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Wythe County Public Schools

General school information

Division: Wythe County Public Schools
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.

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality


Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

Writing

Writing Performance: All Students

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

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

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

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

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

Math

Math Performance: All Students

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

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

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

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

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

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

Science

Science Performance: All Students

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

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

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

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

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

History

History Performance: All Students

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

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

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

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

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

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 89.59 State: 89.72 Division: 81.82 State: 88.34 Division: 86.11 State: 88.19

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

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

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-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
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students422141504076
Female200819811928
Male221321692148
American Indian323
Asian262419
Black193172169
Hispanic686260
Native Hawaiian444
White385238053729
Two or more races758192
Students with Disabilities465500558
Not Students with Disabilities375636503518
Economically Disadvantaged192520422022
Not Economically Disadvantaged229621082054
English Learners18126
Not English Learners420341384070
Homeless589
Foster Care314146
Military Connected252125
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Division

State

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

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

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

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

Status of the Students in the 2017-2018 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 156 167 6 2 16 5
State 50979 36013 2733 1046 5404 1786
Female Division 99 79 3 0 9 3
State 27837 15823 920 366 1922 656
Male Division 57 88 3 2 7 2
State 23142 20190 1813 680 3482 1130
Asian Division < < < < 0 <
State 5026 1194 70 18 91 37
Black Division 6 7 0 1 1 1
State 7955 11090 1111 244 1359 744
Hispanic Division < < < < 0 <
State 5086 5583 317 105 2172 323
White Division 142 158 6 1 14 4
State 30218 16420 1139 617 1589 596
Two or more races Division < < < < < <
State 2468 1542 87 58 163 73
Students with Disabilities Division 1 21 6 0 2 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 48 82 5 0 8 3
State 10704 17342 1680 460 2640 1096
English Learners Division < < < < 0 <
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Foster Care Division < < < < < <
State 35 175 31 10 56 15
Military Connected Division < < < < 0 <
State 1941 1108 47 11 38 25
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time

All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students35232993.533294.3164.5
Female19318193.818193.894.7
Male15914893.11519574.4
Asian0<100<10000
Black161381.31487.516.3
Hispanic0<100<10000
White32530694.230894.8144.3
Two or more races0<<<<<<
Students with Disabilities312890.32993.526.5
Economically Disadvantaged14613592.513592.585.5
English Learners0<100<10000
Homeless0<<<<<<
Foster Care0<<<<<<
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken4 / .3% - -
Advanced Placement Course Enrollment4 / .3% - -
Dual Enrollment203 / 15.47%227 / 17.42%268 / 20.52%
Governor’s School Enrollment28 / 2.13%33 / 2.53%34 / 2.6%
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

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

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

2015-2016 FGI cohort year (students entering high school in 2012)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All Students Division 268 193 28
State 82482 57560 30
Female Division 127 104 18
State 41546 31230 25
Male Division 141 89 37
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 0 < 100
State 5492 4724 14
Black Division 0 < 100
State 18272 11640 36
Hispanic Division 0 < 100
State 8547 5341 38
White Division 251 182 27
State 46319 33154 28
Two or more races Division 0 < 100
State 3521 2499 29
Students with Disabilities Division 13 < 100
State 5986 3008 50
Economically Disadvantaged Division 92 55 40
State 23515 13119 44
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision236239
 State413936233471
State LicensuresDivision142930
 State179019641412
Industry CertificationDivision6078941063
 State100544109590103892
Workplace ReadinessDivision2393625
 State307754231350242
Total Credentials EarnedDivision88310211157
 State137248157490159017
Students Earning One or More CredentialsDivision502677678
 State109089126113127744
CTE CompletersDivision224237276
 State424044051640514
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students < < < <%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
68 67.3 65.2

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20153,082.005,717.00855.00
2015-20163,199.005,761.00801.00
2016-20173,491.005,966.00809.00

Statewide Per-Pupil Spending

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

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

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

 

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

Learning Climate

Percent of Students Absent

Percent of Students Absent 2017-2018 School Year:

NOTE TO USERS: THIS DATA AND PRESENTATION ABOVE DO NOT REFLECT THE FORMULA USED TO CALCULATE CHRONIC ABSENTEEISM INDICATORS FOR STATE ACCREDITATION AND ESSA. THIS PRESENTATION WILL BE REVISED WITH THE ADDITION OF ESSA INDICATORS ON DECEMBER 31, 2018.

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
2014-2015 2015-2016 2016-2017 2017-2018
Subgroup 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+% 0%-10%10%-15%15%-20%20+%
All Students3873323110136376234312614836423931671523646365134160
Female18051515667177616650691743184776517341636579
Male20681725469198617776791899209908719122026981
American Indian0000000000000000
Asian20000201002700020200
Black18517911175217101682566147221113
Hispanic62832654325846455815
Native Hawaiian0000000000000000
White354229297120342730911313433123591531383341328120141
Two or more races52611666327142475521
Students with Disabilities397511421400481623408593926462702724
Economically Disadvantaged179622876981739220881041642245118951736226110114
English Learners14100160001800012201
Homeless921316415711112826
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

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

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.0940.0710.048
Asian0.4480.6160.578
Black4.6510.034.57312.134.1458.8
Hispanic1.6761.321.6111.621.4941.62
Native Hawaiian0.1650.0950.096
White91.2287.0791.2883.2991.68788.19
Two or more races1.7471.581.7772.961.9521.39
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
  2015-20162016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.0940.0710.048
Asian0.4480.6160.578
Black4.654.5734.145
Hispanic1.6761.6111.494
Native Hawaiian0.1650.0950.096
White91.2291.2891.687
Two or more races1.7471.7771.952
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
  2015-20162016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.0940.0710.048
Asian0.4480.6160.578
Black4.654.5734.145
Hispanic1.6761.6111.494
Native Hawaiian0.1650.0950.096
White91.2291.2891.687
Two or more races1.7471.7771.952
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 48.5248.4247.12
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 39.2739.7137.66
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 71.4470.468.93
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

Student-Teacher Ratio

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional5%4%
Provisional Special Education1%1%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201661%36%0%3%
2016-201761%34%0%5%
2017-201864%32%0%4%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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