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York County Public Schools

General school information

Division: York County Public Schools
Address: 302 Dare Rd Yorktown, VA 23692-2795
Superintendent: Dr. Victor D. Shandor
Region: 2
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 22 89 67 11 23 90 67 10 24 90 66 10
Female 23 92 68 8 25 92 66 8 25 91 66 9
Male 20 87 67 13 21 87 67 13 22 88 66 12
American Indian 20 80 60 20 14 86 71 14 14 91 77 9
Asian 30 92 62 8 33 93 60 7 31 92 61 8
Black 10 77 67 23 12 79 67 21 12 78 66 22
Hispanic 20 88 68 12 20 88 68 12 19 87 68 13
Native Hawaiian 17 94 78 6 4 96 92 4 19 91 72 9
White 24 91 68 9 26 92 66 8 27 92 65 8
Two or more races 20 90 70 10 21 90 69 10 19 91 71 9
Students with Disabilities 16 62 46 38 13 62 49 38 13 64 51 36
Economically Disadvantaged 12 77 65 23 12 79 67 21 14 79 65 21
English Learners 16 82 66 18 17 79 63 21 16 75 60 25
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 19 88 68 12 25 90 64 10 28 85 57 15
Female 20 89 70 11 28 90 63 10 30 87 57 13
Male 19 86 67 14 23 89 66 11 26 84 58 16
American Indian < < < < < 100 < 0 < < < <
Asian 23 95 72 5 40 91 51 9 35 91 56 9
Black 10 75 65 25 14 81 67 19 17 62 45 38
Hispanic 18 83 64 17 15 88 73 13 22 80 58 20
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 22 91 69 9 30 92 62 8 33 91 58 9
Two or more races 21 92 71 8 14 85 72 15 17 88 71 12
Students with Disabilities 15 59 44 41 16 67 51 33 13 58 46 42
Economically Disadvantaged 12 74 62 26 13 80 67 20 16 72 56 28
English Learners 12 85 73 15 17 79 63 21 19 70 51 30
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 27 89 62 11 30 88 59 12 26 92 65 8
Female 29 91 62 9 31 91 60 9 26 92 67 8
Male 25 86 61 14 28 86 58 14 27 91 64 9
American Indian < < < < < < < < < 100 < 0
Asian 29 86 57 14 35 93 58 7 43 98 55 2
Black 7 75 68 25 18 77 59 23 13 82 69 18
Hispanic 24 90 67 10 32 83 52 17 15 89 74 11
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 33 93 59 7 31 91 60 9 31 93 62 7
Two or more races 19 86 66 14 35 92 57 8 19 94 75 6
Students with Disabilities 14 67 53 33 18 64 46 36 17 78 61 22
Economically Disadvantaged 14 77 62 23 16 76 60 24 14 83 69 17
English Learners 22 83 61 17 30 85 54 15 14 86 71 14
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 35 91 56 9 34 93 58 7 35 90 55 10
Female 39 92 53 8 37 94 57 6 40 92 52 8
Male 31 91 60 9 32 91 60 9 31 88 57 12
American Indian < 100 < 0 < < < < < < < <
Asian 40 92 52 8 36 94 57 6 50 91 41 9
Black 21 82 61 18 13 86 73 14 19 79 60 21
Hispanic 37 92 55 8 33 92 59 8 34 88 54 12
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 37 92 55 8 41 95 54 5 39 93 54 7
Two or more races 32 95 63 5 30 91 61 9 32 92 60 8
Students with Disabilities 20 68 48 32 12 70 58 30 17 62 45 38
Economically Disadvantaged 23 81 58 19 14 85 71 15 23 79 56 21
English Learners 29 91 62 9 26 85 59 15 31 77 46 23
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 25 87 62 13 26 88 62 12 26 90 64 10
Female 26 91 64 9 29 89 61 11 28 90 62 10
Male 24 84 59 16 24 87 62 13 24 89 65 11
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 38 90 51 10 37 92 55 8 27 88 61 12
Black 15 76 61 24 17 77 59 23 10 78 68 22
Hispanic 24 89 66 11 16 90 74 10 21 92 71 8
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 26 89 62 11 30 89 59 11 32 93 61 7
Two or more races 26 88 62 12 24 91 67 9 19 86 67 14
Students with Disabilities 11 58 46 42 16 57 42 43 12 61 49 39
Economically Disadvantaged 11 76 65 24 18 80 62 20 12 80 69 20
English Learners 12 73 62 27 18 82 63 18 8 79 72 21
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 18 90 73 10 21 92 70 8 24 89 65 11
Female 20 94 74 6 23 94 72 6 26 91 65 9
Male 15 87 72 13 20 89 69 11 22 88 66 12
Asian 27 95 67 5 40 98 58 2 34 92 58 8
Black 8 79 71 21 13 79 66 21 13 79 66 21
Hispanic 16 91 75 9 20 89 69 11 15 85 70 15
Native Hawaiian < < < < < 100 < 0 < < < <
White 20 93 73 7 22 93 72 7 27 92 65 8
Two or more races 10 91 80 9 19 93 74 7 23 93 70 7
Students with Disabilities 16 67 51 33 7 63 56 37 13 70 57 30
Economically Disadvantaged 9 81 72 19 11 84 73 16 13 81 68 19
English Learners 5 74 68 26 - 90 90 10 12 76 64 24
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 16 83 67 17 16 84 68 16 15 87 72 13
Female 19 88 69 12 19 89 70 11 15 90 75 10
Male 14 80 65 20 13 78 65 22 15 84 69 16
American Indian < 100 < 0 < 100 < 0
Asian 27 90 63 10 31 91 59 9 29 91 63 9
Black 6 69 63 31 8 66 58 34 7 77 70 23
Hispanic 14 79 65 21 13 86 73 14 15 83 68 17
White 18 86 68 14 17 86 69 14 16 90 74 10
Two or more races 15 84 69 16 13 82 70 18 15 85 71 15
Students with Disabilities 14 44 30 56 17 46 29 54 6 51 46 49
Economically Disadvantaged 5 64 59 36 8 69 61 31 9 75 66 25
English Learners 10 75 65 25 5 52 48 48 8 67 58 33
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 12 95 83 5 10 93 83 7 11 94 83 6
Female 13 96 83 4 13 94 81 6 13 96 83 4
Male 11 93 83 7 8 92 84 8 9 92 83 8
American Indian < 100 < 0 < 100 < 0
Asian 27 98 71 2 15 92 76 8 10 93 84 7
Black 5 87 82 13 2 87 85 13 5 86 81 14
Hispanic 7 93 86 7 8 88 81 12 8 90 82 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 12 97 84 3 12 95 83 5 13 96 83 4
Two or more races 15 93 78 7 12 93 81 7 8 95 87 5
Students with Disabilities 19 71 52 29 7 69 62 31 11 63 52 37
Economically Disadvantaged 7 86 79 14 2 81 79 19 4 85 80 15
English Learners < < < < - 67 67 33 - 56 56 44
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 29 85 56 15 32 85 53 15 34 87 53 13
Female 33 90 56 10 38 90 53 10 40 91 51 9
Male 24 80 56 20 26 80 54 20 28 82 55 18
American Indian < 100 < 0 < 100 < 0
Asian 54 91 37 9 51 90 39 10 61 93 32 7
Black 15 73 59 27 17 76 59 24 16 74 58 26
Hispanic 27 80 54 20 23 84 61 16 32 83 51 17
Native Hawaiian < < < < < 100 < 0 31 100 69 0
White 30 87 57 13 35 87 52 13 37 89 52 11
Two or more races 25 85 60 15 25 85 59 15 28 89 61 11
Students with Disabilities 13 47 34 53 12 50 38 50 10 48 38 52
Economically Disadvantaged 13 67 54 33 12 69 57 31 17 75 57 25
English Learners 9 58 48 42 2 61 59 39 14 64 50 36
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 28 78 50 22 25 80 55 20 31 81 50 19
Female 36 86 50 14 29 88 60 12 36 86 50 14
Male 21 71 51 29 21 70 50 30 26 75 50 25
American Indian < 100 < 0 < 100 < 0
Asian 51 90 38 10 47 89 42 11 60 89 29 11
Black 13 63 51 37 16 71 55 29 14 64 50 36
Hispanic 25 78 53 22 23 81 58 19 32 77 45 23
White 31 80 49 20 26 80 54 20 32 83 51 17
Two or more races 15 80 66 20 16 78 62 22 25 86 60 14
Students with Disabilities 9 34 25 66 13 38 25 62 6 35 30 65
Economically Disadvantaged 10 56 46 44 12 66 54 34 16 65 49 35
English Learners 6 59 53 41 - 55 55 45 24 62 38 38
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 30 91 62 9 38 91 52 9 37 93 56 7
Female 31 94 62 6 47 92 46 8 44 96 52 4
Male 28 89 61 11 30 89 58 11 30 89 59 11
American Indian < 100 < 0 < 100 < 0
Asian 56 92 36 8 56 92 36 8 61 98 37 2
Black 17 83 67 17 18 81 63 19 18 84 66 16
Hispanic 29 83 54 17 23 88 65 12 32 89 57 11
Native Hawaiian < < < < < 100 < 0 < 100 < 0
White 30 94 65 6 44 93 49 7 41 95 54 5
Two or more races 34 90 55 10 33 90 57 10 32 93 61 7
Students with Disabilities 18 65 47 35 11 64 52 36 16 63 47 37
Economically Disadvantaged 16 79 63 21 12 73 62 27 19 85 66 15
English Learners 13 56 44 44 4 67 63 33 - 67 67 33
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 22 90 68 10 22 90 68 10 23 89 66 11
Female 22 91 69 9 21 92 70 8 22 90 68 10
Male 23 89 67 11 23 89 66 11 24 88 64 12
American Indian 11 83 72 17 23 86 64 14 17 91 74 9
Asian 46 96 50 4 45 95 50 5 43 95 52 5
Black 11 81 70 19 12 81 69 19 11 79 68 21
Hispanic 18 89 70 11 18 89 72 11 18 86 68 14
Native Hawaiian 30 100 70 0 25 96 71 4 11 92 82 8
White 23 92 68 8 24 92 68 8 25 91 67 9
Two or more races 22 89 68 11 19 90 71 10 21 89 68 11
Students with Disabilities 13 65 51 35 13 66 53 34 13 63 50 37
Economically Disadvantaged 14 82 68 18 12 82 70 18 13 80 67 20
English Learners 29 89 60 11 28 88 60 12 26 86 60 14
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 23 90 67 10 23 86 63 14 28 85 58 15
Female 20 88 69 12 21 86 65 14 24 84 60 16
Male 26 91 65 9 25 86 62 14 31 86 56 14
American Indian < < < < < < < < < 100 < 0
Asian 36 95 59 5 47 93 47 7 51 88 37 12
Black 12 78 66 22 13 70 58 30 13 65 52 35
Hispanic 24 85 61 15 15 79 64 21 11 82 71 18
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 23 93 69 7 25 90 65 10 34 90 56 10
Two or more races 29 93 64 7 16 86 70 14 21 85 64 15
Students with Disabilities 13 60 46 40 18 60 42 40 13 61 48 39
Economically Disadvantaged 14 78 64 22 10 74 64 26 17 72 54 28
English Learners 26 77 51 23 18 80 62 20 23 75 52 25
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 38 91 53 9 32 92 60 8 35 92 57 8
Female 37 90 54 10 27 92 65 8 31 91 61 9
Male 39 91 52 9 38 92 54 8 40 93 53 7
American Indian < < < < < < < < < 100 < 0
Asian 52 93 40 7 48 98 50 2 63 98 35 2
Black 19 74 55 26 22 83 61 17 17 82 65 18
Hispanic 28 92 63 8 27 86 59 14 22 90 67 10
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 44 94 50 6 34 95 61 5 39 93 54 7
Two or more races 29 88 60 12 36 93 57 7 31 94 63 6
Students with Disabilities 18 69 51 31 16 71 55 29 19 73 55 27
Economically Disadvantaged 22 81 59 19 19 81 62 19 17 86 69 14
English Learners 39 88 49 12 24 92 67 8 21 94 73 6
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 39 92 53 8 41 92 51 8 34 90 56 10
Female 39 91 52 9 41 92 51 8 33 92 59 8
Male 39 93 54 7 40 92 51 8 35 88 53 12
American Indian < 100 < 0 < < < < < < < <
Asian 60 98 38 2 57 94 36 6 59 96 37 4
Black 20 84 64 16 20 80 60 20 15 83 68 17
Hispanic 32 89 57 11 32 93 61 7 33 84 52 16
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 42 92 51 8 47 94 47 6 36 92 56 8
Two or more races 38 95 58 5 34 94 60 6 41 92 51 8
Students with Disabilities 17 66 49 34 15 70 55 30 15 57 43 43
Economically Disadvantaged 22 84 63 16 21 86 65 14 20 78 58 22
English Learners 47 94 47 6 46 90 44 10 35 83 48 17
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 37 96 59 4 36 95 59 5 37 93 56 7
Female 36 96 60 4 37 95 58 5 35 93 57 7
Male 38 96 57 4 35 95 60 5 38 93 55 7
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 69 99 29 1 54 100 46 0 50 92 42 8
Black 18 91 73 9 25 89 64 11 15 83 67 17
Hispanic 30 96 66 4 27 95 67 5 31 93 62 7
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 39 97 58 4 39 96 57 4 43 96 52 4
Two or more races 39 96 57 4 33 95 61 5 29 92 63 8
Students with Disabilities 14 81 68 19 19 76 57 24 16 72 56 28
Economically Disadvantaged 21 92 71 8 18 90 72 10 17 86 70 14
English Learners 35 96 62 4 41 100 59 0 40 93 52 7
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 84 70 16 14 83 70 17 14 80 66 20
Female 14 88 74 12 13 86 72 14 12 82 70 18
Male 13 79 66 21 14 81 67 19 16 78 62 22
Asian 15 88 73 12 15 95 80 5 25 96 71 4
Black 11 73 62 27 5 67 63 33 13 63 51 37
Hispanic 13 84 71 16 20 83 63 17 12 79 67 21
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 14 86 72 14 14 86 72 14 15 82 67 18
Two or more races 16 84 69 16 13 85 72 15 9 84 75 16
Students with Disabilities 16 53 37 47 7 53 45 47 15 49 34 51
Economically Disadvantaged 12 75 63 25 8 75 67 25 10 71 61 29
English Learners - 88 88 12 14 81 67 19 17 96 78 4
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 79 73 21 6 83 76 17 3 81 78 19
Female 4 83 79 17 5 88 83 12 4 81 77 19
Male 7 76 70 24 7 78 71 22 2 81 79 19
Asian < < < < 27 80 53 20 < < < <
Black 7 72 64 28 7 78 71 22 4 70 67 30
Hispanic 2 92 90 8 8 85 77 15 8 74 67 26
White 6 81 74 19 5 84 79 16 2 86 84 14
Two or more races - 64 64 36 4 78 73 22 4 79 75 21
Students with Disabilities 13 52 39 48 15 59 44 41 8 58 49 42
Economically Disadvantaged 4 72 68 28 6 74 68 26 2 75 74 25
English Learners < 100 < 0 10 80 70 20 10 80 70 20
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 8 92 85 8 9 93 84 7 8 89 80 11
Female 8 94 86 6 8 95 87 5 9 90 82 10
Male 8 91 83 9 10 91 81 9 8 87 78 13
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 28 99 71 1 34 98 64 2 30 95 66 5
Black 4 89 85 11 4 87 83 13 1 82 82 18
Hispanic 5 90 85 10 6 97 91 3 8 85 77 15
White 7 93 86 7 8 93 85 7 8 90 82 10
Two or more races 4 92 88 8 8 93 85 7 8 84 76 16
Students with Disabilities - 73 73 27 1 63 62 37 2 59 58 41
Economically Disadvantaged 4 88 84 12 3 87 85 13 4 78 74 22
English Learners 6 88 81 13 15 88 73 12 14 83 69 17
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 87 75 13 12 88 75 12 13 89 76 11
Female 13 87 74 13 11 90 79 10 13 92 79 8
Male 10 87 77 13 13 86 72 14 14 87 73 13
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 47 97 50 3 39 89 50 11 37 99 61 1
Black 2 77 75 23 3 80 77 20 5 82 77 18
Hispanic 11 85 74 15 9 88 79 12 11 88 76 12
White 10 89 79 11 13 90 77 10 13 90 77 10
Two or more races 12 85 73 15 6 81 75 19 12 89 78 11
Students with Disabilities 2 48 46 52 2 65 63 35 1 63 62 37
Economically Disadvantaged 4 74 70 26 4 79 75 21 7 82 75 18
English Learners 26 95 68 5 15 70 56 30 26 78 52 22
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 20 93 74 7 21 96 75 4 23 97 74 3
Female 21 94 73 6 19 96 76 4 22 97 75 3
Male 18 93 74 7 23 96 73 4 24 97 73 3
Asian 48 95 47 5 60 98 39 2 43 97 54 3
Black 8 87 79 13 8 96 88 4 14 96 82 4
Hispanic 15 87 72 13 14 93 79 7 23 97 74 3
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 19 95 76 5 21 96 75 4 22 98 75 2
Two or more races 17 92 75 8 10 97 87 3 21 97 76 3
Students with Disabilities 13 88 75 13 12 88 76 12 19 94 75 6
Economically Disadvantaged 9 93 84 7 13 97 84 3 17 96 79 4
English Learners 73 100 27 0 50 100 50 0 36 93 57 7
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 19 90 71 10 18 90 72 10 17 89 72 11
Female 18 90 72 10 17 90 74 10 16 89 73 11
Male 20 91 71 9 18 90 71 10 18 88 70 12
American Indian 17 92 75 8 - 82 82 18 - 80 80 20
Asian 30 93 64 7 30 92 63 8 36 94 58 6
Black 8 79 71 21 7 82 75 18 6 76 71 24
Hispanic 14 87 74 13 15 89 74 11 16 85 69 15
Native Hawaiian < < < < 13 93 80 7 - 83 83 17
White 21 93 72 7 20 92 72 8 18 92 73 8
Two or more races 19 91 71 9 13 88 74 12 16 89 73 11
Students with Disabilities 11 61 49 39 10 61 51 39 7 55 48 45
Economically Disadvantaged 9 77 68 23 7 81 74 19 9 76 67 24
English Learners 20 78 58 22 16 77 61 23 15 75 60 25
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 39 91 52 9 33 89 55 11 27 88 61 12
Female 39 90 50 10 32 88 56 12 24 87 63 13
Male 38 92 55 8 35 89 54 11 30 88 58 12
American Indian < 100 < 0 < < < < < < < <
Asian 45 92 47 8 42 90 48 10 48 91 43 9
Black 20 77 58 23 17 74 56 26 11 74 63 26
Hispanic 35 89 54 11 25 88 63 12 26 83 57 17
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 41 93 52 7 41 93 52 7 29 90 61 10
Two or more races 46 91 46 9 20 85 66 15 26 93 67 7
Students with Disabilities 17 65 47 35 14 60 46 40 8 51 43 49
Economically Disadvantaged 24 80 56 20 15 74 59 26 15 72 57 28
English Learners 38 85 46 15 29 78 49 22 23 77 54 23
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 14 88 73 12 13 86 74 14 13 87 74 13
Female 13 89 77 11 11 88 76 12 10 88 78 12
Male 16 87 70 13 14 85 71 15 16 87 71 13
American Indian < 100 < 0 < 100 < 0
Asian 32 96 63 4 25 91 66 9 27 94 67 6
Black 7 73 66 27 5 76 71 24 4 74 70 26
Hispanic 10 87 77 13 14 89 75 11 14 84 69 16
White 15 91 76 9 14 88 75 12 13 91 78 9
Two or more races 11 86 75 14 8 82 74 18 15 83 67 17
Students with Disabilities 7 49 42 51 16 51 36 49 4 50 46 50
Economically Disadvantaged 3 72 70 28 5 76 71 24 7 75 68 25
English Learners 10 86 76 14 10 71 62 29 9 70 61 30
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 90 75 10 17 93 76 7 19 91 71 9
Female 15 90 75 10 16 94 78 6 20 92 72 8
Male 16 91 75 9 17 91 74 9 19 90 71 10
Asian 21 94 74 6 32 92 60 8 37 97 60 3
Black 3 81 78 19 5 84 80 16 6 84 79 16
Hispanic 7 85 78 15 18 92 74 8 18 88 69 13
Native Hawaiian < 100 < 0 < < < < < 100 < 0
White 19 92 74 8 17 94 77 6 22 92 70 8
Two or more races 16 94 78 6 19 93 74 7 16 90 74 10
Students with Disabilities 4 53 49 47 2 62 60 38 5 55 49 45
Economically Disadvantaged 4 73 70 27 4 87 83 13 6 79 73 21
English Learners 13 70 57 30 7 79 71 21 14 81 67 19
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 94 75 6 18 94 76 6 18 93 75 7
Female 18 93 75 7 17 93 76 7 17 91 74 9
Male 21 95 74 5 19 94 75 6 19 94 76 6
American Indian < < < < < < < <
Asian 35 96 61 4 34 98 65 2 42 97 55 3
Black 8 92 83 8 3 91 88 9 5 79 74 21
Hispanic 11 89 79 11 8 90 83 10 11 92 81 8
Native Hawaiian < 100 < 0 < 100 < 0 < < < <
White 20 95 75 5 21 94 73 6 18 94 77 6
Two or more races 19 94 75 6 13 96 83 4 19 97 77 3
Students with Disabilities 33 100 67 0 18 64 45 36 14 71 57 29
Economically Disadvantaged 10 92 82 8 5 88 83 12 9 86 77 14
English Learners < < < < 18 100 82 0 9 73 64 27
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 4 89 85 11 4 89 85 11 6 86 80 14
Female 3 87 85 13 4 89 85 11 5 88 82 12
Male 6 90 84 10 5 89 84 11 7 84 77 16
American Indian < 100 < 0 < < < <
Asian - 80 80 20 - 88 88 13 24 86 62 14
Black 1 78 77 22 2 84 82 16 - 69 69 31
Hispanic 4 87 83 13 3 86 83 14 6 80 73 20
Native Hawaiian < < < < < < < <
White 6 92 87 8 5 92 87 8 8 91 84 9
Two or more races 3 89 86 11 5 84 79 16 - 84 84 16
Students with Disabilities 2 64 62 36 2 68 66 32 - 56 56 44
Economically Disadvantaged 2 77 75 23 2 85 84 15 5 73 68 27
English Learners - 60 60 40 - 65 65 35 5 70 65 30
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

History

History Performance: All Students

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

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

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

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

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

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks Division: 94.62 State: 89.72 Division: 95.49 State: 88.34 Division: 95.34 State: 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division91918
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Pre-kindergarten157189201
Kindergarten800883843
Grade 1867841950
Grade 2957873884
Grade 3926978909
Grade 4901944998
Grade 5949921950
Grade 6982976972
Grade 71,0149901,005
Grade 81,0371,032996
Grade 91,0401,0581,061
Grade 101,0871,0101,039
Grade 119501,079977
Grade 121,0339581,025
Post Graduate0911
Total Students12,70012,74112,821
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

2017 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 2015-20162016-20172017-2018
All Students127001274112821
Female630863316365
Male639264106456
American Indian383237
Asian714708741
Black167816671661
Hispanic117712681314
Native Hawaiian343655
White795378347756
Two or more races110611961257
Students with Disabilities127813421405
Not Students with Disabilities114221139911416
Economically Disadvantaged273323272989
Not Economically Disadvantaged9967104149832
English Learners391452491
Not English Learners123091228912330
Homeless414585
Military Connected393640003980
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 664 350 10 2 22 9
State 50979 36013 2733 1046 5404 1786
Female Division 366 131 3 1 7 7
State 27837 15823 920 366 1922 656
Male Division 298 219 7 1 15 2
State 23142 20190 1813 680 3482 1130
Asian Division 47 11 0 0 0 0
State 5026 1194 70 18 91 37
Black Division 78 61 2 0 3 2
State 7955 11090 1111 244 1359 744
Hispanic Division 45 32 1 0 3 0
State 5086 5583 317 105 2172 323
Native Hawaiian Division < < < < 0 <
State 82 60 1 2 3 4
White Division 430 210 6 2 14 7
State 30218 16420 1139 617 1589 596
Two or more races Division 63 34 1 0 2 0
State 2468 1542 87 58 163 73
Students with Disabilities Division 6 67 10 1 3 0
State 1056 6505 2733 136 1108 108
Economically Disadvantaged Division 55 76 3 0 10 3
State 10704 17342 1680 460 2640 1096
English Learners Division 12 12 0 0 2 0
State 1418 3757 272 31 1847 115
Homeless Division < < < < < <
State 232 695 90 42 303 61
Military Connected Division 118 75 2 1 1 1
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 Students1057102496.9102697.1222.1
Female51550097.150197.371.4
Male54252496.752596.9152.8
Asian58581005810000
Black14614196.614196.632.1
Hispanic817896.37896.333.7
Native Hawaiian0<100<10000
White66964696.664896.9142.1
Two or more races1009898989822
Students with Disabilities878395.48496.633.4
Economically Disadvantaged14713491.213491.2106.8
English Learners262492.32492.327.7
Homeless0<<<<<<
Military Connected19819598.5196991.5
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 Taken - 1,007 / 24.53%737 / 17.97%
Advanced Placement Course Enrollment - 1,497 / 36.47%987 / 24.06%
Dual Enrollment0 / 0%0 / 0%0 / 0%
Governor’s School Enrollment51 / 1.24%46 / 1.12%50 / 1.22%
IB Course Enrollment79 / 1.92%74 / 1.8%83 / 2.02%
Senior Enrolled in IB Program20 / .49%24 / .58%23 / .56%
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 989 747 24
State 82482 57560 30
Female Division 503 405 19
State 41546 31230 25
Male Division 486 342 30
State 40936 26330 36
American Indian Division 0 < 100
State 220 132 40
Asian Division 63 58 8
State 5492 4724 14
Black Division 132 106 20
State 18272 11640 36
Hispanic Division 67 45 33
State 8547 5341 38
Native Hawaiian Division 0 < 100
State 111 70 37
White Division 656 493 25
State 46319 33154 28
Two or more races Division 64 41 36
State 3521 2499 29
Students with Disabilities Division 70 34 51
State 5986 3008 50
Economically Disadvantaged Division 91 50 45
State 23515 13119 44
English Learners Division 0 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results. - = no data available for that group This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf. Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsDivision8154118
 State413936233471
State LicensuresDivision26174
 State179019641412
Industry CertificationDivision110112441101
 State100544109590103892
Workplace ReadinessDivision96310391056
 State307754231350242
Total Credentials EarnedDivision217123542279
 State137248157490159017
Students Earning One or More CredentialsDivision141014231374
 State109089126113127744
CTE CompletersDivision257282331
 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 1099 1912 1330 69.6%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1102 1965 1454 74%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 1064 1859 1309 70.4%
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
63.9 65.7 66.1

Statewide Expenditures

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

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

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

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

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

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

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

School Division - Per-Pupil Spending
  Local Funding State Federal
2014-20154,388.004,688.001,198.00
2015-20163,893.004,747.001,565.00
2016-20174,203.004,906.001,238.00

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 Students12554473164155123835301782151232557218524512451576182255
Female62142567371615926098104611128685115615530293126
Male634021791846224270801116214286100130629627489129
American Indian36011401103810035210
Asian716933699267671015387351382
Black1746752324165974293616149026511613922747
Hispanic1150541711116470171912676720241297752228
Native Hawaiian36000340003800054301
White7817302101103770030710813675043411141287495331101141
Two or more races1053331913108752161811545822341222602336
Students with Disabilities122478374812389134521272114386613061054041
Economically Disadvantaged2486203797723912028698228220392129263523392132
English Learners39015534121997483189650923612
Homeless85154558861076171522127191324
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 178
Offenses Against Staff 17
Weapons Offenses 26
Property Offenses 13
All Other Offenses 23
Other Offenses Against Persons 250
Disorderly or Disruptive Behavior Offenses 597
Alcohol, Tobacco, and Other Drug Offenses 111
Technology Offenses 18
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 Indian0.2990.150.2520.2940.29
Asian5.6222.635.5791.495.8871.6
Black13.21426.3213.13528.813.19623.47
Hispanic9.2688.519.9918.5610.4397.14
Native Hawaiian0.2680.310.2840.4370.15
White62.62748.4561.72948.5161.61954.66
Two or more races8.70913.629.42412.649.98612.68
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 Indian0.2990.2520.294
Asian5.6225.5795.887
Black13.21412.913.13514.8113.19619.05
Hispanic9.2686.459.99111.1110.43923.81
Native Hawaiian0.2683.230.2840.437
White62.62770.9761.72970.3761.61947.62
Two or more races8.7096.459.4243.79.9869.52
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 Indian0.2990.2520.294
Asian5.6225.5795.887
Black13.21433.3313.13513.196
Hispanic9.2689.99110.439
Native Hawaiian0.2680.2840.437
White62.62766.6761.72961.619
Two or more races8.7099.4249.986
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 21.5621.7821.39
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

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 20.1421.5927.04
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 60.4259.4657.02
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: 14.45 : 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 icon

2016-2017 Grades 8-12 Student Teacher Ratio: 13.43 : 1

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

Provisionally Licensed Teachers

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

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

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2017-2018

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

Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2015-201635%60%3%2%
2016-201734%61%3%2%
2017-201834%61%2%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
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