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Pennington Elementary

General school information

Category: Combined (01-08) School
Phone: 703-369-6644
Address: 9305 Stonewall Rd. Manassas, VA 20110
Principal: Ms. Amanda McCulla
Superintendent: Dr. Steven L. Walts
Region: 4
Division: Prince William 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

ESSA

ESSA

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 One

Student engagement & Outcomes

Chronic Absenteeism 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 One
Economically Disadvantaged Level One Level One
English Learners Level One Level One
Hispanic Level One Level One
Students with Disabilities Level One Level One
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 26 94 67 6 33 95 62 5 27 94 67 6
Female 29 95 66 5 34 96 62 4 29 96 68 4
Male 24 93 69 7 31 93 62 7 25 91 67 9
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 35 97 62 3 38 99 61 1 27 98 71 2
Black 18 89 71 11 20 92 72 8 21 94 73 6
Hispanic 16 90 75 10 19 88 69 12 20 86 66 14
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 27 95 68 5 37 95 58 5 32 94 62 6
Two or more races 44 96 52 4 45 97 52 3 27 98 71 2
Students with Disabilities 18 72 54 28 14 68 54 32 12 74 62 26
Students without Disabilities 27 96 68 4 35 98 63 2 28 96 68 4
Economically Disadvantaged 16 93 77 7 19 88 69 12 21 86 65 14
Not Economically Disadvantaged 29 94 65 6 35 96 61 4 28 96 68 4
English Learners 7 83 76 17 17 87 70 13 11 81 70 19
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 86 68 14 27 90 64 10 30 91 61 9
Female 27 93 66 7 29 93 63 7 28 94 66 6
Male 10 80 70 20 24 88 64 12 34 89 54 11
Asian 35 94 59 6 29 100 71 0 29 94 65 6
Black 13 81 69 19 - 87 87 13 33 100 67 0
Hispanic 20 70 50 30 < 100 < 0 29 94 65 6
Native Hawaiian < 100 < 0 < 100 < 0
White 16 88 72 13 38 86 48 14 31 85 54 15
Two or more races < 100 < 0 < 100 < 0 < < < <
Students with Disabilities 20 60 40 40 20 80 60 20 < < < <
Students without Disabilities 18 90 72 10 27 92 64 8 30 92 62 8
Economically Disadvantaged - 70 70 30 8 85 77 15 21 84 63 16
Not Economically Disadvantaged 21 89 68 11 30 91 61 9 33 94 60 6
English Learners < < < < 18 73 55 27 30 100 70 0
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 93 70 7 27 95 68 5 15 93 78 7
Female 27 91 64 9 33 95 63 5 20 98 78 3
Male 16 95 78 5 21 95 74 5 10 88 78 12
Asian 43 93 50 7 31 94 63 6 13 100 87 0
Black 13 80 67 20 24 100 76 0 6 94 88 6
Hispanic 25 92 67 8 27 73 45 27 < < < <
White 15 97 82 3 25 100 75 0 22 89 68 11
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 8 67 58 33 - 90 90 10
Students without Disabilities 22 92 70 8 30 100 70 0 17 93 76 7
Economically Disadvantaged 25 100 75 0 9 73 64 27 14 86 71 14
Not Economically Disadvantaged 22 91 70 9 30 99 69 1 15 94 79 6
English Learners 13 93 80 7 20 60 40 40 8 75 67 25
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 93 57 7 36 94 58 6 30 94 64 6
Female 36 93 57 7 38 98 60 2 40 98 58 2
Male 34 92 58 8 32 89 57 11 18 89 71 11
Asian 37 100 63 0 41 100 59 0 31 94 63 6
Black 13 93 80 7 14 93 79 7 20 93 73 7
Hispanic 17 83 67 17 46 77 31 23 27 82 55 18
White 48 93 44 7 32 97 65 3 35 97 62 3
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < - 64 64 36
Students without Disabilities 36 97 62 3 36 97 61 3 35 99 64 1
Economically Disadvantaged 18 88 71 12 30 90 60 10 25 88 63 13
Not Economically Disadvantaged 40 94 54 6 36 95 58 5 31 96 64 4
English Learners < < < < 19 95 76 5 - 75 75 25
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 24 98 74 3 41 93 51 8 32 95 63 5
Female 30 97 68 3 33 96 62 4 33 98 65 2
Male 19 98 79 2 51 89 37 11 32 92 61 8
Asian 27 100 73 0 44 100 56 0 27 100 73 0
Black 20 90 70 10 33 80 47 20 13 93 80 7
Hispanic 5 95 89 5 9 91 82 9 35 82 47 18
White 33 100 67 0 58 96 38 4 43 100 57 0
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 < < < < 36 82 45 18
Students without Disabilities 23 97 74 3 44 97 53 3 32 97 66 3
Economically Disadvantaged 6 100 94 0 33 92 58 8 24 76 53 24
Not Economically Disadvantaged 29 97 68 3 43 93 50 7 34 100 66 0
English Learners < < < < 27 87 60 13 14 86 71 14
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 26 97 72 3 30 100 70 0 30 97 67 3
Female 26 97 71 3 34 100 66 0 31 100 69 0
Male 26 98 72 2 26 100 74 0 29 94 65 6
Asian 31 100 69 0 29 100 71 0 41 100 59 0
Black 18 100 82 0 < 100 < 0 27 93 67 7
Hispanic 14 93 79 7 21 100 79 0 17 100 83 0
White 24 97 73 3 39 100 61 0 28 96 68 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities 29 100 71 0 32 100 68 0 33 100 67 0
Economically Disadvantaged 13 93 80 7 23 100 77 0 35 100 65 0
Not Economically Disadvantaged 29 98 70 2 32 100 68 0 29 97 68 3
English Learners < < < < 11 100 89 0 < < < <
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 33 96 63 4 35 96 61 4 21 93 71 7
Female 26 97 72 3 37 97 60 3 17 89 72 11
Male 41 95 54 5 33 95 63 5 26 97 71 3
Asian 35 95 60 5 50 100 50 0 14 100 86 0
Black < 100 < 0 30 100 70 0 < < < <
Hispanic 19 100 81 0 - 92 92 8 - 73 73 27
White 31 94 63 6 36 94 58 6 34 100 66 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 36 97 62 3 39 100 61 0 23 97 74 3
Economically Disadvantaged 33 100 67 0 < < < < 6 82 76 18
Not Economically Disadvantaged 33 95 62 5 38 97 59 3 26 96 70 4
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 46 95 49 5 56 92 36 8 64 100 36 0
Female 49 92 44 8 66 97 31 3 71 100 29 0
Male 44 97 54 3 48 88 40 13 58 100 42 0
Asian 75 100 25 0 86 100 14 0 71 100 29 0
Black < 100 < 0 50 80 30 20 < 100 < 0
Hispanic 19 94 75 6 33 92 58 8 33 100 67 0
White 40 91 51 9 50 92 42 8 69 100 31 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Students without Disabilities 48 99 51 1 63 96 33 4 66 100 34 0
Economically Disadvantaged 27 93 67 7 < < < < 47 100 53 0
Not Economically Disadvantaged 51 95 44 5 58 92 35 8 69 100 31 0
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 46 95 49 5 56 92 36 8 64 100 36 0
Female 49 92 44 8 66 97 31 3 71 100 29 0
Male 44 97 54 3 48 88 40 13 58 100 42 0
Asian 75 100 25 0 86 100 14 0 71 100 29 0
Black < 100 < 0 50 80 30 20 < 100 < 0
Hispanic 19 94 75 6 33 92 58 8 33 100 67 0
White 40 91 51 9 50 92 42 8 69 100 31 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < 100 < 0
Students without Disabilities 48 99 51 1 63 96 33 4 66 100 34 0
Economically Disadvantaged 27 93 67 7 < < < < 47 100 53 0
Not Economically Disadvantaged 51 95 44 5 58 92 35 8 69 100 31 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

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 30 93 63 7 30 94 63 6 23 93 70 8
Female 25 92 67 8 28 94 66 6 23 92 69 8
Male 35 95 60 5 32 93 61 7 23 93 70 7
American Indian < 100 < 0 < 100 < 0 < 100 < 0
Asian 45 97 52 3 40 98 58 2 33 97 64 3
Black 26 94 68 6 23 94 71 6 17 91 74 9
Hispanic 14 88 73 12 21 88 68 12 16 87 71 13
Native Hawaiian < 100 < 0 < 100 < 0 < 100 < 0
White 25 93 68 7 30 94 64 6 21 93 72 7
Two or more races 59 93 33 7 39 90 52 10 32 93 61 7
Students with Disabilities 18 69 51 31 24 68 44 32 22 66 44 34
Students without Disabilities 31 95 64 5 31 97 66 3 23 96 73 4
Economically Disadvantaged 18 84 66 16 18 82 65 18 16 86 70 14
Not Economically Disadvantaged 32 95 63 5 32 95 63 5 25 94 69 6
English Learners 10 73 63 27 24 89 65 11 12 81 69 19
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 33 95 62 5 31 93 61 7 23 90 67 10
Female 29 95 66 5 29 93 63 7 21 94 72 6
Male 38 95 58 5 33 93 60 7 26 86 60 14
Asian 47 100 53 0 43 100 57 0 24 88 65 12
Black 38 100 63 0 27 93 67 7 17 92 75 8
Hispanic 10 70 60 30 < 100 < 0 12 94 82 6
Native Hawaiian < 100 < 0 < 100 < 0
White 31 100 69 0 26 90 64 10 27 85 58 15
Two or more races < < < < < < < < < 100 < 0
Students with Disabilities - 80 80 20 30 90 60 10 < < < <
Students without Disabilities 38 97 59 3 32 93 62 7 24 92 68 8
Economically Disadvantaged 20 60 40 40 23 85 62 15 5 95 89 5
Not Economically Disadvantaged 35 100 65 0 33 94 61 6 29 89 60 11
English Learners < < < < 27 91 64 9 - 80 80 20
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 36 93 57 7 33 90 57 10 23 90 67 10
Female 20 89 68 11 30 93 63 7 20 88 68 13
Male 54 97 43 3 37 87 50 13 27 93 66 7
Asian 50 86 36 14 38 94 56 6 27 100 73 0
Black 27 87 60 13 29 94 65 6 13 88 75 13
Hispanic 25 92 67 8 45 73 27 27 < 100 < 0
White 30 97 67 3 31 94 63 6 24 86 62 14
Two or more races < 100 < 0 < < < < < < < <
Students with Disabilities < 100 < 0 25 58 33 42 40 80 40 20
Students without Disabilities 33 92 59 8 35 96 61 4 21 92 70 8
Economically Disadvantaged 25 83 58 17 18 55 36 45 29 86 57 14
Not Economically Disadvantaged 38 94 57 6 36 96 60 4 22 91 69 9
English Learners 13 80 67 20 20 70 50 30 25 92 67 8
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 55 95 40 5 52 96 44 4 49 98 48 2
Female 52 95 43 5 45 98 53 2 53 100 47 0
Male 58 95 37 5 62 95 32 5 45 95 50 5
Asian 74 100 26 0 53 100 47 0 63 100 38 0
Black 20 93 73 7 36 100 64 0 47 100 53 0
Hispanic 50 92 42 8 38 85 46 15 36 91 55 9
White 59 96 37 4 59 97 38 3 47 100 53 0
Two or more races < < < < < 100 < 0 < < < <
Students with Disabilities < < < < < < < < 27 82 55 18
Students without Disabilities 59 97 38 3 53 100 47 0 53 100 47 0
Economically Disadvantaged 53 88 35 12 40 90 50 10 38 88 50 13
Not Economically Disadvantaged 55 97 42 3 54 97 43 3 52 100 48 0
English Learners < < < < 33 95 62 5 33 92 58 8
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 99 76 1 17 95 79 5 8 92 83 8
Female 21 100 79 0 10 98 88 3 2 90 88 10
Male 25 98 73 3 27 92 65 8 17 93 77 7
Asian 29 100 71 0 21 100 79 0 9 91 82 9
Black < < < < 7 87 80 13 7 93 86 7
Hispanic 11 100 89 0 9 91 82 9 13 80 67 20
White 27 100 73 0 22 100 78 0 7 96 89 4
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Students without Disabilities 22 99 76 1 17 100 83 0 10 97 87 3
Economically Disadvantaged 11 100 89 0 17 92 75 8 6 71 65 29
Not Economically Disadvantaged 27 98 71 2 17 96 80 4 9 98 89 2
English Learners < 100 < 0 29 86 57 14 - 81 81 19
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 - 73 73 27 8 88 80 13 - 63 63 37
Female - 75 75 25 6 83 78 17 - 62 62 38
Male - 71 71 29 9 91 82 9 < < < <
Asian < < < < 30 90 60 10 < 100 < 0
Black < 100 < 0 < < < < < < < <
Hispanic - 64 64 36 - 92 92 8 < < < <
White - 68 68 32 - 92 92 8 < < < <
Students with Disabilities < < < < < 100 < 0 < < < <
Students without Disabilities - 84 84 16 5 86 81 14 - 71 71 29
Economically Disadvantaged - 73 73 27 < < < < < < < <
Not Economically Disadvantaged - 73 73 27 10 90 81 10 - 63 63 38
English Learners < < < < 13 93 80 7 < < < <
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 12 93 80 7 27 93 66 7 14 96 82 4
Female 11 87 76 13 26 91 65 9 15 94 79 6
Male 14 98 84 2 28 95 68 5 13 98 85 2
Asian 20 100 80 0 43 100 57 0 18 100 82 0
Black < 100 < 0 18 100 82 0 15 100 85 0
Hispanic - 93 93 7 10 90 80 10 12 84 72 16
White 9 89 80 11 24 89 64 11 7 100 93 0
Two or more races < 100 < 0 < 100 < 0 27 100 73 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 13 95 82 5 30 97 68 3 12 99 87 1
Economically Disadvantaged - 82 82 18 8 92 83 8 11 89 79 11
Not Economically Disadvantaged 14 94 80 6 30 93 63 7 15 99 83 1
English Learners < 100 < 0 < < < < - 69 69 31
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 31 100 69 0 23 100 77 0 26 97 71 3
Female 15 100 85 0 40 100 60 0 37 100 63 0
Male 44 100 56 0 13 100 88 0 16 95 79 5
Asian < 100 < 0 50 100 50 0 80 100 20 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Hispanic < 100 < 0 < 100 < 0
White < 100 < 0 22 100 78 0 5 95 90 5
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities 31 100 69 0 23 100 77 0 27 100 73 0
Economically Disadvantaged < 100 < 0 < 100 < 0 < 100 < 0
Not Economically Disadvantaged 36 100 64 0 24 100 76 0 26 97 71 3
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students < 100 < 0 < 100 < 0 < 100 < 0
Female < 100 < 0 < 100 < 0 < 100 < 0
Male < 100 < 0 < 100 < 0 < 100 < 0
Asian < 100 < 0 < 100 < 0 < 100 < 0
Black < 100 < 0 < 100 < 0 < 100 < 0
Students without Disabilities < 100 < 0 < 100 < 0 < 100 < 0
Not Economically Disadvantaged < 100 < 0 < 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 28 94 66 6 27 94 67 6 22 93 72 7
Female 23 93 70 7 24 93 68 7 21 93 72 7
Male 32 95 62 5 30 96 66 4 22 94 72 6
Asian 41 100 59 0 35 100 65 0 27 97 70 3
Black 10 90 80 10 8 96 88 4 13 96 83 4
Hispanic 14 93 79 7 20 84 64 16 12 69 58 31
White 24 92 68 8 30 94 64 6 27 100 73 0
Two or more races < < < < < 100 < 0 10 100 90 0
Students with Disabilities 14 50 36 50 6 71 65 29 13 50 38 50
Students without Disabilities 29 98 69 2 30 97 68 3 23 99 76 1
Economically Disadvantaged 13 91 78 9 5 84 79 16 12 82 70 18
Not Economically Disadvantaged 31 95 63 5 30 96 66 4 24 97 73 3
English Learners < < < < 11 89 79 11 9 64 55 36
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 33 90 57 10 30 95 65 5 28 94 66 6
Female 27 91 64 9 28 96 68 4 31 96 64 4
Male 39 89 50 11 32 95 62 5 24 92 68 8
Asian 42 100 58 0 35 100 65 0 38 94 56 6
Black - 87 87 13 14 93 79 7 20 93 73 7
Hispanic 25 83 58 17 31 85 54 15 27 73 45 27
White 41 89 48 11 29 97 68 3 26 100 74 0
Two or more races < < < < < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < 9 55 45 45
Students without Disabilities 34 96 62 4 32 99 67 1 31 100 69 0
Economically Disadvantaged 18 82 65 18 10 90 80 10 25 81 56 19
Not Economically Disadvantaged 37 92 55 8 32 96 64 4 28 97 69 3
English Learners < < < < 14 95 81 5 17 67 50 33
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 22 97 76 3 24 93 69 7 14 93 79 7
Female 18 95 77 5 20 89 69 11 8 89 81 11
Male 26 100 74 0 28 98 70 3 21 97 76 3
Asian 40 100 60 0 36 100 64 0 14 100 86 0
Black < 100 < 0 - 100 100 0 < 100 < 0
Hispanic 6 100 94 0 8 83 75 17 - 67 67 33
White 11 94 83 6 31 92 61 8 28 100 72 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 23 100 77 0 27 96 69 4 14 97 83 3
Economically Disadvantaged 7 100 93 0 < < < < - 82 82 18
Not Economically Disadvantaged 25 97 71 3 27 95 68 5 19 96 77 4
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 54 98 44 2 55 96 41 4 54 97 43 3
Female 43 98 54 2 55 96 41 4 52 97 45 3
Male 67 99 32 1 55 96 41 4 56 97 41 3
Asian 74 97 24 3 77 97 20 3 62 100 38 0
Black 50 100 50 0 52 96 44 4 54 96 42 4
Hispanic 39 96 57 4 39 91 52 9 29 90 62 10
White 48 99 51 1 51 99 47 1 59 98 39 2
Two or more races < 100 < 0 < < < < 50 100 50 0
Students with Disabilities 60 100 40 0 5 75 70 25 36 93 57 7
Students without Disabilities 54 98 44 2 63 99 37 1 56 98 42 2
Economically Disadvantaged 38 100 62 0 45 85 40 15 33 97 63 3
Not Economically Disadvantaged 58 98 40 2 57 98 41 2 59 98 38 3
English Learners 33 93 60 7 18 82 65 18 29 90 62 10
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 60 100 40 0 64 97 33 3 57 97 41 3
Female 49 100 51 0 60 94 34 6 49 97 49 3
Male 71 100 29 0 68 100 33 0 65 97 32 3
Asian 75 100 25 0 79 100 21 0 57 100 43 0
Black < 100 < 0 90 100 10 0 < 100 < 0
Hispanic 50 100 50 0 42 92 50 8 14 86 71 14
White 50 100 50 0 56 97 42 3 76 100 24 0
Two or more races < 100 < 0 < 100 < 0 < 100 < 0
Students with Disabilities < 100 < 0 < < < < < < < <
Students without Disabilities 61 100 39 0 72 99 27 1 58 98 40 2
Economically Disadvantaged 50 100 50 0 < < < < 31 94 63 6
Not Economically Disadvantaged 62 100 38 0 67 98 32 2 64 98 34 2
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 49 96 47 4 47 95 48 5 52 98 46 2
Female 39 95 57 5 51 98 47 2 55 98 43 3
Male 62 97 35 3 42 92 50 8 49 98 49 2
Asian 71 93 21 7 75 94 19 6 67 100 33 0
Black 40 100 60 0 29 94 65 6 44 94 50 6
Hispanic 25 92 67 8 36 91 55 9 < 100 < 0
White 45 97 52 3 47 100 53 0 46 97 51 3
Two or more races < 100 < 0 < < < < < 100 < 0
Students with Disabilities < 100 < 0 8 67 58 33 40 100 60 0
Students without Disabilities 47 96 49 4 54 100 46 0 54 97 44 3
Economically Disadvantaged 25 100 75 0 45 82 36 18 36 100 64 0
Not Economically Disadvantaged 54 96 42 4 47 97 50 3 55 97 42 3
English Learners 33 93 60 7 10 80 70 20 42 100 58 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

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

2015-20162016-20172017-2018
State3,4624,2272,762
Division465544285
School000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Grade 1787875
Grade 2787878
Grade 3848484
Grade 4848484
Grade 5848484
Grade 6848485
Grade 7767984
Grade 8757277
Total Students643643651
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup 2016-20172017-20182018-2019
All Students643643651
Female341339349
Male302304302
American Indian122
Asian129129127
Black108124144
Hispanic9310095
Native Hawaiian223
White260234230
Two or more races505250
Students with Disabilities525760
Students without Disabilities591586591
Economically Disadvantaged85123110
Not Economically Disadvantaged558520541
English Learners989291
Not English Learners545551560
Military Connected131820
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

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
64.6 64.8 64.7

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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
2014-20154,943.005,277.00574.00
2015-20164,918.005,278.00683.00
2016-20175,099.005,499.00759.00

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

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

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students629116092562114
Female3295321163316
Male300628892908
American Indian<<<<<<
Asian120212451231
Black97010711222
Hispanic1072892964
Native Hawaiian<<<<<<
White2645240162256
Two or more races372461511
Students with Disabilities432472581
Economically Disadvantaged10859321242
English Learners580925881
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 Staff <
Weapons Offenses <
Other Offenses Against Persons <
Disorderly or Disruptive Behavior Offenses <
Alcohol, Tobacco, and Other Drug Offenses <
Offenses Against Student <
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.1560.311
Asian20.06220.06240
Black16.7962519.2856.67
Hispanic14.4632515.55213.33
Native Hawaiian0.3110.311
White40.43537.536.39233.33
Two or more races7.77612.58.0876.67
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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.1560.311
Asian20.06220.062
Black16.79619.285
Hispanic14.46315.552
Native Hawaiian0.3110.311
White40.43536.392
Two or more races7.7768.087
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.1560.311
Asian20.06220.062
Black16.79619.285
Hispanic14.46315.552
Native Hawaiian0.3110.311
White40.43536.392
Two or more races7.7768.087
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 13.4117.0314.04
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 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 13.7911.8211.11
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 85.0684.5587.78
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

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
School
This School - 2.1% - 4.3% - -
Division
All Schools 1.5% 4% 10.2% 8.4% 8.5% 4.3%
High Poverty 1.4% 7.8% 9.8% 13.8% 8.6% 7.1%
Low Poverty - 3% - 6.3% - 3.4%
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
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
2015-201638%60%2%0%
2016-201741%57%2%0%
2017-201844%54%2%0%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Status: Not Identified for Support and Improvement
Accreditation Status: Accredited

ESSA School Quality Indicators Summary
Student GroupEnglish Reading PerformanceMathematics PerformanceEnglish Learner ProgressChronic AbsenteeismFederal Graduation Indicator
All StudentsYesYes-Yes-
AsianYesYes-Yes-
BlackYesYes-Yes-
HispanicYesYes-Yes-
WhiteYesYes-Yes-
Economically DisadvantagedYesYes-Yes-
English LearnersYesYesYesYes-
Students with DisabilitiesYesYes-Yes-

Yes = Annual target met
No = Annual target not met
TS = Too few students to evaluate
— = Not applicable or no students

The Every Student Succeeds Act of 2015 (ESSA) requires states to set annual and long-term targets for raising the achievement of all students. Virginia schools are focused on the following school quality indicators in meeting the objectives of the federal law:
  • Reading performance — percentage of students in the school passing state tests in reading
  • Mathematics performance — percentage of students in the school passing state tests in mathematics
  • Growth in reading and mathematics — percentage of students in the school either passing state tests in reading and mathematics or making significant progress toward passing
  • English learner progress — percentage of English learners making progress toward English-language proficiency
  • Chronic absenteeism — percentage of students missing 10 percent or more of the school year, regardless of reason (students receiving homebound and home-based instruction excluded)
  • Federal Graduation Indicator — percentage of students graduating within four years of entering the ninth grade with a Standard Diploma or Advanced Studies Diploma
More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.
ESSA Annual Targets and Long-Term Goals: Reading
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students94%94%73%75%
Asian98%98%87%75%
Black94%92%60%75%
Hispanic86%88%63%75%
White94%95%81%75%
Economically Disadvantaged86%89%62%75%
English Learners81%84%53%75%
Students with Disabilities74%71%39%75%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.
ESSA Annual Targets and Long-Term Goals: Mathematics
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students93%93%74%70%
Asian97%97%89%70%
Black91%93%60%70%
Hispanic87%88%64%70%
White93%93%81%70%
Economically Disadvantaged86%84%63%70%
English Learners81%83%57%70%
Students with Disabilities66%68%42%70%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.
ESSA Pass Rates: Science
Student GroupCurrent Rate
All Students93%
Asian97%
Black96%
Hispanic69%
White100%
Economically Disadvantaged82%
English Learners64%
Students with Disabilities50%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.
Growth in Reading and Mathematics
Student GroupGrowth English ReadingGrowth Mathematics
All Students94%94%
Asian98%97%
Black95%93%
Hispanic86%91%
White94%93%
Economically Disadvantaged86%89%
English Learners82%86%
Students with Disabilities76%74%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.
Chronic Absenteeism
Student GroupCurrent RateThree-Year RateAnnual TargetLong Term Goal
All Students2%3%9%10%
Asian1%2%5%10%
Black2%1%9%10%
Hispanic4%3%9%10%
White3%4%9%10%
Economically Disadvantaged2%3%13%10%
English Learners1%2%8%10%
Students with Disabilities2%3%14%10%

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

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.
The calculation for chronic absenteeism only includes students enrolled for at least half of the school year. The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.
English Learner Progress and Proficiency
English LearnersPercentAnnual TargetLong Term Goal
English Learner Progress73%46%58%
English Learner Proficiency23%--
< = Results suppressed to protect student privacy
— = Not applicable or no students
The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress223073%
English Learner Proficiency73023%
ESSA Participation Rates
Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%100%100%
Asian100%100%100%
Black100%100%100%
Hispanic100%100%100%
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%100%100%
English Learners100%100%100%
Students with Disabilities100%100%100%
Students without Disabilities100%100%100%
Female100%100%100%
Male100%100%100%
Migrant---

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

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