Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Culpeper County High

General school information

Category: High (09-12) School
Phone: 540-825-8310
Address: 14240 Achievement Drive Culpeper, VA 22701
Principal: Mr. Daniel C Soderholm
Superintendent: Dr. Anthony S. Brads
Region: 4
Division: Culpeper County Public Schools
Division Website (opens new window)

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

Accreditation

Performance Snapshot

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

State Accreditation Status

Accredited

Reward School Status


ACCREDITATION

Accreditation Status This Year: Accredited
Annual Waiver: 2016 through 2018

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level One
Science Level One

Achievement Gaps

EnglishLevel One
MathematicsLevel Two

Student engagement & Outcomes

Chronic Absenteeism Level Two
Dropout Rate Level One
Graduation and Completion Level One

Accredited: All indicators at Level One or Level Two or Waiver
Accredited With Conditions: One or more indicators at Level Three
Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level One Level Two
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level Three
White Level One Level One

18.28% of the students in this school were chronically absent.

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 7 90 83 10 7 86 79 14 7 84 77 16
Female 6 92 86 8 8 90 82 10 8 85 77 15
Male 8 88 80 13 7 83 76 17 7 83 77 17
Asian < < < < < 100 < 0 < 100 < 0
Black 4 76 71 24 3 72 69 28 - 67 67 33
Hispanic 5 73 68 27 - 72 72 28 5 77 72 23
White 8 95 87 5 9 90 82 10 10 90 80 10
Two or more races - 92 92 8 < 100 < 0 8 85 77 15
Students with Disabilities - 57 57 43 - 35 35 65 7 43 36 57
Economically Disadvantaged 2 80 78 20 5 78 73 22 1 74 73 26
English Learners < < < < < < < < - 47 47 53
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 7 86 79 14 7 84 77 16
Female 6 92 86 8 8 90 82 10 8 85 77 15
Male 8 88 80 13 7 83 76 17 7 83 77 17
Asian < < < < < 100 < 0 < 100 < 0
Black 4 76 71 24 3 72 69 28 - 67 67 33
Hispanic 5 73 68 27 - 72 72 28 5 77 72 23
White 8 95 87 5 9 90 82 10 10 90 80 10
Two or more races - 92 92 8 < 100 < 0 8 85 77 15
Students with Disabilities - 57 57 43 - 35 35 65 7 43 36 57
Economically Disadvantaged 2 80 78 20 5 78 73 22 1 74 73 26
English Learners < < < < < < < < - 47 47 53
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Writing

Writing Performance: All Students

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

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

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

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

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

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 12 86 74 14 14 81 67 19 16 82 66 18
Female 11 87 76 13 13 82 69 18 14 84 70 16
Male 13 85 72 15 16 81 65 19 17 80 62 20
American Indian < < < < < 100 < 0
Asian 13 100 87 0 21 86 64 14 6 100 94 0
Black 3 73 70 27 5 66 60 34 7 65 58 35
Hispanic 4 75 71 25 9 70 62 30 12 73 61 27
White 15 90 75 10 17 87 70 13 18 88 69 12
Two or more races 13 88 75 13 13 81 68 19 25 79 54 21
Students with Disabilities 2 40 38 60 - 39 39 61 2 42 40 58
Economically Disadvantaged 3 75 72 25 5 66 61 34 7 67 60 33
English Learners - 47 47 53 2 28 26 72 5 29 24 71
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 88 76 12 19 84 65 16 22 83 62 17
Female 11 91 80 9 19 84 65 16 22 88 65 12
Male 14 86 72 14 19 83 64 17 21 79 58 21
American Indian < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 5 68 63 32 6 75 69 25 12 78 66 22
Hispanic 3 81 78 19 13 81 67 19 21 86 66 14
White 15 92 77 8 23 86 64 14 25 85 60 15
Two or more races 10 100 90 0 < < < < 27 55 27 45
Students with Disabilities 3 48 45 52 - 35 35 65 - 46 46 54
Economically Disadvantaged 5 77 72 23 4 71 67 29 11 77 65 23
English Learners - 55 55 45 - 42 42 58 7 53 47 47
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 92 75 8 15 88 74 12 11 86 75 14
Female 18 94 76 6 11 86 74 14 8 85 77 15
Male 16 90 74 10 19 92 73 8 15 87 72 13
American Indian < < < < < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 92 92 8 7 57 50 43 6 69 63 31
Hispanic 8 92 83 8 6 82 76 18 14 86 71 14
White 21 93 72 7 16 92 75 8 11 88 77 12
Two or more races < 100 < 0 18 91 73 9 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Economically Disadvantaged 10 94 84 6 8 76 68 24 9 76 67 24
English Learners < 100 < 0 < < < < < 100 < 0
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 9 81 72 19 9 75 66 25 13 78 66 22
Female 7 80 73 20 8 77 69 23 10 79 69 21
Male 10 82 72 18 10 73 63 27 15 77 62 23
Asian < 100 < 0 < < < < < 100 < 0
Black 3 72 69 28 5 60 56 40 3 50 48 50
Hispanic 3 68 64 32 6 59 54 41 - 52 52 48
White 11 86 75 14 11 85 73 15 17 90 72 10
Two or more races 20 70 50 30 - 73 73 27 31 100 69 0
Students with Disabilities - 29 29 71 - 38 38 62 - 38 38 63
Economically Disadvantaged 1 69 68 31 6 59 53 41 3 55 52 45
English Learners - 36 36 64 - 19 19 81 - 4 4 96
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 16 85 70 15 17 84 66 16 15 82 67 18
Female 12 84 72 16 12 82 69 18 11 83 72 17
Male 20 87 67 13 23 86 63 14 20 81 61 19
American Indian < 100 < 0 < 100 < 0 < < < <
Asian 27 100 73 0 24 100 76 0 7 93 86 7
Black 8 74 65 26 11 70 59 30 7 72 65 28
Hispanic 16 77 61 23 17 76 59 24 13 78 66 22
White 16 89 72 11 18 87 69 13 17 84 67 16
Two or more races 18 82 65 18 26 89 63 11 24 86 62 14
Students with Disabilities 2 49 47 51 2 50 48 50 2 51 49 49
Economically Disadvantaged 9 74 66 26 12 72 61 28 9 72 63 28
English Learners 3 53 50 47 7 37 29 63 5 40 35 60
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 9 83 74 17 10 85 75 15 8 78 70 22
Female 6 80 74 20 6 82 76 18 5 77 72 23
Male 13 87 74 13 15 88 73 12 11 79 68 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black - 64 64 36 5 62 57 38 5 76 71 24
Hispanic 8 75 67 25 9 77 69 23 10 73 63 27
White 12 89 77 11 10 89 79 11 7 80 73 20
Two or more races - 73 73 27 30 90 60 10 25 75 50 25
Students with Disabilities - 53 53 47 5 59 55 41 - 38 38 62
Economically Disadvantaged 5 72 66 28 10 76 66 24 4 69 64 31
English Learners < < < < < < < < - 22 22 78
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 20 81 60 19 19 77 58 23 20 82 62 18
Female 16 81 64 19 17 78 61 22 15 85 70 15
Male 25 81 56 19 21 75 54 25 24 79 55 21
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black 18 71 53 29 8 62 54 38 6 64 58 36
Hispanic 18 73 55 27 15 68 53 32 13 73 60 27
White 20 84 64 16 22 83 60 17 24 86 62 14
Two or more races 50 90 40 10 < < < < 25 92 67 8
Students with Disabilities 5 30 25 70 - 41 41 59 - 56 56 44
Economically Disadvantaged 10 66 56 34 11 63 53 37 11 70 58 30
English Learners - 55 55 45 7 28 21 72 6 50 44 50
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 93 77 7 25 91 66 9 19 88 68 12
Female 13 93 79 7 15 85 70 15 13 87 74 13
Male 20 94 74 6 36 97 61 3 27 88 61 12
American Indian < 100 < 0 < < < <
Asian < 100 < 0 < 100 < 0 < < < <
Black 7 93 85 7 24 96 72 4 11 78 67 22
Hispanic 19 88 69 12 28 90 62 10 17 94 78 6
White 17 94 77 6 23 90 66 10 23 88 65 12
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Economically Disadvantaged 11 92 81 8 15 82 68 18 12 80 68 20
English Learners < < < < < < < < < < < <
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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division182023
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2015-20162016-20172017-2018
Grade 9347316311
Grade 10313310287
Grade 11261294290
Grade 12257277300
Total Students1,1781,1971,188
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 Students117811971188
Female589617597
Male589580591
American Indian313
Asian202023
Black146153142
Hispanic142193217
White829786758
Two or more races384445
Students with Disabilities102105113
Not Students with Disabilities107610921075
Economically Disadvantaged380398422
Not Economically Disadvantaged798799766
English Learners617069
Not English Learners111711271119
Homeless749
Military Connected268
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

School

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 also 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 school-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 School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 171 110 4 1 15 9
Division 338 253 13 3 31 18
State 50979 36013 2733 1046 5404 1786
Female School 97 52 1 1 5 4
Division 198 108 3 1 12 7
State 27837 15823 920 366 1922 656
Male School 74 58 3 0 10 5
Division 140 145 10 2 19 11
State 23142 20190 1813 680 3482 1130
American Indian School < < < < 0 <
Division < < < < 0 <
State 144 124 8 2 27 9
Asian School < < < < 0 <
Division 12 1 0 0 0 0
State 5026 1194 70 18 91 37
Black School 14 18 2 0 1 2
Division 39 46 6 0 3 5
State 7955 11090 1111 244 1359 744
Hispanic School 14 21 1 0 9 1
Division 36 46 2 0 19 3
State 5086 5583 317 105 2172 323
White School 127 70 1 0 4 5
Division 231 151 5 2 6 9
State 30218 16420 1139 617 1589 596
Two or more races School 8 1 0 1 1 1
Division 16 9 0 1 3 1
State 2468 1542 87 58 163 73
Students with Disabilities School 3 19 4 0 1 1
Division 5 35 13 0 1 1
State 1056 6505 2733 136 1108 108
Economically Disadvantaged School 39 47 2 0 11 5
Division 85 115 8 1 22 12
State 10704 17342 1680 460 2640 1096
English Learners School 0 8 1 0 9 1
Division 1 18 1 0 19 2
State 1418 3757 272 31 1847 115
Homeless School < < < < 0 <
Division < < < < 0 <
State 232 695 90 42 303 61
Foster Care School < < < < 0 <
Division < < < < 0 <
State 35 175 31 10 56 15
Military Connected School < < < < 0 <
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 Students31028591.928892.9154.8
Female16015093.81529553.1
Male1501359013690.7106.7
American Indian0<100<10000
Asian0<100<10000
Black373491.93594.612.7
Hispanic463678.33678.3919.6
White20719895.719996.141.9
Two or more races129751083.318.3
Students with Disabilities282692.92692.913.6
Economically Disadvantaged1048884.68985.61110.6
English Learners19947.4947.4947.4
Homeless0<100<10000
Foster Care0<100<10000
Military Connected0<100<10000
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type 2015-20162016-20172017-2018
Advanced Placement Test Taken117 / 9.97% - -
Advanced Placement Course Enrollment214 / 18.23%209 / 17.47%186 / 15.67%
Dual Enrollment79 / 6.73%105 / 8.78%127 / 10.7%
Governor’s School Enrollment11 / .94%17 / 1.42%18 / 1.52%
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 School 237 139 41
Division 513 291 43
State 82482 57560 30
Female School 126 84 33
Division 270 170 37
State 41546 31230 25
Male School 111 55 50
Division 243 121 50
State 40936 26330 36
American Indian School 0 < 100
Division 0 < 100
State 220 132 40
Asian School 0 < 100
Division 0 < 100
State 5492 4724 14
Black School 25 17 32
Division 81 49 40
State 18272 11640 36
Hispanic School 15 < 100
Division 58 23 60
State 8547 5341 38
White School 186 109 41
Division 345 199 42
State 46319 33154 28
Two or more races School 0 < 100
Division 17 12 29
State 3521 2499 29
Students with Disabilities School 0 < 100
Division 22 < 100
State 5986 3008 50
Economically Disadvantaged School 62 19 69
Division 146 58 60
State 23515 13119 44
English Learners School 0 < 100
Division 15 < 100
State 5120 3136 39
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
Count
2015-20162016-20172017-2018
NOCTI AssessmentsSchool163315
 Division576241
 State413936233471
State LicensuresSchool000
 Division000
 State179019641412
Industry CertificationSchool257477472
 Division760966857
 State100544109590103892
Workplace ReadinessSchool193184197
 Division427410449
 State307754231350242
Total Credentials EarnedSchool466694684
 Division124414381347
 State137248157490159017
Students Earning One or More CredentialsSchool400558523
 Division102811431095
 State109089126113127744
CTE CompletersSchool152170169
 Division329357376
 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 155 276 127 46%
2014-2015
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 133 237 105 44.3%
2015-2016
Number of Test Takers Number of Tests Taken Number of Tests with Qualifying Scores Percentage of Tests Passed
All Students 125 236 127 53.8%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

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

  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year division
operating expenditures for instructional costs
67.2 68.1 67.8

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
2014-20153,661.005,353.00654.00
2015-20163,681.005,370.00690.00
2016-20173,866.005,506.00701.00

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 Students9928542671026924282103710845741027974682
Female484472028530402527541551835511462542
Male508382239496521755496532739516512140
American Indian0000000000000000
Asian16011182011900023000
Black1251191012312512131146912012816
Hispanic1021510161291482017421920195151120
White705552240721612647677682939649662441
Two or more races42300333313551637435
Students with Disabilities741278791541482137128316521
Economically Disadvantaged309512834326432450325522943348423355
English Learners4366116063145812616606915
Homeless00007336620511513
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

2016-2017 Offenses
  Number of Offenses
Offenses Against Student 53
Offenses Against Staff <
Weapons Offenses <
Property Offenses <
All Other Offenses 17
Other Offenses Against Persons 31
Disorderly or Disruptive Behavior Offenses 172
Alcohol, Tobacco, and Other Drug Offenses 27
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
  2014-20152015-20162016-2017
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2670.2560.084
Asian1.5151.321.7041.111.672
Black12.74525.1712.4362012.79334.29
Hispanic11.1419.9312.09516.1116.1379.71
Native Hawaiian
White70.94561.5970.61359.4465.71947.43
Two or more races3.6541.993.2373.333.6798.57
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
  2014-20152015-20162016-2017
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2670.2560.084
Asian1.5151.7041.672
Black12.74512.43612.793
Hispanic11.14112.0952016.137
Native Hawaiian
White70.94570.6138065.719100
Two or more races3.6543.2373.679
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
  2014-20152015-20162016-2017
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.2670.2560.084
Asian1.5151.7041.672
Black12.74512.43612.793
Hispanic11.14112.09516.137
Native Hawaiian
White70.94570.61365.719
Two or more races3.6543.2373.679
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 32.9533.0233.75
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 17.1222.623.38
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 72.0170.3968.66
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

Teacher Quality

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
Provisional7%10%
Provisional Special Education2%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
2015-201646%49%1%4%
2016-201747%48%1%4%
2017-201847%45%3%5%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Culpeper County High to top