
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 25 55 81 19 19 57 76 24 18 54 72 28
Two or more races < < < < < < < < < < < <
Students with Disabilities 20 14 34 66 16 32 49 51 23 14 37 63
Students without Disabilities 25 59 84 16 19 60 79 21 18 59 77 23
Economically Disadvantaged 15 56 70 30 13 50 63 37 12 51 63 37
Not Economically Disadvantaged 32 53 85 15 25 61 86 14 23 54 78 22
Military Connected < < 100 0 < < 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 19 70 89 11 29 67 96 4 < < 100 0
Female 19 72 91 9 35 62 96 4 < < 100 0
Male 19 67 87 13 22 72 95 5 < < 100 0
White 19 69 89 11 31 64 96 4 < < 100 0
Students with Disabilities 17 50 67 33 64 27 91 9 < < 100 0
Economically Disadvantaged 16 69 84 16 23 71 94 6 < < 100 0
Foster Care < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 67 87 13 21 67 88 12 17 73 90 10
Female 20 69 89 11 21 69 90 10 17 74 92 8
Male 19 65 85 15 21 65 86 14 17 71 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 58 42 100 0 50 50 100 0 36 64 100 0
Black 6 67 73 27 6 67 73 27 9 76 86 14
Hispanic 25 63 88 13 13 68 80 20 18 68 87 13
Native Hawaiian < < 100 0 < < < < < < 100 0
White 20 67 88 12 22 67 89 11 18 72 90 10
Two or more races 12 68 80 20 15 69 85 15 11 79 89 11
Students with Disabilities 11 43 54 46 20 47 67 33 17 52 69 31
Students without Disabilities 21 70 91 9 21 70 91 9 17 76 93 7
Economically Disadvantaged 14 67 81 19 14 69 83 17 12 73 86 14
Not Economically Disadvantaged 24 68 92 8 27 65 92 8 22 72 94 6
English Learners 36 55 91 9 < < 100 0 < < < <
Military Connected 20 80 100 0 15 85 100 0
Foster Care 14 64 77 23 12 65 77 23
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 15 69 84 16 13 65 78 22 19 71 90 10
Female 10 75 85 15 15 65 80 20 16 73 89 11
Male 20 64 83 17 12 65 77 23 21 69 91 9
Asian < < 100 0 < < 100 0 < < 100 0
Black - 64 64 36 - 80 80 20 20 60 80 20
Hispanic < < 100 0 < < < < < < 100 0
White 15 70 85 15 14 65 79 21 18 72 90 10
Two or more races < < < < < < < < 25 67 92 8
Students with Disabilities 13 39 53 47 6 44 50 50 15 48 64 36
Students without Disabilities 15 74 89 11 14 69 84 16 19 74 94 6
Economically Disadvantaged 13 65 78 22 9 65 73 27 13 72 85 15
Not Economically Disadvantaged 17 74 92 8 18 66 84 16 25 70 95 5
Military Connected < < 100 0 < < 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 35 55 90 10 31 62 93 7 19 72 91 9
Female 34 60 93 7 27 67 94 6 23 71 93 7
Male 36 50 86 14 35 57 91 9 17 73 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 59 65 35 8 83 92 8 20 70 90 10
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 37 54 92 8 31 62 93 7 19 72 91 9
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 15 44 59 41 20 61 80 20 18 53 70 30
Students without Disabilities 38 56 94 6 33 62 95 5 20 77 96 4
Economically Disadvantaged 24 62 87 13 22 69 91 9 13 74 87 13
Not Economically Disadvantaged 46 47 93 7 43 52 95 5 27 69 97 3
Military Connected < < 100 0
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 24 60 84 16 34 55 89 11 22 69 91 9
Female 24 62 86 14 34 56 89 11 19 71 90 10
Male 24 59 83 17 34 55 88 12 25 67 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 12 47 59 41 7 60 67 33 - 77 77 23
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < < < < 100 0
White 24 62 87 13 35 55 90 10 22 69 91 9
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 11 49 60 40 22 43 65 35 13 67 79 21
Students without Disabilities 26 62 88 12 36 57 93 7 23 69 93 7
Economically Disadvantaged 18 63 81 19 24 61 85 15 17 70 88 12
Not Economically Disadvantaged 30 57 88 12 43 49 93 7 27 67 95 5
English Learners < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 69 90 10 26 66 92 8 19 70 89 11
Female 23 69 92 8 27 66 93 7 22 68 90 10
Male 19 69 88 12 25 66 91 9 17 71 89 11
Black - 79 79 21 11 67 78 22 8 77 85 15
Hispanic < < < < < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 22 69 91 9 27 66 92 8 21 69 90 10
Two or more races < < 100 0 10 70 80 20
Students with Disabilities 16 38 54 46 31 45 76 24 21 47 68 32
Students without Disabilities 22 73 95 5 25 70 95 5 19 74 93 7
Economically Disadvantaged 15 73 88 13 14 74 88 12 12 73 86 14
Not Economically Disadvantaged 26 66 92 8 39 57 96 4 27 66 93 7
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 4 48 52 48 6 51 57 43 6 59 65 35
Female 1 49 51 49 3 56 59 41 3 70 73 27
Male 7 46 54 46 7 49 55 45 9 48 57 43
Black < < < < 8 25 33 67 8 75 83 17
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 4 47 51 49 6 53 59 41 6 57 63 37
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 6 26 31 69 21 26 47 53 24 38 62 38
Students without Disabilities 4 55 59 41 1 59 60 40 1 65 65 35
Economically Disadvantaged 7 37 43 57 8 43 51 49 5 58 64 36
Not Economically Disadvantaged - 67 67 33 3 61 64 36 7 59 67 33
Military Connected < < 100 0 < < 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 14 70 84 16 13 77 90 10 13 77 89 11
Female 12 80 92 8 14 78 92 8 14 79 93 7
Male 16 62 78 22 12 76 88 12 11 75 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black - 67 67 33 - 60 60 40 12 71 82 18
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 15 70 85 15 14 77 91 9 13 77 89 11
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 15 38 53 47 21 51 72 28 21 38 60 40
Students without Disabilities 14 74 88 12 12 80 93 7 11 83 94 6
Economically Disadvantaged 10 66 77 23 7 76 83 17 10 75 85 15
Not Economically Disadvantaged 17 73 90 10 19 78 96 4 15 78 93 7
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 9 82 91 9 17 76 93 7 18 78 96 4
Female 12 82 94 6 17 80 97 3 22 75 97 3
Male 6 82 88 12 17 73 90 10 14 81 95 5
Asian < < 100 0 < < 100 0 < < 100 0
Black 4 83 87 13 - 100 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 9 81 91 9 18 75 93 7 18 78 96 4
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 65 65 35 4 67 70 30 3 74 77 23
Students without Disabilities 10 84 93 7 18 77 95 5 20 78 98 2
Economically Disadvantaged 8 79 88 12 12 78 90 10 10 85 94 6
Not Economically Disadvantaged 9 84 93 7 21 75 95 5 25 72 97 3
English Learners < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 78 94 6 6 84 90 10 16 79 95 5
Female 19 74 93 7 5 87 91 9 11 84 96 4
Male 13 82 96 4 7 82 89 11 20 74 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black - 80 80 20 - 64 64 36 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 17 78 95 5 6 86 92 8 17 78 95 5
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 17 78 95 5 6 85 91 9 16 79 95 5
Economically Disadvantaged 9 81 91 9 5 83 87 13 16 80 96 4
Not Economically Disadvantaged 20 77 96 4 7 86 93 7 15 79 94 6
English Learners < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < < < < < < <
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 33 65 98 2 36 63 99 1 16 80 96 4
Female 34 64 98 2 35 63 98 2 13 85 99 1
Male 30 68 99 1 37 62 99 1 20 73 93 7
Asian < < 100 0 < < 100 0 < < 100 0
Black 25 75 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 32 66 98 2 37 62 99 1 18 79 97 3
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 33 65 98 2 35 63 99 1 17 79 96 4
Economically Disadvantaged 24 75 98 2 26 72 98 2 15 80 95 5
Not Economically Disadvantaged 37 61 98 2 39 59 99 1 17 79 96 4
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

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

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

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

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten122125130
Kindergarten291295286
Grade 1288283304
Grade 2300276270
Grade 3293298274
Grade 4316297300
Grade 5327319293
Grade 6324326316
Grade 7307324327
Grade 8349301325
Grade 9315341306
Grade 10349309340
Grade 11336314286
Grade 12304342319
Total Students4,2214,1504,076

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

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students422141504076
Female200819811928
Male221321692148
American Indian323
Asian262419
Black193172169
Hispanic686260
Native Hawaiian444
White385238053729
Two or more races758192
Students with Disabilities465500558
Students without Disabilities375636503518
Economically Disadvantaged192520422022
Not Economically Disadvantaged229621082054
English Learners18126
Not English Learners420341384070
Homeless589
Military Connected252125
Foster Care314146
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 156 167 6 2 16 5
State 50983 36029 2739 1053 5386 1766
Female Division 99 79 3 0 9 3
State 27838 15825 923 368 1911 652
Male Division 57 88 3 2 7 2
State 23145 20204 1816 685 3475 1114
Asian Division < < < < 0 <
State 5026 1197 70 18 91 37
Black Division 6 7 0 1 1 1
State 7955 11098 1113 244 1362 735
Hispanic Division < < < < 0 <
State 5087 5586 317 107 2168 323
White Division 142 158 6 1 14 4
State 30221 16421 1144 621 1576 587
Two or more races Division < < < < < <
State 2468 1543 85 58 160 72
Students with Disabilities Division 1 21 6 0 2 1
State 1056 6506 2739 138 1106 108
Economically Disadvantaged Division 48 82 5 0 8 3
State 10703 17350 1682 461 2633 1087
English Learners Division < < < < 0 <
State 1418 3765 269 32 1842 117
Homeless Division < < < < < <
State 232 694 90 42 303 60
Military Connected Division < < < < 0 <
State 1941 1109 47 11 38 24
Foster Care Division < < < < < <
State 35 175 31 10 57 15
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students3523299433294165
Female193181941819495
Male159148931519574
Asian<<100<10000
Black161381148816
Hispanic<<100<10000
White3253069430895144
Two or more races<<<<<<<
Students with Disabilities312890299427
Economically Disadvantaged146135931359386
English Learners<<100<10000
Homeless<<<<<<<
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 2016-20172017-2018
Advanced Placement Test Taken - -
Advanced Placement Course Enrollment - -
Dual Enrollment227 / 17.42%268 / 20.52%
Governor's School Enrollment33 / 2.53%34 / 2.6%
IB Course Enrollment - -
Senior Enrolled in IB Program - -

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

Postsecondary Enrollment

2016-2017 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2016-2017 FGI cohort year (students entering high school in 2013)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision28519731
State83,31058,98329
FemaleDivision13510522
State42,04632,13924
MaleDivision1509239
State41,26426,84435
American IndianDivision<<100
State24615338
BlackDivision131115
State18,36711,78836
HispanicDivision<<100
State9,2355,82337
WhiteDivision26017931
State45,92633,47627
Two or more racesDivision<<100
State3,8212,77427
Students with DisabilitiesDivision24<100
State6,7843,33551
Economically DisadvantagedDivision955245
State24,87113,98444
AsianDivision--100
State5,5904,89312
Native HawaiianDivision--100
State1257639
English LearnersDivision--100
State4,9222,97340
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2015-20162016-20172017-2018
NOCTI AssessmentsDivision236239
 State4,1393,6233,525
State LicensuresDivision332930
 State2,4402,2791,881
Industry CertificationDivision5888941,063
 State99,894109,275104,601
Workplace ReadinessDivision2393625
 State30,77542,31350,241
Total Credentials EarnedDivision8831,0211,157
 State137,248157,490160,248
Students Earning One or More CredentialsDivision502677678
 State109,089126,113128,672
Armed Services Vocational Aptitude Battery ExaminationDivision11611
 State1,5141,4311,537
CTE CompletersDivision224237279
 State42,40440,51641,438

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

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2012-2013Division3,180.005,287.00863.00
State5,761.004,621.00875.00
2013-2014Division3,161.005,423.00874.00
State5,807.004,651.00784.00
2014-2015Division3,055.005,745.00855.00
State5,933.004,819.00771.00
2015-2016Division3,171.005,789.00801.00
State6,084.004,849.00812.00
2016-2017Division3,461.005,995.00809.00
State6,248.005,052.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,3886273,3595813,445422
Female1,6302841,6262581,640183
Male1,7583431,7333231,805239
American Indian<<<<<<
Asian270202160
Black150331313413526
Hispanic53125110479
Native Hawaiian<<<<<<
White3,0905703,0845263,168375
Two or more races62116597312
Students with Disabilities35010739610743193
Economically Disadvantaged1,4774011,5483941,638317
English Learners160112<<
Homeless<<47<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 53
Offenses Against Staff <
Weapons Offenses <
Property Offenses 19
All Other Offenses 25
Other Offenses Against Persons 90
Disorderly or Disruptive Behavior Offenses 320
Alcohol, Tobacco, and Other Drug Offenses 67
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10
Asian0.60.6
Black4.612.14.18.8
Hispanic1.61.61.51.6
Native Hawaiian0.10.1
White91.383.391.788.2
Two or more races1.8321.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-2018
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10
Asian0.60.6
Black4.64.1
Hispanic1.61.5
Native Hawaiian0.10.1
White91.391.7
Two or more races1.82
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.10
Asian0.60.6
Black4.64.1
Hispanic1.61.5
Native Hawaiian0.10.1
White91.391.7
Two or more races1.82
< = 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 47.150.750.5
< = 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 37.643.949
< = 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 68.965.571.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

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

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

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

Teacher Quality

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 11.63 : 1

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2016-2017 Grades 8-12 Student Teacher Ratio: 15.02 : 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 iconstudent ratio iconstudent ratio icon

Teacher Quality

Teachers Not Fully Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
Division
All Schools 0.6% 5.1% 3.2% 6.9% 5.1% 8.8%
High Poverty - - - - - -
Low Poverty - - - - - -
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%

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

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

Provisionally Licensed Teachers

  2016-20172017-2018
Provisional Special Education1%1%

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201760%36%0%4%
2017-201863%33%0%4%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students86%85%73%75%
Asian92%96%87%75%
Black75%68%60%75%
Hispanic88%83%63%75%
White87%86%81%75%
Economically Disadvantaged80%78%62%75%
English Learners<79%53%75%
Students with Disabilities66%58%39%75%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students87%85%74%70%
Asian100%100%89%70%
Black74%70%60%70%
Hispanic79%81%64%70%
White88%86%81%70%
Economically Disadvantaged82%79%63%70%
English Learners<86%57%70%
Students with Disabilities67%60%42%70%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students89%
Asian<
Black76%
Hispanic80%
White90%
Economically Disadvantaged84%
English Learners<
Students with Disabilities69%

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students88%88%
Asian92%100%
Black80%78%
Hispanic90%80%
White88%89%
Economically Disadvantaged83%84%
English Learners<<
Students with Disabilities72%72%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students90%84%84%
Asian-90%84%
Black81%82%84%
Hispanic<81%84%
White90%86%84%
Economically Disadvantaged85%78%84%
English Learners-65%84%
Students with Disabilities80%56%84%
Homeless---
Foster Care<--

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

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students15%14%9%10%
Asian9%4%5%10%
Black21%18%9%10%
Hispanic16%14%9%10%
White15%14%9%10%
Economically Disadvantaged20%20%13%10%
English Learners15%4%8%10%
Students with Disabilities21%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 Progress<46%58%
English Learner Proficiency<--

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%99%
Asian100%100%<
Black99%97%93%
Hispanic100%100%90%
White100%99%99%
Economically Disadvantaged99%99%99%
Not Economically Disadvantaged100%99%99%
English Learners<<<
Students with Disabilities99%99%99%
Students without Disabilities100%99%99%
Female100%99%99%
Male99%99%99%
Migrant---

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

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

School Readiness