Virginia School Quality Profiles

Virginia State Quality Profile

On-time Graduation Rate

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Enrollment

1,290,576

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Postsecondary Enrollment

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Per-Pupil Spending

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Reading Proficiency

79%

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Math Proficiency

77%

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Science Proficiency

81%

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Social Studies Proficiency

84%

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Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

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

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

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.

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

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.

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	18	80	62	20	17	79	62	21	17	77	61	23
Female	18	82	64	18	17	81	64	19	16	79	63	21
Male	18	78	60	22	17	77	60	23	17	75	58	25
American Indian	13	76	63	24	13	77	63	23	13	73	60	27
Asian	40	93	53	7	39	93	54	7	39	92	52	8
Black	8	67	59	33	7	66	59	34	7	64	57	36
Hispanic	11	72	61	28	10	71	61	29	10	68	58	32
Native Hawaiian	20	85	65	15	19	86	67	14	19	83	64	17
White	21	86	65	14	21	86	65	14	20	84	64	16
Two or more races	19	82	63	18	19	82	63	18	18	80	62	20
Students with Disabilities	9	49	40	51	9	48	39	52	10	47	37	53
Economically Disadvantaged	9	69	60	31	8	68	59	32	8	66	57	34
English Learners	11	66	56	34	11	68	57	32	10	64	54	36
Migrant	8	68	60	32	9	65	56	35	6	61	54	39
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	19	77	58	23	18	75	57	25	18	73	55	27
Female	18	77	59	23	17	75	58	25	16	73	57	27
Male	21	77	56	23	19	75	56	25	19	73	54	27
American Indian	15	70	55	30	19	70	52	30	15	70	56	30
Asian	36	90	54	10	35	90	55	10	33	87	54	13
Black	9	64	55	36	8	61	53	39	8	58	50	42
Hispanic	12	68	56	32	11	65	54	35	11	63	52	37
Native Hawaiian	17	79	61	21	16	79	63	21	18	80	62	20
White	24	84	60	16	22	82	60	18	22	81	59	19
Two or more races	21	80	59	20	20	77	58	23	19	77	58	23
Students with Disabilities	12	47	36	53	12	46	34	54	12	45	33	55
Economically Disadvantaged	10	65	55	35	9	62	54	38	9	61	51	39
English Learners	11	66	54	34	11	64	54	36	10	60	50	40
Migrant	11	68	58	32	7	60	53	40	9	36	27	64
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	29	83	53	17	27	81	54	19	26	79	53	21
Female	29	83	55	17	24	82	57	18	23	80	56	20
Male	30	82	52	18	30	81	51	19	28	79	51	21
American Indian	20	78	58	22	21	74	53	26	24	75	51	25
Asian	53	93	40	7	50	93	43	7	50	92	43	8
Black	16	71	55	29	13	69	56	31	12	66	55	34
Hispanic	19	76	57	24	17	73	56	27	15	70	55	30
Native Hawaiian	27	90	63	10	29	87	58	13	32	79	47	21
White	35	88	53	12	33	88	54	12	32	86	54	14
Two or more races	29	84	54	16	30	83	53	17	28	82	54	18
Students with Disabilities	14	55	40	45	13	51	38	49	15	51	36	49
Economically Disadvantaged	17	73	56	27	14	71	57	29	14	69	55	31
English Learners	18	74	56	26	17	72	55	28	16	69	53	31
Migrant	4	65	62	35	16	68	52	32	6	61	55	39
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	26	79	54	21	24	79	55	21	24	77	53	23
Female	26	81	55	19	25	81	56	19	24	78	54	22
Male	25	78	53	22	24	78	54	22	24	75	51	25
American Indian	20	75	55	25	20	80	59	20	18	67	49	33
Asian	48	92	45	8	45	91	46	9	46	90	44	10
Black	13	67	53	33	12	67	55	33	11	63	52	37
Hispanic	17	73	55	27	16	72	57	28	15	69	53	31
Native Hawaiian	35	83	47	17	27	89	62	11	24	81	56	19
White	31	86	54	14	30	86	55	14	31	84	54	16
Two or more races	27	81	54	19	25	81	56	19	25	79	53	21
Students with Disabilities	12	48	36	52	11	48	37	52	12	46	34	54
Economically Disadvantaged	15	69	54	31	13	69	56	31	14	66	52	34
English Learners	14	69	55	31	15	71	56	29	14	66	52	34
Migrant	26	79	53	21	-	47	47	53	22	57	35	43
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	16	82	66	18	15	82	67	18	13	79	66	21
Female	16	85	69	15	14	84	70	16	13	81	69	19
Male	16	80	64	20	15	80	65	20	13	77	64	23
American Indian	9	79	70	21	11	80	69	20	7	79	72	21
Asian	36	95	58	5	34	95	60	5	29	93	63	7
Black	7	69	62	31	6	70	63	30	6	66	60	34
Hispanic	10	77	68	23	9	76	67	24	7	72	64	28
Native Hawaiian	21	93	72	7	15	89	74	11	17	85	68	15
White	20	88	69	12	18	88	70	12	16	86	70	14
Two or more races	17	85	68	15	15	84	69	16	13	82	68	18
Students with Disabilities	10	53	44	47	9	53	44	47	10	51	41	49
Economically Disadvantaged	8	72	65	28	7	72	65	28	6	69	63	31
English Learners	9	71	62	29	10	76	66	24	8	71	63	29
Migrant	6	65	59	35	15	85	70	15	-	59	59	41
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	15	72	57	28	15	71	56	29	14	69	55	31
Female	15	75	60	25	16	74	59	26	14	72	58	28
Male	15	69	54	31	15	68	53	32	14	66	52	34
American Indian	13	69	56	31	9	70	60	30	10	62	52	38
Asian	38	91	54	9	41	91	50	9	40	91	52	9
Black	5	53	47	47	6	52	46	48	5	49	44	51
Hispanic	8	62	54	38	7	60	53	40	7	57	50	43
Native Hawaiian	11	79	69	21	18	85	67	15	15	76	61	24
White	18	80	62	20	18	79	61	21	16	77	61	23
Two or more races	15	75	60	25	16	75	58	25	15	71	56	29
Students with Disabilities	9	39	30	61	10	39	29	61	11	38	27	62
Economically Disadvantaged	6	56	50	44	6	55	49	45	6	53	47	47
English Learners	7	49	42	51	9	59	50	41	8	56	48	44
Migrant	9	36	27	64	6	38	31	63	-	50	50	50
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	9	73	64	27	10	74	64	26	9	71	62	29
Female	9	77	67	23	10	77	67	23	9	76	66	24
Male	8	69	61	31	9	70	61	30	9	67	59	33
American Indian	4	68	64	32	11	74	63	26	3	67	64	33
Asian	26	89	64	11	27	91	64	9	26	88	62	12
Black	4	59	55	41	4	60	56	40	4	59	54	41
Hispanic	6	67	61	33	6	67	61	33	6	63	58	37
Native Hawaiian	11	85	75	15	11	79	69	21	11	85	73	15
White	11	80	69	20	12	81	69	19	11	79	68	21
Two or more races	11	78	67	22	11	78	68	22	10	76	66	24
Students with Disabilities	8	41	32	59	8	42	34	58	10	41	31	59
Economically Disadvantaged	4	62	57	38	4	63	58	37	5	61	56	39
English Learners	5	51	46	49	6	63	56	37	7	58	52	42
Migrant	7	67	60	33	-	75	75	25	6	67	61	33
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	9	83	74	17	9	82	73	18	10	81	70	19
Female	10	86	76	14	10	86	76	14	12	84	73	16
Male	8	79	71	21	8	79	71	21	9	77	68	23
American Indian	6	78	72	22	6	79	73	21	7	77	69	23
Asian	31	95	64	5	31	95	64	5	34	94	59	6
Black	2	75	72	25	2	73	70	27	3	70	67	30
Hispanic	5	74	70	26	4	75	70	25	5	71	66	29
Native Hawaiian	16	84	68	16	12	91	79	9	12	89	78	11
White	11	87	77	13	11	88	76	12	12	86	74	14
Two or more races	10	85	74	15	10	85	75	15	12	84	72	16
Students with Disabilities	1	55	53	45	1	54	52	46	2	52	50	48
Economically Disadvantaged	3	73	70	27	3	73	70	27	4	71	67	29
English Learners	2	66	63	34	4	70	66	30	4	65	61	35
Migrant	-	72	72	28	6	65	59	35	3	79	76	21
Geometry Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	80	67	20	13	78	65	22	13	77	65	23
Female	13	82	69	18	13	80	67	20	13	79	66	21
Male	13	78	66	22	12	77	64	23	13	76	63	24
American Indian	7	78	70	22	8	78	70	22	7	73	66	27
Asian	36	93	57	7	37	93	56	7	38	92	54	8
Black	3	64	61	36	3	62	59	38	3	61	58	39
Hispanic	6	71	65	29	7	69	62	31	7	67	60	33
Native Hawaiian	14	81	67	19	16	79	62	21	13	84	71	16
White	15	86	71	14	15	85	71	15	14	85	70	15
Two or more races	15	83	69	17	15	82	67	18	14	81	67	19
Students with Disabilities	2	47	45	53	2	44	42	56	2	44	42	56
Economically Disadvantaged	4	67	63	33	4	64	60	36	4	64	60	36
English Learners	5	60	55	40	5	56	51	44	5	54	49	46
Migrant	12	76	65	24	-	75	75	25	-	55	55	45
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	23	89	66	11	24	90	66	10	23	89	65	11
Female	23	90	67	10	23	90	67	10	23	89	66	11
Male	24	88	65	12	24	89	64	11	24	88	64	12
American Indian	19	87	68	13	14	84	70	16	20	89	69	11
Asian	46	95	49	5	50	96	46	4	50	95	45	5
Black	10	83	73	17	10	83	73	17	10	82	73	18
Hispanic	15	83	68	17	15	83	68	17	16	81	66	19
Native Hawaiian	24	89	65	11	25	92	67	8	27	89	62	11
White	26	91	66	9	26	92	66	8	25	91	66	9
Two or more races	25	89	64	11	25	91	66	9	24	88	64	12
Students with Disabilities	8	69	60	31	9	69	60	31	8	69	60	31
Economically Disadvantaged	13	84	71	16	13	84	71	16	13	82	70	18
English Learners	12	76	64	24	13	76	63	24	12	73	61	27
Migrant	<	<	<	<	<	<	<	<	6	72	67	28
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

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.

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	16	83	67	17	15	82	67	18	15	81	66	19
Female	14	83	69	17	14	82	68	18	14	82	68	18
Male	17	83	66	17	16	82	65	18	16	81	65	19
American Indian	12	82	70	18	11	81	70	19	11	79	68	21
Asian	31	93	62	7	31	92	61	8	31	92	61	8
Black	6	70	64	30	5	68	63	32	5	67	62	33
Hispanic	8	72	64	28	8	71	63	29	8	70	63	30
Native Hawaiian	18	86	68	14	15	88	73	12	14	86	73	14
White	20	90	70	10	19	89	70	11	19	89	70	11
Two or more races	18	87	69	13	17	86	69	14	17	85	68	15
Students with Disabilities	7	53	46	47	7	52	44	48	7	50	44	50
Economically Disadvantaged	7	70	64	30	6	69	62	31	6	69	62	31
English Learners	5	57	52	43	6	58	53	42	5	58	53	42
Migrant	7	58	51	42	-	57	57	43	4	50	46	50
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	27	81	55	19	23	79	55	21	21	79	59	21
Female	25	81	56	19	22	78	56	22	19	79	60	21
Male	28	81	53	19	25	79	54	21	22	80	57	20
American Indian	18	80	62	20	16	78	63	22	15	73	59	27
Asian	45	91	46	9	40	90	50	10	37	91	54	9
Black	13	68	55	32	11	65	54	35	9	66	56	34
Hispanic	15	69	54	31	12	67	55	33	11	70	58	30
Native Hawaiian	31	81	50	19	23	88	64	12	23	82	59	18
White	33	88	55	12	30	86	57	14	27	87	60	13
Two or more races	29	85	56	15	25	82	57	18	23	82	60	18
Students with Disabilities	12	52	40	48	11	48	38	52	10	49	39	51
Economically Disadvantaged	14	69	55	31	11	66	54	34	11	68	57	32
English Learners	10	63	53	37	11	64	52	36	10	66	57	34
Migrant	19	71	52	29	-	40	40	60	13	61	48	39
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	12	79	67	21	12	79	67	21	11	78	67	22
Female	11	79	68	21	11	79	69	21	9	78	69	22
Male	14	79	65	21	14	79	66	21	13	77	65	23
American Indian	9	80	71	20	11	80	69	20	7	75	67	25
Asian	27	92	65	8	28	92	65	8	24	92	68	8
Black	4	62	59	38	4	63	59	37	4	61	58	39
Hispanic	6	68	62	32	6	67	61	33	6	65	60	35
Native Hawaiian	16	87	71	13	9	86	77	14	10	84	74	16
White	16	88	72	12	15	87	72	13	14	86	72	14
Two or more races	15	85	71	15	14	84	70	16	12	82	70	18
Students with Disabilities	7	47	40	53	8	48	41	52	7	44	37	56
Economically Disadvantaged	4	64	60	36	4	64	59	36	4	62	58	38
English Learners	2	41	39	59	3	50	48	50	2	50	48	50
Migrant	-	33	33	67	-	43	43	57	-	38	38	63
Biology Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	84	71	16	14	82	68	18	15	82	67	18
Female	13	85	72	15	13	84	71	16	15	84	69	16
Male	14	83	69	17	15	81	66	19	16	80	64	20
American Indian	9	81	72	19	10	81	71	19	10	83	73	17
Asian	28	94	65	6	29	93	65	7	33	93	60	7
Black	3	72	68	28	4	69	65	31	4	68	64	32
Hispanic	6	73	67	27	7	71	64	29	7	70	63	30
Native Hawaiian	14	85	71	15	15	87	72	13	13	90	77	10
White	17	91	73	9	19	90	71	10	20	90	70	10
Two or more races	15	88	73	12	16	87	71	13	18	87	70	13
Students with Disabilities	3	52	49	48	3	50	47	50	3	49	46	51
Economically Disadvantaged	4	71	67	29	4	69	65	31	5	69	63	31
English Learners	2	54	53	46	2	53	51	47	2	51	49	49
Migrant	5	79	74	21	-	60	60	40	-	39	39	61
Chemistry Performance	2015-2016				2016-2017				2017-2018
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	16	88	72	12	18	89	71	11	19	89	70	11
Female	14	88	74	12	17	89	73	11	17	89	72	11
Male	18	88	70	12	20	90	70	10	21	89	68	11
American Indian	20	87	67	13	8	85	77	15	12	84	72	16
Asian	32	94	62	6	37	95	58	5	38	95	57	5
Black	5	78	73	22	7	80	73	20	7	80	74	20
Hispanic	8	78	69	22	10	80	70	20	10	80	69	20
Native Hawaiian	16	91	75	9	19	93	74	7	15	88	73	12
White	18	92	74	8	20	93	73	7	21	92	71	8
Two or more races	18	89	71	11	18	91	72	9	20	90	70	10
Students with Disabilities	5	62	57	38	8	65	57	35	7	66	58	34
Economically Disadvantaged	6	78	72	22	8	80	72	20	8	80	72	20
English Learners	4	65	61	35	8	70	62	30	7	67	61	33
Migrant	<	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	84	75	16	8	82	74	18	8	81	73	19
Female	7	84	76	16	8	83	75	17	7	81	74	19
Male	10	85	74	15	9	82	73	18	9	81	72	19
American Indian	6	83	76	17	7	82	75	18	10	83	74	17
Asian	16	91	76	9	17	91	74	9	17	90	73	10
Black	2	71	69	29	2	69	67	31	2	68	66	32
Hispanic	4	76	72	24	4	74	70	26	3	71	67	29
Native Hawaiian	9	86	77	14	9	89	80	11	7	88	81	12
White	13	91	79	9	12	91	78	9	12	90	78	10
Two or more races	9	88	79	12	9	87	78	13	9	86	77	14
Students with Disabilities	2	58	56	42	2	54	52	46	2	54	52	46
Economically Disadvantaged	3	73	70	27	3	71	68	29	3	70	67	30
English Learners	1	58	57	42	1	57	56	43	1	53	52	47
Migrant	3	48	45	52	-	77	77	23	3	50	47	50
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

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.

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

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

	2015-2016	2016-2017	2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks	89.72	88.34	88.19

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

	2015-2016	2016-2017	2017-2018
State	3,462	4,227	2,762
Number of recently arrived English language learners exempted from state reading assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Enrollment

Fall Membership by Grade

Grade	2016-2017	2017-2018	2018-2019
Pre-kindergarten	34,171	34,643	34,675
Kindergarten	90,911	91,094	91,140
Grade 1	94,008	94,326	94,053
Grade 2	96,572	94,178	94,182
Grade 3	99,022	96,951	94,447
Grade 4	99,266	99,308	96,862
Grade 5	97,170	99,560	99,587
Grade 6	95,963	97,624	99,801
Grade 7	96,428	96,650	97,877
Grade 8	95,267	96,909	96,769
Grade 9	104,041	103,940	104,807
Grade 10	99,911	99,544	98,810
Grade 11	94,828	94,878	93,745
Grade 12	90,475	93,101	93,758
Post Graduate	133	120	63
Total Students	1,288,166	1,292,826	1,290,576
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	2016-2017	2017-2018	2018-2019
All Students	1288166	1292826	1290576
Female	625055	627264	625387
Male	663111	665562	665189
American Indian	3588	3489	3412
Asian	87658	90377	92114
Black	291033	289040	285929
Hispanic	194673	203381	208712
Native Hawaiian	1974	2047	2136
White	640399	632875	624688
Two or more races	68841	71617	73585
Students with Disabilities	163027	167380	170616
Students without Disabilities	1125139	1125446	1119960
Economically Disadvantaged	488566	530265	521309
Not Economically Disadvantaged	799600	762561	769267
English Learners	154039	159139	162377
Not English Learners	1134127	1133687	1128199
Migrant	361	336	217
Homeless	9797	10140	10057
Foster Care	2719	2845	2813
Military Connected	56518	65799	65878
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

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

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

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

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities.

Status of the Students in the 2017-2018 Cohort
Student Subgroup	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	50983	36022	2734	1046	5399	1777
Female	27838	15824	920	366	1921	654
Male	23145	20198	1814	680	3478	1123
American Indian	144	124	9	2	27	8
Asian	5026	1195	70	18	91	37
Black	7955	11092	1113	243	1359	742
Hispanic	5086	5584	317	105	2171	325
Native Hawaiian	82	60	1	2	3	4
White	30222	16424	1138	618	1586	589
Two or more races	2468	1543	86	58	162	72
Students with Disabilities	1056	6507	2734	137	1105	108
Economically Disadvantaged	10704	17348	1682	460	2637	1090
English Learners	1418	3759	272	31	1845	117
Homeless	232	695	90	42	302	61
Foster Care	35	175	31	10	56	15
Military Connected	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 2

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 Students	97961	89739	91.6	90917	92.8	5399	5.5
Female	47523	44582	93.8	45010	94.7	1921	4
Male	50438	45157	89.5	45907	91	3478	6.9
American Indian	314	277	88.2	280	89.2	27	8.6
Asian	6437	6291	97.7	6316	98.1	91	1.4
Black	22504	20160	89.6	20445	90.9	1359	6
Hispanic	13588	10987	80.9	11134	81.9	2171	16
Native Hawaiian	152	143	94.1	145	95.4	3	2
White	50577	47784	94.5	48441	95.8	1586	3.1
Two or more races	4389	4097	93.3	4156	94.7	162	3.7
Students with Disabilities	11674	10297	88.2	10480	89.8	1105	9.5
Economically Disadvantaged	33921	29734	87.7	30279	89.3	2637	7.8
English Learners	7512	5449	72.5	5527	73.6	1845	24.6
Homeless	1422	1017	71.5	1066	75	302	21.2
Foster Care	322	241	74.8	252	78.3	56	17.4
Military Connected	3170	3096	97.7	3108	98	38	1.2
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	2015-2016	2016-2017	2017-2018
Advanced Placement Test Taken	63,512 / 16.42%	62,573 / 16.08%	64,318 / 16.44%
Advanced Placement Course Enrollment	82,547 / 21.34%	84,335 / 21.68%	86,761 / 22.18%
Dual Enrollment	34,135 / 8.83%	36,111 / 9.28%	41,043 / 10.49%
Governor's School Enrollment	5,930 / 1.53%	6,005 / 1.54%	6,162 / 1.57%
IB Course Enrollment	11,411 / 2.95%	12,037 / 3.09%	12,368 / 3.16%
Senior Enrolled in IB Program	1,416 / .37%	1,777 / .46%	1,710 / .44%
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
	Total	Total HE	Remaining Percent
All Students	82483	57560	30
Female	41546	31230	25
Male	40937	26330	36
American Indian	220	132	40
Asian	5492	4724	14
Black	18272	11640	36
Hispanic	8548	5341	38
Native Hawaiian	111	70	37
White	46319	33154	28
Two or more races	3521	2499	29
Students with Disabilities	5986	3008	50
Economically Disadvantaged	23516	13119	44
English Learners	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
	2015-2016	2016-2017	2017-2018
NOCTI Assessments	4,139	3,623	3,479
State Licensures	2,440	2,279	1,843
Industry Certification	99,894	109,275	103,743
Workplace Readiness	30,775	42,313	49,889
Total Credentials Earned	137,248	157,490	158,954
Students Earning One or More Credentials	109,089	126,113	127,648
Armed Services Vocational Aptitude Battery Examination	1,514	1,431	1,530
CTE Completers	42,404	40,516	41,438
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	70641	138272	84612	61.2%
Female	39203	75729	44783	59.1%
Male	31438	65543	38829	59.2%
American Indian	352	643	341	53%
Asian	9790	22872	15315	67%
Black	8542	41417	4618	11.2%
Hispanic	5582	10217	5505	53.9%
White	42203	82657	54329	65.7%
	2014-2015
	Number of Test Takers	Number of Tests Taken	Number of Tests with Qualifying Scores	Percentage of Tests Passed
All Students	70749	140693	85543	60.8%
Female	39255	76776	45304	59%
Male	31494	63917	40239	63%
American Indian	314	582	342	58.8%
Asian	9953	24167	16175	66.9%
Black	8448	14287	4895	34.3%
Hispanic	5716	10488	5510	52.5%
White	41247	82114	53614	65.3%
	2015-2016
	Number of Test Takers	Number of Tests Taken	Number of Tests with Qualifying Scores	Percentage of Tests Passed
All Students	70885	140170	87708	62.6%
Female	39563	76784	46459	60.5%
Male	31322	63386	41249	65.1%
American Indian	178	310	154	49.7%
Asian	9478	22947	16189	70.5%
Black	7260	12161	4341	35.7%
Hispanic	7747	13880	7373	53.1%
White	40674	80504	53538	66.5%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

School Finance

Percentage of Expenditures for Instruction

Statewide Expenditures for Instruction

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 for Instruction
	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

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
2014-2015	5,950.00	4,802.00	771.00
2015-2016	6,101.00	4,831.00	812.00
2016-2017	6,268.00	5,033.00	871.00

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 Students	1116522	130213	1101447	149492	1114597	138853
Female	544254	61873	536542	71698	543406	66068
Male	572268	68340	564905	77794	571191	72785
American Indian	3016	494	2855	537	2884	486
Asian	78972	5168	80740	5913	83678	5595
Black	245931	35743	239145	39607	238491	38136
Hispanic	159121	20833	163855	26166	172142	24631
Native Hawaiian	1737	171	1717	185	1827	171
White	570193	61174	553962	69169	553539	62117
Two or more races	57552	6630	59173	7915	62036	7717
Students with Disabilities	132850	25459	131384	28631	136107	27520
Economically Disadvantaged	425343	79885	423967	92788	438356	88561
English Learners	117682	13686	138111	19314	142201	17496
Homeless	10043	4898	10824	5971	10769	5665
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2017-2018 Offenses
	Number of Offenses
Offenses Against Student	12,605
Offenses Against Staff	3,623
Weapons Offenses	2,695
Property Offenses	3,277
All Other Offenses	5,997
Other Offenses Against Persons	43,655
Disorderly or Disruptive Behavior Offenses	81,721
Alcohol, Tobacco, and Other Drug Offenses	11,390
Technology Offenses	2,582
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
	2016-2017		2017-2018
Subgroup	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions
American Indian	0.279	0.26	0.27	0.27
Asian	6.812	0.9	6.999	0.91
Black	22.616	55.92	22.383	54.93
Hispanic	15.128	9.13	15.749	9.67
Native Hawaiian	0.153	0.08	0.159	0.08
White	49.765	28.83	49.008	28.86
Two or more races	5.35	4.88	5.546	5.28
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:

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
	2016-2017		2017-2018
Subgroup	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions
American Indian	0.279	0.18	0.27	0.17
Asian	6.812	0.75	6.999	1.22
Black	22.616	58.01	22.383	59.08
Hispanic	15.128	8.75	15.749	9.36
Native Hawaiian	0.153	0.07	0.159	0.14
White	49.765	26.75	49.008	24.6
Two or more races	5.35	5.49	5.546	5.43
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:

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
	2016-2017		2017-2018
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.279		0.27
Asian	6.812	0.46	6.999	0.52
Black	22.616	49.54	22.383	41.97
Hispanic	15.128	8.72	15.749	9.33
Native Hawaiian	0.153		0.159
White	49.765	38.07	49.008	45.08
Two or more races	5.35	3.21	5.546	3.11
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 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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	41.95	41.88	41.81
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	33.35	36.42	39.28
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	61.81	64.61	66.53
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

Teacher Quality

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Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.08 : 1

2016-2017 Grades 8-12 Student Teacher Ratio: 12.31 : 1

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
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
	2016-2017	2017-2018
Provisional Special Education	1%	2%
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
2015-2016	39%	58%	1%	2%
2016-2017	39%	57%	1%	3%
2017-2018	40%	56%	1%	3%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

Virginia School Quality Profiles

Virginia State Quality Profile

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

On-time Graduation Rate

Enrollment

1,290,576

Postsecondary Enrollment

Per-Pupil Spending

Reading Proficiency

79%

Math Proficiency

77%

Science Proficiency

81%

Social Studies Proficiency

84%

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Writing

Writing Performance: All Students

Math

Math Performance: All Students

Science

Science Performance: All Students

History

History Performance: All Students

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Enrollment

Fall Membership by Grade

Fall Membership by Subgroups

2018 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2018: All Students

Four-Year Virginia On-Time Graduation Rate 2

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2015-2016 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Advanced Placement Participation and Achievement

School Finance

Percentage of Expenditures for Instruction

Statewide Expenditures for Instruction

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Statewide Per-Pupil Spending

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Standards of Accreditation (SOA) Offenses Data

Short Term Suspensions

Short Term Suspensions:

Long Term Suspensions

Long Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility