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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


Accountability

Accreditation Status

Accreditation ratings are based on the achievement of students on statewide tests taken during the previous academic year, or on achievement during the three most recent academic years. In determining the accreditation rating of a school, adjustments are made to reward schools for the successful remediation of previously failing students. Allowances also are made for certain transfer students and certain English language learners. The benchmark adjusted pass rates for a school to be rated as Fully Accredited are as follows:

  • English 75 percent
  • Mathematics 70 percent
  • Science 70 percent
  • History/Social Science 70 percent

Ratings for high schools also reflect the success of efforts to increase completion and graduation. To be rated as Fully Accredited, a high school must have a Graduation and Completion Index of at least 85 percent. The Graduation and Completion Index awards full credit for students who earn diplomas, and partial credit for high school equivalencies.

In addition, effective with the 2016-2017 school year, schools that meet all requirements for full accreditation for three consecutive years are automatically rated as Fully Accredited for a fourth year.

Total Number of Schools1823
Unknown7
Fully Accredited1486
Accreditation Denied92
Partially Accredited: Approaching Benchmark-Pass Rate47
Partially Accredited: Improving School-Pass Rate7
Partially Accredited: Warned School-Graduation and Completion Index2
Partially Accredited: Warned School-Pass Rate93
Partially Accredited: Reconstituted School79
Conditionally Accredited: New School7
Partially Accredited: Improving School-Pass Rate [1]3

Federal Graduation Indicator

Federal Graduation Indicator: All Students

For federal accountability purposes, Virginia reports a graduation rate known as the Federal Graduation Indicator, which unlike the Virginia On-Time Graduation Rate, does not adjust high school cohorts to account for students’ English language learner or disability status, and only includes Standard Diplomas and Advanced Studies Diplomas in the numerator.

Like the Virginia On-Time Graduation Rate, the Federal Graduation Indicator is an adjusted cohort graduation rate based on cohorts of students who enter ninth grade for the first time; it is adjusted for students who transfer in or transfer out of a high school, school division, or the commonwealth.

Federal Graduation Indicator
Student Subgroup2013-20142014-20152015-2016
All Students848586
Female888989
Male818283
American Indian788484
Asian909092
Black777979
Hispanic767676
Native Hawaiian868992
White898990
Two or more races898889
Students with Disabilities525353
Economically Disadvantaged747575
English Learners676767
Gap Group 2777979
Gap Group 3767676
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

NAEP Grade 4 Reading

 Below BasicBasicProficientAdvanced
All Students26312914
American Indian
Two or More Races16333318
Asian13243429
Black4634163
Hispanic3632257
White18303517
Economically Disadvantaged4434193
Students With Disabilities6719113
Limited English Proficient70237
2015-2016 NAEP Grade 4 Reading Pass Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Students With Disabilities92
Limited English Proficient89
2015-2016 NAEP Grade 4 Reading Participation Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

NAEP Grade 8 Reading

 Below BasicBasicProficientAdvanced
All Students2341323
American Indian
Two or More Races2145322
Asian8315110
Black3945151
Hispanic3242241
White1541404
Economically Disadvantaged3845161
Students With Disabilities65278
Limited English Proficient69283
2015-2016 NAEP Grade 8 Reading Pass Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Students With Disabilities91
Limited English Proficient88
2015-2016 NAEP Grade 8 Reading Participation Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

NAEP Grade 4 Mathematics

 Below BasicBasicProficientAdvanced
All Students13403710
American Indian
Two or More Races10423513
Asian2194534
Black2451232
Hispanic2050272
White7354413
Economically Disadvantaged2251242
Students With Disabilities3844162
Limited English Proficient3554111
2015-2016 NAEP Grade 4 Mathematics Pass Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Students With Disabilities91
Limited English Proficient89
2015-2016 NAEP Grade 4 Mathematics Participation Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

NAEP Grade 8 Mathematics

 Below BasicBasicProficientAdvanced
All Students24392710
American Indian
Two or More Races16403510
Asian7233932
Black4544102
Hispanic3041245
White16383412
Economically Disadvantaged4142152
Students With Disabilities642781
Limited English Proficient54369
2015-2016 NAEP Grade 8 Mathematics Pass Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Students With Disabilities91
Limited English Proficient88
2015-2016 NAEP Grade 8 Mathematics Participation Rate
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187961211880622019806120
Female208262182082631821836217
Male157661241677612316776023
American Indian137763231377642315776223
Asian3090601030916193291599
Black865573586658349675833
Hispanic127159291271592913715829
Native Hawaiian178265181985661520846516
White228664142286641423866314
Two or more races198263181983631721836217
Students with Disabilities104535551046365411473753
Economically Disadvantaged9665734966583410675733
English Learners106150391161503911645336
Migrant12614939857504312584742
Grade 3 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217554251776592419755625
Female237856221878612221785722
Male197353271674582617725528
American Indian197051301472582815705530
Asian328856122488641230875813
Black11615039862543810615139
Hispanic196950311771532916665034
Native Hawaiian177860221779622120826218
White258257182083631723815919
Two or more races217757231778622219785822
Students with Disabilities144834521449355114493551
Economically Disadvantaged136451361164533612625138
English Learners196748331869503116644836
Migrant94839521674582612726028
Grade 4 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217756232077572322795721
Female248056202381581924815719
Male187457261774572620765624
American Indian16786222970613018735627
Asian349056103289571134895611
Black106353371064543611675533
Hispanic136754331267543315705530
Native Hawaiian208262182085651521815919
White268459162584591627865814
Two or more races238057202180592024825818
Students with Disabilities124836521248365213503850
Economically Disadvantaged106454361065553512675533
English Learners116553351163523714675333
Migrant19674833-61613916564044
Grade 5 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247955212681551926815619
Female278255182883551728845616
Male217655242479552123795621
American Indian157560252178582220795821
Asian389153942925184191519
Black116554351267553314715729
Hispanic146955311672562816735727
Native Hawaiian238158192485601524856215
White298556153287551332875613
Two or more races258257182984541628845716
Students with Disabilities114534551350365013513949
Economically Disadvantaged126554351369563114705730
English Learners106354371166553414695531
Migrant15554045217453266474153
Grade 6 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187658242177562322785622
Female218059202481561924815719
Male167357271874562620755525
American Indian157358271577612314766124
Asian3390571038925484092528
Black8605240961523910635337
Hispanic106656341367543312695631
Native Hawaiian188263182384611622846216
White238461162684581628855815
Two or more races208060202381581925815719
Students with Disabilities93930611040316010423258
Economically Disadvantaged7615439962533810645436
English Learners5494451852444811665534
Migrant8696231537326319634438
Grade 7 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208161191782651818826418
Female248561152086661422866414
Male177761231478652214786522
American Indian157964211180692016816519
Asian359257830936373193627
Black966573476861329696131
Hispanic127562251174632611736227
Native Hawaiian238663141787701322896711
White258762132188671221886712
Two or more races228563151885671520866614
Students with Disabilities944355684637549473853
Economically Disadvantaged968593276962318696131
English Learners755484575244487676033
Migrant14624838740336013564444
Grade 8 English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117564251475622516766024
Female137966211679632118806120
Male107262281271602913725928
American Indian7736727972622811716029
Asian249066102689631129906110
Black558534265752437595241
Hispanic8655835966573410655535
Native Hawaiian117664242684571617816419
White148369171783661719846516
Two or more races137967211580652017816319
Students with Disabilities837296383628648372963
Economically Disadvantaged559544165953416595341
English Learners641345984133595484252
Migrant10554545-4646549362764
EOC English Reading Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students989801198980118877913
Female1091819109080109898011
Male887801388779137857915
American Indian7898211889821110897911
Asian159378715937871593787
Black381781937977213777423
Hispanic484801658479164807620
Native Hawaiian588831249188911877613
White119382711938171092828
Two or more races99283810928181091829
Students with Disabilities759524175852427574943
Economically Disadvantaged381771937976213767324
English Learners170683016463361605940
Migrant<100<0<<<<-707030
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.

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217756232277552325795421
Female268357172783561730845416
Male177255281872542820745426
American Indian157358271774572623795721
Asian42904810439047104892438
Black8635537963543711655435
Hispanic127057301370573015705530
Native Hawaiian218362172284621625835817
White268357172783561730855515
Two or more races248157192581571928825418
Students with Disabilities840316094031609423358
Economically Disadvantaged8635537963543711645336
English Learners450465044743536524748
Migrant36359384585442-636338
Grade 8 Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197252282071502923735027
Female247954212678522229805120
Male156550351664493617675033
American Indian136956311466523416695331
Asian418948114289471148904210
Black8554745853444710574743
Hispanic116251381362503814645036
Native Hawaiian198162192880532022815919
White237855222578532227805320
Two or more races227654242276542426775223
Students with Disabilities831236983123698342566
Economically Disadvantaged8564844854464610574743
English Learners536316453429666474153
Migrant6504450-505050-606040
EOC Writing Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238360172483601727845716
Female278760132887601331885712
Male197960212079602123815819
American Indian177760231980622028886012
Asian439148945914794993447
Black8716329972632811726128
Hispanic147864221477632317776023
Native Hawaiian238663141888701327855815
White298859122988591233905610
Two or more races268761132887591331885712
Students with Disabilities95041501050405011524148
Economically Disadvantaged9716329971622911726028
English Learners360574035653445585342
Migrant-7979217645736<<<<
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.

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187962211880622017796221
Female188264181882641817816419
Male177760231878602217776023
American Indian137764231376632413776323
Asian399353740935373993547
Black867593386759337665934
Hispanic117361271172612810716129
Native Hawaiian208566152085651519866714
White218564152186651421866514
Two or more races198263181982631819826318
Students with Disabilities948395294940519483952
Economically Disadvantaged968593296960318685932
English Learners116756331166563411685732
Migrant1467523386860328665734
Grade 3 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197456261977582318755725
Female187557251877592317755825
Male197455262177562319755625
American Indian157257281570553019705230
Asian368953113690541035905510
Black961513996455368615339
Hispanic126755331268563211655435
Native Hawaiian168569151779612116796321
White238158192484601622826018
Two or more races197758232180592020775823
Students with Disabilities124634541247365312463454
Economically Disadvantaged10635237106555359625438
English Learners126553351166543411645436
Migrant8645636116858327595241
Grade 4 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455162983531727815419
Female288456162983551724825718
Male308353173082521830815119
American Indian268257182078582221745326
Asian539542553934075093437
Black157257281671552913695631
Hispanic197657241976572417735627
Native Hawaiian378548152790631029875813
White348955113588531233885412
Two or more races308555152984541630835317
Students with Disabilities155439461455404513513849
Economically Disadvantaged167457261773562714715729
English Learners197656241874562617725528
Migrant33764324465623513675433
Grade 5 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267953212679542124795521
Female278154192681551925815619
Male257752232578532224785422
American Indian197152292075552520805920
Asian489144948924584591469
Black146752331367533312675533
Hispanic187254281773552716725728
Native Hawaiian368851133583471727896211
White318554153186541430865514
Two or more races288153192781541925815619
Students with Disabilities114635541248365211483752
Economically Disadvantaged156853321569543113695631
English Learners156853321469553115715629
Migrant3273412726795321-505050
Grade 6 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171682661815826718
Female168569151685691514847016
Male168065201680642015806520
American Indian14847016979702111806920
Asian349560536955853495605
Black770633076962316706330
Hispanic11786822107768239766724
Native Hawaiian1791759219372715897411
White198869122088691218887012
Two or more races168468161785681515846916
Students with Disabilities10534447105344479534447
Economically Disadvantaged873652787265287726528
English Learners8716329971622910766624
Migrant8696231665593515907510
Grade 7 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157257281572572815715629
Female167559251575602516745926
Male156954311569543115685332
American Indian10665634136956319706030
Asian409251838915494191509
Black554494655347476524648
Hispanic965563586254387605340
Native Hawaiian167256281179692118856715
White187961211880622018796121
Two or more races167659241575602516755825
Students with Disabilities9382862939306110392961
Economically Disadvantaged657514365650446554945
English Learners652454874942519595041
Migrant647415393627647403360
Grade 8 Mathematics Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students10746326973642710746426
Female12786622977672310776723
Male970613086961319706130
American Indian9766824468643211746326
Asian29906210268964112791649
Black560564045955414605640
Hispanic870623066761336676133
Native Hawaiian157964211185751511796921
White128068201180692012816919
Two or more races117766231178672211786822
Students with Disabilities840326084132598423458
Economically Disadvantaged563573746257384635837
English Learners656504455146496635637
Migrant55550457676033-737327
Algebra I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students982731898374179827318
Female98676141086761410867614
Male879712187971218797121
American Indian477732367872226797321
Asian309565531956453195645
Black274712627572252737027
Hispanic474702657470264757025
Native Hawaiian9908010168468161291799
White108676141187771311887612
Two or more races98475161085741510857515
Students with Disabilities152514815553451545246
Economically Disadvantaged373702737370273737027
English Learners367643326663344706630
Migrant7797121-7272285635837
Geometry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128068201380672013786522
Female138269181382691813806720
Male127967211378662212776423
American Indian678722277870228787022
Asian379356736935773793567
Black366633436461363625938
Hispanic773662767165297696231
Native Hawaiian138774131481671916796221
White148671141586711415857115
Two or more races148369171583691715826718
Students with Disabilities247455324745532444256
Economically Disadvantaged468643246763334646036
English Learners563583756055405565144
Migrant<<<<12766524-757525
Algebra II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238764132389661124906610
Female228765132390671023906710
Male238663142488651224896411
American Indian188769131987681314847016
Asian459348746954955096464
Black97970211083731710837317
Hispanic158065201583681715836817
Native Hawaiian16846916248965112592678
White2589641126916692692668
Two or more races23876413258964112591669
Students with Disabilities863553786960319696031
Economically Disadvantaged127967211384711613847116
English Learners147561251276642413766324
Migrant<<<<<<<<27825518
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.

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138268181683671715826718
Female128270181483691714826818
Male158267181783661716826518
American Indian118069201282701811817019
Asian269265831936273192618
Black468643267064305686332
Hispanic771642987264288716329
Native Hawaiian128774131886681415887312
White178972112090701019897011
Two or more races158670141887691317866914
Students with Disabilities651454975346477524448
Economically Disadvantaged569633177064306696231
English Learners456524455752436585342
Migrant46460367585142-545446
Grade 5 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197960212781551923795521
Female177961212581561922785622
Male207959212881531925795421
American Indian117160291880622016786322
Asian31905910459146940905010
Black86456361368553211655435
Hispanic96757331569543112675533
Native Hawaiian218968113181501923886412
White248763133388551230865714
Two or more races208363172985561525825718
Students with Disabilities95041501252404811483852
Economically Disadvantaged96657341469553111665434
English Learners65953411063533711645236
Migrant968593219715229-424258
Grade 8 Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117867221279672112796721
Female97869221179682111796921
Male137865221479652114796621
American Indian10776723980712011806920
Asian249167927926582892658
Black362593846259384635937
Hispanic666613466862326676133
Native Hawaiian8787022168771139867714
White148672141688721215877213
Two or more races138370171585711514847016
Students with Disabilities645395574740538484152
Economically Disadvantaged463603746460364645936
English Learners242405824139593504850
Migrant-575743-333367-383862
Biology Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138470161384711614826818
Female138572151385721513847116
Male148369171483691715816619
American Indian16836817981721910817119
Asian279365728946562993657
Black471672937268284696531
Hispanic774662667367277716429
Native Hawaiian128876121485711515877213
White17907310179173919907110
Two or more races168772131588731216877113
Students with Disabilities350475035249483504750
Economically Disadvantaged471662947167294696531
English Learners255534525453462535147
Migrant<<<<5797421-505050
Chemistry Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158873121688721218897111
Female148875121488741217897311
Male178871121888701220907010
American Indian13837017208767138857715
Asian299464632946263795585
Black580752057873227807420
Hispanic8787022878692210807020
Native Hawaiian119281816917591993747
White189274818927482093737
Two or more races17907310188971111891729
Students with Disabilities561563956257388655735
Economically Disadvantaged679732167872228807220
English Learners466623446561358706230
Migrant<100<0<100<0<100<0
Earth Science Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students983741798475168827418
Female781751978476168837517
Male10847316108574159827318
American Indian685791568376177827518
Asian1490761016917691791749
Black268663227169292696731
Hispanic475712547672244747026
Native Hawaiian988781298677149898011
White1290781013917991291789
Two or more races986771498879129877813
Students with Disabilities255524525856422545246
Economically Disadvantaged371682937370273716829
English Learners159584115857421575643
Migrant-5050503484552-737327
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.

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 Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students258661142686601426866014
Female238663142385621524866214
Male288759132886591428865814
American Indian198868122185641523866314
Asian429552544955154595505
Black127664241374622613756225
Hispanic177962211780632018806220
Native Hawaiian258863122688621225886312
White319160931916093191609
Two or more races288961112889611129896011
Students with Disabilities116048401160494011594841
Economically Disadvantaged147662241475622514756225
English Learners136956311369563115725728
Migrant166650341663473712685532
VA & US History Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158772131686701417866914
Female128674141284721614857015
Male178871121987681320876713
American Indian128673141183721710887812
Asian249369726936672893657
Black577722357367277756825
Hispanic8817219980702011796821
Native Hawaiian1186751498374179857515
White199173920917192291699
Two or more races15917591789731120907010
Students with Disabilities459554145954415595341
Economically Disadvantaged676702467467267746726
English Learners266633426361374646036
Migrant-707030187355278625438
World History I Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198566151984651618856715
Female178568151684681616856915
Male218665142184631620856515
American Indian138673141584691619836517
Asian389657440965643996574
Black774672677164297736627
Hispanic128068201177662311786722
Native Hawaiian238865121985661525896411
White2391679239067102291699
Two or more races228967112188671220896911
Students with Disabilities658524265650445585342
Economically Disadvantaged875662587264288746626
English Learners670633056560356686232
Migrant12594741446425410908010
World History II Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208767132286651424876213
Female168569151884671620856515
Male248864122689631129885912
American Indian168973112489641116836717
Asian339461637955854295535
Black8766924976672410776723
Hispanic127966211378652215786322
Native Hawaiian208868122489651119866814
White249167926916592991629
Two or more races218867122389661126886312
Students with Disabilities9584942962533810605040
Economically Disadvantaged97565251075652511756425
English Learners665603566458368655735
Migrant<100<0<100<09736427
Geography Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students128674141486711413836917
Female108575151286741411827118
Male148672141786691416836717
American Indian4938971182711811897711
Asian219674422967342493697
Black373702747370273666334
Hispanic881741998072209786922
Native Hawaiian384811634885313991829
White159075101890721018897111
Two or more races13877413159176914877313
Students with Disabilities252504825149492484652
Economically Disadvantaged575702557469264706630
English Learners263603825754433595641
Migrant-454555-303070<<<<
Civics & Econ Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318655142987581329875813
Female318757132887591328875913
Male328654142986571429865714
American Indian238965112086661427886012
Asian549642450964645297453
Black147763231375622513756225
Hispanic207959211881631918806220
Native Hawaiian2686601431946362691659
White389153935915693591579
Two or more races339056103190591031895811
Students with Disabilities854464675447467544746
Economically Disadvantaged157661241376632413766324
English Learners7605340760534010716129
Migrant1464503618553645-646436
VA Studies Performance2014-20152015-20162016-2017
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students438744134387431343874413
Female428745134187451341874613
Male458742134587421346874113
American Indian368953113882441843864314
Asian649531566963046596324
Black277951212877492328774923
Hispanic297849223182511833845016
Native Hawaiian46934774490461047904410
White519140950914195091419
Two or more races458944114488441244884312
Students with Disabilities186143391861443917604340
Economically Disadvantaged267751232778512227785122
English Learners277649243081521933845116
Migrant357540252588631320674733
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.

 

2012-20132013-20142014-2015
Percent of Kindergarten Students Meeting Literacy Benchmarks91.0491.2890.38

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

2015-20162016-20172017-2018
State000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2014-20152015-20162016-2017
Pre-kindergarten32,78433,40133,230
Kindergarten93,80790,99190,850
Grade 198,99296,41793,998
Grade 299,44198,69396,565
Grade 397,04099,23799,017
Grade 495,19896,84499,257
Grade 595,63995,38297,158
Grade 694,28396,01095,948
Grade 794,90394,57496,405
Grade 895,54595,21195,228
Grade 9105,324104,124104,007
Grade 1097,37199,96999,861
Grade 1191,32392,26994,769
Grade 1288,12390,37290,418
Post Graduate94121133
Total Students1,279,8671,283,6151,286,844
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 Subgroup

2016 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
Subgroup2014-20152015-20162016-2017
All Students127986712836151286844
Female621164622912624473
Male658703660703662371
American Indian393137033584
Asian827638531887596
Black294606293936290874
Hispanic177252184748194392
Native Hawaiian192019831973
White656381648203639668
Two or more races630146572468757
Students with Disabilities156959160151162568
Not Students with Disabilities112290811234641124276
Economically Disadvantaged512515499935488043
Not Economically Disadvantaged767352783680798801
English Learners128918129368154035
Not English Learners115094911542471132809
Migrant403410352
Homeless862387719781
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 2016: 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 2015-2016 Cohort
Student SubgroupAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All Students4917234245347693750042233
Female268261509812453531830807
Male2234619147223158431741426
American Indian110112125285
Asian44281223901613062
Black78991054014312301411965
Hispanic44244511381851536311
Native Hawaiian71410193
White300171650714345631731798
Two or more races222313111283715989
Students with Disabilities946530634751091061120
Economically Disadvantaged921814810194032821211221
English Learners448206829417117888
Homeless1976231151116285
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 SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students950678689391.48802992.650045.3
Female461594316993.54363294.518304
Male489084372489.44439790.831746.5
American Indian2722348623987.92810.3
Asian5949574196.5577497.11302.2
Black224761987088.42017689.814116.3
Hispanic11248931682.8944083.9153613.7
Native Hawaiian12511289.611390.497.2
White510504795893.94858095.217313.4
Two or more races3947366292.8370793.91594
Students with Disabilities11053972788988089.410619.6
Economically Disadvantaged296382596887.62639889.121217.2
English Learners4162281067.5287469.1117828.3
Homeless119393578.495179.716213.6
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 Type2013-20142014-20152015-2016
Advanced Placement Test Taken -63,855 / 16.71%63,512 / 16.42%
Advanced Placement Course Enrollment -82,294 / 21.53%82,547 / 21.34%
Dual Enrollment -32,804 / 8.58%34,135 / 8.83%
Governor’s School Enrollment -5,633 / 1.47%5,930 / 1.53%
IB Course Enrollment -11,406 / 2.98%11,411 / 2.95%
Senior Enrolled in IB Program -1,666 / .44%1,416 / .37%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 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.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school diplomaStudents who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
TotalTotal HERemaining Percent
All Students807635806328
Female410153155223
Male397482651133
American Indian25416635
Asian5269454514
Black175771162334
Hispanic7574489435
Native Hawaiian1147732
White467653441326
Two or more races3210234527
Students with Disabilities5864307448
Economically Disadvantaged228881345241
English Learners241154
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
2013-20142014-20152015-2016
NOCTI Assessments-3,9714,139
State Licensures-1,6731,790
Industry Certification-89,541100,544
Workplace Readiness-33,66530,775
Total Credentials Earned-128,850137,248
Students Earning One or More Credentials-104,867109,089
CTE Completers-39,29142,404
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 TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students706411382728461261.2%
Female39203757294478359.1%
Male31438655433882959.2%
American Indian35264334153%
Asian9790228721531567%
Black854241417461811.2%
Hispanic558210217550553.9%
White42203826575432965.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students707491406938554360.8%
Female39255767764530459%
Male31494639174023963%
American Indian31458234258.8%
Asian9953241671617566.9%
Black844814287489534.3%
Hispanic571610488551052.5%
White41247821145361465.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students708851401708770862.6%
Female39563767844645960.5%
Male31322633864124965.1%
American Indian17831015449.7%
Asian9478229471618970.5%
Black726012161434135.7%
Hispanic774713880737353.1%
White40674805045353866.5%
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
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

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.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students1172551765192879538345119248069025257973599011901727356727863382761185139770332931641180
Female570870369111363617510580566335391209516518579327356231323317603576885371791388618941
Male601681396081515920835611912354861370219472610845379441463020673608254398541543022239
American Indian36163141291643625302941463468275991343251282112155
Asian76319287087194779117268481387280812307185996182553358310501094
Black27389619607854312708274662185517892119932722771918784211304126826319938874413775
Hispanic145985108814042580915708297683755576116552510899410064431713391238448097519
Native Hawaiian17291125649171110827562022111435318911093553
White617160391481378617093619453343001196515595606754363561296715927596536366851307416595
Two or more races53846358713681575568283312125115675931436681374171761306405214921989
Students with Disabilities1383481357457928410140182122575292778814083212756541380921441051362358329252
Economically Disadvantaged459565456051873724731476184420091696122910471617435631797524000461697448521868525640
English Learners120844776026993604126366684124493596127339746426594035128237858531884982
Homeless12745252913552438131582430133723561301424351295246213225260614302881
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

Attendance Rate

Attendance Rate: All Students

The attendance rate equals “average daily attendance” divided by “average daily membership.” Average daily attendance is the aggregate number of days of attendance of all students during a school year divided by the number of days school is in session during the year. Average daily membership is the aggregate number of days of membership of all students during a school year divided by the number of days school is in session during the year.

Attendance Rate
Subgroup2014-20152015-20162016-2017
All Students95.4995.5395.14
Female95.5195.5695.15
Male95.4795.595.12
American Indian94.8194.8994.34
Asian96.8696.8396.54
Black95.3395.2694.98
Hispanic95.1395.2394.61
Native Hawaiian95.6695.6895.24
White95.4895.5695.18
Two or more races95.5295.5695.15
Students with Disabilities94.2894.2893.9
Economically Disadvantaged94.5194.4894.03
English Learners95.5795.5694.99
Migrant94.9195.4794.03
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

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses9,416
Technology Offenses3,900
Offenses Against Student10,066
Offenses Against Staff3,105
Weapons Offenses2,499
Property Offenses3,724
All Other Offenses7,561
Other Offenses Against Persons39,465
Disorderly or Disruptive Behavior Offenses89,176
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
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3180.260.3070.330.2880.28
Asian6.3370.796.4670.736.6470.75
Black23.24556.3823.01855.9722.89957.29
Hispanic13.0597.1613.8498.0214.3938.16
Native Hawaiian0.1430.10.150.090.1540.09
White52.1831.2651.28530.4250.49828.9
Two or more races4.7184.054.9234.445.124.53
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

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
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3180.070.3070.340.2880.2
Asian6.3370.956.4670.936.6471.02
Black23.24555.8223.01860.2122.89956.8
Hispanic13.0599.4313.8497.7914.3939.07
Native Hawaiian0.1430.030.150.10.1540.07
White52.1829.5951.28526.0450.49828.26
Two or more races4.7184.114.9234.65.124.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3180.550.3070.2880.35
Asian6.3370.826.4670.496.6470.35
Black23.24542.7423.01852.5722.89942.55
Hispanic13.0598.2213.8496.1114.3937.45
Native Hawaiian0.1430.270.150.240.154
White52.1844.3851.28537.4150.49844.68
Two or more races4.7183.014.9233.185.124.61
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students41.1941.9541.88
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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students40.3233.3536.42
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

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
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students75.661.8164.61
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

2014-2015 Grades K-7 Student Teacher Ratio: 13.28 : 1

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

2014-2015 Grades 8-12 Student Teacher Ratio: 12.49 : 1

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional4%5%
Provisional Special Education1%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.

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified

Percentage of Core Academic Classes Taught by Teachers Not Meeting the Federal Definition of Highly Qualified
 2013-20142014-20152015-2016
State
All Schools1%1%1%
High Poverty2%2%2%
Low Poverty1%1%1%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

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: 2015-2016

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 DegreeMaster's DegreeDoctoral DegreeOther
2014-201539%58%1%2%
2015-201640%57%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available