Virginia School Quality Profiles

Virginia State Quality Profile

Fully Accredited Schools
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On-time Graduation Rate
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Average SAT Scores
516 513 493
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Postsecondary Enrollment
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Reading Proficiency
80%
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Math Proficiency
80%
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Science Proficiency
83%
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Social Studies Proficiency
86%
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Per-Pupil Spending
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Enrollment
1,283,615
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Attendance Rate
96%
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Expulsions & Suspensions
282
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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 Schools	1825
Fully Accredited	1490
Accreditation Denied	94
Partially Accredited: Approaching Benchmark-Pass Rate	49
Partially Accredited: Improving School-Pass Rate	8
Partially Accredited: Warned School-Graduation and Completion Index	2
Partially Accredited: Warned School-Pass Rate	93
Partially Accredited: Reconstituted School	79
Conditionally Accredited: New School	7
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 Subgroup	2013-2014	2014-2015	2015-2016
All Students	84	85	86
Female	88	89	89
Male	81	82	83
American Indian	78	84	84
Asian	90	90	92
Black	77	79	79
Hispanic	76	76	76
Native Hawaiian	86	89	92
White	89	89	90
Two or more races	89	88	89
Students with Disabilities	52	53	53
Economically Disadvantaged	74	75	75
English Learners	67	67	67
Gap Group 2	77	79	79
Gap Group 3	76	76	76
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 Basic	Basic	Proficient	Advanced
All Students	26	31	29	14
American Indian
Two or More Races	16	33	33	18
Asian	13	24	34	29
Black	46	34	16	3
Hispanic	36	32	25	7
White	18	30	35	17
Economically Disadvantaged	44	34	19	3
Students With Disabilities	67	19	11	3
Limited English Proficient	70	23	7
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

2015-2016 NAEP Grade 4 Reading Participation Rate
Students With Disabilities	92
Limited English Proficient	89
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

NAEP Grade 8 Reading

	Below Basic	Basic	Proficient	Advanced
All Students	23	41	32	3
American Indian
Two or More Races	21	45	32	2
Asian	8	31	51	10
Black	39	45	15	1
Hispanic	32	42	24	1
White	15	41	40	4
Economically Disadvantaged	38	45	16	1
Students With Disabilities	65	27	8
Limited English Proficient	69	28	3
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

2015-2016 NAEP Grade 8 Reading Participation Rate
Students With Disabilities	91
Limited English Proficient	88
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

NAEP Grade 4 Mathematics

	Below Basic	Basic	Proficient	Advanced
All Students	13	40	37	10
American Indian
Two or More Races	10	42	35	13
Asian	2	19	45	34
Black	24	51	23	2
Hispanic	20	50	27	2
White	7	35	44	13
Economically Disadvantaged	22	51	24	2
Students With Disabilities	38	44	16	2
Limited English Proficient	35	54	11	1
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

2015-2016 NAEP Grade 4 Mathematics Participation Rate
Students With Disabilities	91
Limited English Proficient	89
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

NAEP Grade 8 Mathematics

	Below Basic	Basic	Proficient	Advanced
All Students	24	39	27	10
American Indian
Two or More Races	16	40	35	10
Asian	7	23	39	32
Black	45	44	10	2
Hispanic	30	41	24	5
White	16	38	34	12
Economically Disadvantaged	41	42	15	2
Students With Disabilities	64	27	8	1
Limited English Proficient	54	36	9
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

2015-2016 NAEP Grade 8 Mathematics Participation Rate
Students With Disabilities	91
Limited English Proficient	88
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 Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	16	74	59	26	18	79	61	21	18	80	62	20
Female	17	78	60	22	20	82	62	18	20	82	63	18
Male	14	71	58	29	15	76	61	24	16	77	61	23
American Indian	11	72	61	28	13	77	63	23	13	77	64	23
Asian	27	87	60	13	30	90	60	10	30	91	61	9
Black	7	59	52	41	8	65	57	35	8	66	58	34
Hispanic	10	65	54	35	12	71	59	29	12	71	59	29
Native Hawaiian	15	78	63	22	17	82	65	18	19	85	66	15
White	19	82	62	18	22	86	64	14	22	86	64	14
Two or more races	17	78	61	22	19	82	63	18	19	83	63	17
Students with Disabilities	9	43	34	57	10	45	35	55	10	46	36	54
Economically Disadvantaged	7	59	52	41	9	66	57	34	9	66	58	34
English Learners	9	54	45	46	10	61	50	39	11	61	50	39
Migrant	7	52	46	48	12	61	49	39	8	57	50	43
Grade 3 English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	16	69	53	31	21	75	54	25	17	76	59	24
Female	18	73	55	27	23	78	56	22	18	78	61	22
Male	15	66	50	34	19	73	53	27	16	74	58	26
American Indian	11	65	54	35	19	70	51	30	14	72	58	28
Asian	27	83	56	17	32	88	56	12	24	88	64	12
Black	7	52	45	48	11	61	50	39	8	62	54	38
Hispanic	14	60	46	40	19	69	50	31	17	71	53	29
Native Hawaiian	12	71	59	29	17	78	60	22	17	79	62	21
White	20	77	57	23	25	82	57	18	20	83	63	17
Two or more races	17	73	55	27	21	77	57	23	17	78	62	22
Students with Disabilities	13	44	31	56	14	48	34	52	14	49	35	51
Economically Disadvantaged	9	55	45	45	13	64	51	36	11	64	53	36
English Learners	15	59	44	41	19	67	48	33	18	69	50	31
Migrant	13	61	48	39	9	48	39	52	16	74	58	26
Grade 4 English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	70	52	30	21	77	56	23	20	77	57	23
Female	20	73	52	27	24	80	56	20	23	81	58	19
Male	16	68	51	32	18	74	57	26	17	74	57	26
American Indian	13	62	49	38	16	78	62	22	9	70	61	30
Asian	30	84	53	16	34	90	56	10	32	89	57	11
Black	9	53	45	47	10	63	53	37	10	64	54	36
Hispanic	11	57	46	43	13	67	54	33	12	67	54	33
Native Hawaiian	19	78	59	22	20	82	62	18	20	85	65	15
White	23	78	56	22	26	84	59	16	25	84	59	16
Two or more races	19	73	54	27	23	80	57	20	21	80	59	20
Students with Disabilities	12	44	32	56	12	48	36	52	12	48	36	52
Economically Disadvantaged	9	54	46	46	10	64	54	36	10	65	55	35
English Learners	9	53	44	47	11	65	53	35	11	63	52	37
Migrant	5	48	43	52	19	67	48	33	-	61	61	39
Grade 5 English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	21	73	53	27	24	79	55	21	26	81	55	19
Female	23	76	53	24	27	82	55	18	28	83	55	17
Male	18	70	52	30	21	76	55	24	24	79	55	21
American Indian	16	72	57	28	15	75	60	25	21	78	58	22
Asian	34	87	53	13	38	91	53	9	42	92	51	8
Black	10	57	47	43	11	65	54	35	12	67	55	33
Hispanic	13	62	49	38	14	69	55	31	16	72	56	28
Native Hawaiian	21	80	59	20	23	81	58	19	24	85	60	15
White	25	81	55	19	29	85	56	15	32	87	55	13
Two or more races	21	76	54	24	25	82	57	18	29	84	54	16
Students with Disabilities	11	43	32	57	11	45	34	55	13	50	36	50
Economically Disadvantaged	10	58	49	42	12	65	54	35	13	69	56	31
English Learners	9	54	46	46	10	63	54	37	11	66	55	34
Migrant	17	56	39	44	15	55	40	45	21	74	53	26
Grade 6 English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	73	58	27	18	76	58	24	21	77	56	23
Female	18	77	59	23	21	80	59	20	24	81	56	19
Male	13	69	56	31	16	73	57	27	18	74	56	26
American Indian	10	68	58	32	15	73	58	27	15	77	61	23
Asian	27	88	61	12	33	90	57	10	38	92	54	8
Black	6	55	49	45	8	60	52	40	9	61	52	39
Hispanic	8	63	55	37	10	66	56	34	13	67	54	33
Native Hawaiian	18	80	62	20	18	82	63	18	23	84	61	16
White	19	81	61	19	23	84	61	16	26	84	58	16
Two or more races	16	77	62	23	20	80	60	20	23	81	58	19
Students with Disabilities	8	38	30	62	9	39	30	61	10	40	31	60
Economically Disadvantaged	6	57	51	43	7	61	54	39	9	62	53	38
English Learners	4	48	43	52	5	49	44	51	8	52	44	48
Migrant	-	45	45	55	8	69	62	31	5	37	32	63
Grade 7 English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	17	76	58	24	20	81	61	19	17	82	65	18
Female	20	80	60	20	24	85	61	15	20	86	66	14
Male	15	72	57	28	17	77	61	23	14	78	65	22
American Indian	12	72	61	28	15	79	64	21	11	80	69	20
Asian	30	89	59	11	35	92	57	8	30	93	63	7
Black	7	58	51	42	9	66	57	34	7	68	61	32
Hispanic	11	67	56	33	12	75	62	25	11	74	63	26
Native Hawaiian	16	73	57	27	23	86	63	14	17	87	70	13
White	21	83	62	17	25	87	62	13	21	88	67	12
Two or more races	18	79	61	21	22	85	63	15	18	85	67	15
Students with Disabilities	9	40	31	60	9	44	35	56	8	46	37	54
Economically Disadvantaged	7	60	53	40	9	68	59	32	7	69	62	31
English Learners	6	47	41	53	7	55	48	45	7	52	44	48
Migrant	9	55	45	45	14	62	48	38	7	40	33	60
Grade 8 English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	70	59	30	11	75	64	25	14	75	62	25
Female	13	74	61	26	13	79	66	21	16	79	63	21
Male	10	68	58	32	10	72	62	28	12	71	60	29
American Indian	10	72	62	28	7	73	67	27	9	72	62	28
Asian	24	87	63	13	24	90	66	10	26	89	63	11
Black	4	52	48	48	5	58	53	42	6	57	52	43
Hispanic	7	62	55	38	8	65	58	35	9	66	57	34
Native Hawaiian	8	72	65	28	11	76	64	24	26	84	57	16
White	14	78	64	22	14	83	69	17	17	83	66	17
Two or more races	13	75	62	25	13	79	67	21	15	80	65	20
Students with Disabilities	7	35	28	65	8	37	29	63	8	36	28	64
Economically Disadvantaged	5	54	49	46	5	59	54	41	6	59	53	41
English Learners	5	40	35	60	6	41	34	59	8	41	33	59
Migrant	-	32	32	68	10	55	45	45	-	46	46	54
EOC English Reading Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	90	80	10	9	89	80	11	9	89	80	11
Female	10	91	80	9	10	91	81	9	10	90	80	10
Male	9	88	79	12	8	87	80	13	8	87	79	13
American Indian	5	89	84	11	7	89	82	11	8	89	82	11
Asian	15	93	78	7	15	93	78	7	15	93	78	7
Black	3	82	79	18	3	81	78	19	3	79	77	21
Hispanic	5	85	79	15	4	84	80	16	5	84	79	16
Native Hawaiian	8	90	82	10	5	88	83	12	4	91	88	9
White	13	93	81	7	11	93	82	7	11	93	81	7
Two or more races	12	93	81	7	9	92	83	8	10	92	81	8
Students with Disabilities	6	62	56	38	7	59	52	41	7	58	52	42
Economically Disadvantaged	3	81	78	19	3	81	77	19	3	79	76	21
English Learners	1	70	69	30	1	70	68	30	1	64	63	36
Migrant	-	90	90	10	<	100	<	0	<	<	<	<
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	20	75	55	25	21	77	56	23	22	77	55	23
Female	25	81	56	19	26	83	57	17	27	83	56	17
Male	16	70	53	30	17	72	55	28	18	72	54	28
American Indian	13	74	61	26	15	73	58	27	17	74	57	26
Asian	39	89	50	11	42	90	48	10	43	90	47	10
Black	8	60	52	40	8	63	55	37	9	63	54	37
Hispanic	13	69	56	31	12	70	57	30	13	70	57	30
Native Hawaiian	19	81	62	20	21	83	62	17	22	84	62	16
White	25	81	56	19	26	83	57	17	27	83	56	17
Two or more races	24	79	55	21	24	81	57	19	25	81	57	19
Students with Disabilities	8	39	31	61	8	40	31	60	9	40	31	60
Economically Disadvantaged	8	59	51	41	8	63	55	37	9	63	54	37
English Learners	5	54	49	46	4	50	46	50	4	47	43	53
Migrant	3	52	48	48	3	63	59	38	4	58	54	42
Grade 8 Writing Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	17	70	53	30	19	72	52	28	20	71	50	29
Female	22	77	55	23	24	79	54	21	26	78	52	22
Male	13	63	50	37	15	65	50	35	16	64	49	36
American Indian	12	69	56	31	13	69	56	31	14	66	52	34
Asian	37	88	51	12	41	89	48	11	42	89	47	11
Black	7	53	46	47	8	55	47	45	8	53	44	47
Hispanic	11	62	51	38	11	62	51	38	13	62	50	38
Native Hawaiian	13	72	59	28	19	81	62	19	28	80	53	20
White	21	77	56	23	23	78	55	22	25	78	53	22
Two or more races	21	75	54	25	22	76	54	24	22	76	54	24
Students with Disabilities	7	31	24	69	8	31	23	69	8	31	23	69
Economically Disadvantaged	6	53	46	47	8	56	48	44	8	54	46	46
English Learners	4	37	34	63	5	36	31	64	5	34	29	66
Migrant	-	33	33	67	6	50	44	50	-	50	50	50
EOC Writing Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	21	84	63	16	23	83	60	17	24	83	60	17
Female	25	88	63	12	27	87	60	13	28	87	60	13
Male	18	81	62	19	19	79	60	21	20	79	60	21
American Indian	13	84	71	16	17	77	60	23	19	80	62	20
Asian	38	91	54	9	43	91	48	9	45	91	47	9
Black	7	72	65	28	8	71	63	29	9	72	63	28
Hispanic	13	80	67	20	14	78	64	22	14	77	63	23
Native Hawaiian	19	87	68	13	23	86	63	14	18	88	70	13
White	27	89	62	11	29	88	59	12	29	88	59	12
Two or more races	25	89	64	11	26	87	61	13	28	87	59	13
Students with Disabilities	8	51	44	49	9	50	41	50	10	50	40	50
Economically Disadvantaged	8	73	65	27	9	71	63	29	9	71	62	29
English Learners	3	64	61	36	3	60	57	40	3	56	53	44
Migrant	<	<	<	<	-	79	79	21	7	64	57	36
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	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	16	74	58	26	18	79	62	21	18	80	62	20
Female	16	76	60	24	18	82	64	18	18	82	64	18
Male	16	72	57	28	17	77	60	23	18	78	60	22
American Indian	10	71	61	29	13	77	64	23	13	76	63	24
Asian	36	90	54	10	39	93	53	7	40	93	53	7
Black	7	60	53	40	8	67	59	33	8	67	59	33
Hispanic	10	67	56	33	11	73	61	27	11	72	61	28
Native Hawaiian	17	80	63	20	20	85	66	15	20	85	65	15
White	19	80	62	20	21	85	64	15	21	86	65	14
Two or more races	17	77	60	23	19	82	63	18	19	82	63	18
Students with Disabilities	9	43	34	57	9	48	39	52	9	49	40	51
Economically Disadvantaged	8	61	53	39	9	68	59	32	9	69	60	31
English Learners	10	62	52	38	11	67	56	33	11	66	56	34
Migrant	8	55	47	45	14	67	52	33	8	68	60	32
Grade 3 Mathematics Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	16	67	51	33	19	74	56	26	19	77	58	23
Female	15	67	52	33	18	75	57	25	18	77	59	23
Male	16	67	50	33	19	74	55	26	21	77	56	23
American Indian	11	60	49	40	15	72	57	28	15	70	55	30
Asian	32	85	54	15	36	89	53	11	36	90	54	10
Black	8	51	44	49	9	61	51	39	9	64	55	36
Hispanic	9	57	48	43	12	67	55	33	12	68	56	32
Native Hawaiian	18	69	52	31	16	85	69	15	17	79	61	21
White	19	74	55	26	23	81	58	19	24	84	60	16
Two or more races	17	70	53	30	19	77	58	23	21	80	59	20
Students with Disabilities	11	41	30	59	12	46	34	54	12	47	36	53
Economically Disadvantaged	8	53	45	47	10	63	52	37	10	65	55	35
English Learners	10	58	47	42	12	65	53	35	11	66	54	34
Migrant	13	48	35	52	8	64	56	36	11	68	58	32
Grade 4 Mathematics Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	26	80	54	20	29	84	55	16	29	83	53	17
Female	25	81	55	19	28	84	56	16	29	83	55	17
Male	27	79	52	21	30	83	53	17	30	82	52	18
American Indian	15	76	61	24	26	82	57	18	20	78	58	22
Asian	49	93	44	7	53	95	42	5	53	93	40	7
Black	14	67	53	33	15	72	57	28	16	71	55	29
Hispanic	18	73	55	27	19	76	57	24	19	76	57	24
Native Hawaiian	28	91	62	9	37	85	48	15	27	90	63	10
White	31	85	55	15	34	89	55	11	35	88	53	12
Two or more races	27	81	54	19	30	85	55	15	29	84	54	16
Students with Disabilities	14	51	37	49	15	54	39	46	14	55	40	45
Economically Disadvantaged	15	68	54	32	16	74	57	26	17	73	56	27
English Learners	17	72	55	28	19	76	56	24	18	74	56	26
Migrant	17	67	50	33	33	76	43	24	4	65	62	35
Grade 5 Mathematics Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	24	73	49	27	26	79	53	21	26	79	54	21
Female	24	75	50	25	27	81	54	19	26	81	55	19
Male	24	71	48	29	25	77	52	23	25	78	53	22
American Indian	21	71	50	29	19	71	52	29	20	75	55	25
Asian	45	89	44	11	48	91	44	9	48	92	45	8
Black	12	59	47	41	14	67	52	33	13	67	53	33
Hispanic	17	65	48	35	18	72	54	28	17	73	55	27
Native Hawaiian	32	84	52	16	36	88	51	13	35	83	47	17
White	29	79	51	21	31	85	54	15	31	86	54	14
Two or more races	25	74	49	26	28	81	53	19	27	81	54	19
Students with Disabilities	11	41	30	59	11	46	35	54	12	48	36	52
Economically Disadvantaged	14	60	47	40	15	68	53	32	15	69	54	31
English Learners	14	60	47	40	15	68	53	32	14	69	55	31
Migrant	12	53	41	47	32	73	41	27	26	79	53	21
Grade 6 Mathematics Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	76	62	24	16	83	67	17	16	82	66	18
Female	13	78	65	22	16	85	69	15	16	85	69	15
Male	13	74	60	26	16	80	65	20	16	80	64	20
American Indian	10	74	64	26	14	84	70	16	9	79	70	21
Asian	28	92	63	8	34	95	60	5	36	95	58	5
Black	6	60	54	40	7	70	63	30	7	69	62	31
Hispanic	9	71	62	29	11	78	68	22	10	77	68	23
Native Hawaiian	14	84	70	16	17	91	75	9	21	93	72	7
White	16	83	66	17	19	88	69	12	20	88	69	12
Two or more races	14	80	66	20	16	84	68	16	17	85	68	15
Students with Disabilities	9	45	36	55	10	53	44	47	10	53	44	47
Economically Disadvantaged	7	64	57	36	8	73	65	27	8	72	65	28
English Learners	7	65	57	35	8	71	63	29	9	71	62	29
Migrant	4	70	65	30	8	69	62	31	6	65	59	35
Grade 7 Mathematics Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	14	65	51	35	15	72	57	28	15	72	57	28
Female	15	68	53	32	16	75	59	25	15	75	60	25
Male	14	62	49	38	15	69	54	31	15	69	54	31
American Indian	6	63	57	37	10	66	56	34	13	69	56	31
Asian	37	87	50	13	40	92	51	8	38	91	54	9
Black	5	45	40	55	5	54	49	46	5	53	47	47
Hispanic	7	56	49	44	9	65	56	35	8	62	54	38
Native Hawaiian	17	65	48	35	16	72	56	28	11	79	69	21
White	17	73	56	27	18	79	61	21	18	80	62	20
Two or more races	15	69	54	31	16	76	59	24	15	75	60	25
Students with Disabilities	9	35	25	65	9	38	28	62	9	39	30	61
Economically Disadvantaged	6	48	43	52	6	57	51	43	6	56	50	44
English Learners	7	46	39	54	6	52	45	48	7	49	42	51
Migrant	10	25	15	75	6	47	41	53	9	36	27	64
Grade 8 Mathematics Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	67	58	33	10	74	63	26	9	73	64	27
Female	9	70	61	30	12	78	66	22	9	77	67	23
Male	8	63	55	37	9	70	61	30	8	69	61	31
American Indian	9	60	51	40	9	76	68	24	4	68	64	32
Asian	25	88	63	12	29	90	62	10	26	89	64	11
Black	4	52	49	48	5	60	56	40	4	59	55	41
Hispanic	6	62	56	38	8	70	62	30	6	67	61	33
Native Hawaiian	9	71	62	29	15	79	64	21	11	85	75	15
White	10	73	63	27	12	80	68	20	11	80	69	20
Two or more races	9	70	62	30	11	77	66	23	11	78	67	22
Students with Disabilities	8	36	28	64	8	40	32	60	8	41	32	59
Economically Disadvantaged	4	55	50	45	5	63	57	37	4	62	57	38
English Learners	5	51	46	49	6	56	50	44	5	51	46	49
Migrant	3	41	38	59	5	55	50	45	7	67	60	33
Algebra I Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	8	79	71	21	9	82	73	18	9	83	74	17
Female	9	82	74	18	9	86	76	14	10	86	76	14
Male	7	75	68	25	8	79	71	21	8	79	71	21
American Indian	3	78	75	22	4	77	73	23	6	78	72	22
Asian	29	93	65	7	30	95	65	5	31	95	64	5
Black	2	68	66	32	2	74	71	26	2	75	72	25
Hispanic	4	72	67	28	4	74	70	26	5	74	70	26
Native Hawaiian	7	87	80	13	9	90	80	10	16	84	68	16
White	9	83	74	17	10	86	76	14	11	87	77	13
Two or more races	10	81	71	19	9	84	75	16	10	85	74	15
Students with Disabilities	1	48	47	52	1	52	51	48	1	55	53	45
Economically Disadvantaged	3	68	65	32	3	73	70	27	3	73	70	27
English Learners	3	66	62	34	3	67	64	33	2	66	63	34
Migrant	-	73	73	27	7	79	71	21	-	72	72	28
Geometry Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	12	77	65	23	12	80	68	20	13	80	67	20
Female	12	79	66	21	13	82	69	18	13	82	69	18
Male	12	76	64	24	12	79	67	21	13	78	66	22
American Indian	8	75	67	25	6	78	72	22	7	78	70	22
Asian	35	91	57	9	37	93	56	7	36	93	57	7
Black	3	61	59	39	3	66	63	34	3	64	61	36
Hispanic	7	69	63	31	7	73	66	27	6	71	65	29
Native Hawaiian	8	78	70	22	13	87	74	13	14	81	67	19
White	14	84	70	16	14	86	71	14	15	86	71	14
Two or more races	14	82	68	18	14	83	69	17	15	83	69	17
Students with Disabilities	2	43	40	57	2	47	45	53	2	47	45	53
Economically Disadvantaged	4	64	60	36	4	68	64	32	4	67	63	33
English Learners	5	61	56	39	5	63	58	37	5	60	55	40
Migrant	-	67	67	33	<	<	<	<	12	76	65	24
Algebra II Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	20	82	62	18	23	87	64	13	23	89	66	11
Female	20	83	63	17	22	87	65	13	23	90	67	10
Male	21	81	60	19	23	86	63	14	24	88	65	12
American Indian	13	78	65	22	18	87	69	13	19	87	68	13
Asian	43	91	48	9	45	93	48	7	46	95	49	5
Black	7	71	64	29	9	79	70	21	10	83	73	17
Hispanic	13	74	61	26	15	80	65	20	15	83	68	17
Native Hawaiian	21	85	64	15	16	84	69	16	24	89	65	11
White	23	86	63	14	25	89	64	11	26	91	66	9
Two or more races	21	84	63	16	23	87	64	13	25	89	64	11
Students with Disabilities	6	54	48	46	8	63	55	37	8	69	60	31
Economically Disadvantaged	10	72	62	28	12	79	67	21	13	84	71	16
English Learners	13	70	56	30	14	75	61	25	12	76	64	24
Migrant	<	<	<	<	<	<	<	<	<	<	<	<
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	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	80	65	20	13	82	68	18	16	83	67	17
Female	13	80	66	20	12	82	70	18	14	83	69	17
Male	16	80	64	20	15	82	67	18	17	83	66	17
American Indian	9	81	72	19	11	80	69	20	12	82	70	18
Asian	29	91	62	9	26	92	65	8	31	93	62	7
Black	5	64	59	36	4	68	64	32	6	70	64	30
Hispanic	8	70	62	30	7	71	64	29	8	72	64	28
Native Hawaiian	12	84	72	16	12	87	74	13	18	86	68	14
White	18	87	69	13	17	89	72	11	20	90	70	10
Two or more races	17	83	66	17	15	86	70	14	18	87	69	13
Students with Disabilities	7	51	43	49	6	51	45	49	7	53	46	47
Economically Disadvantaged	6	66	60	34	5	69	63	31	7	70	64	30
English Learners	6	59	53	41	4	56	52	44	5	57	52	43
Migrant	6	57	51	43	4	64	60	36	7	58	51	42
Grade 5 Science Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	73	54	27	19	79	60	21	27	81	55	19
Female	17	72	55	28	17	79	61	21	25	81	56	19
Male	20	73	53	27	20	79	59	21	28	81	53	19
American Indian	12	74	63	26	11	71	60	29	18	80	62	20
Asian	34	86	52	14	31	90	59	10	45	91	46	9
Black	7	55	48	45	8	64	56	36	13	68	55	32
Hispanic	9	59	50	41	9	67	57	33	15	69	54	31
Native Hawaiian	17	81	65	19	21	89	68	11	31	81	50	19
White	24	82	58	18	24	87	63	13	33	88	55	12
Two or more races	20	76	56	24	20	83	63	17	29	85	56	15
Students with Disabilities	9	44	35	56	9	50	41	50	12	52	40	48
Economically Disadvantaged	7	57	49	43	9	66	57	34	14	69	55	31
English Learners	5	49	44	51	6	59	53	41	10	63	53	37
Migrant	-	47	47	53	9	68	59	32	19	71	52	29
Grade 8 Science Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	74	63	26	11	78	67	22	12	79	67	21
Female	9	73	64	27	9	78	69	22	11	79	68	21
Male	13	75	62	25	13	78	65	22	14	79	65	21
American Indian	4	78	74	22	10	77	67	23	9	80	71	20
Asian	23	89	66	11	24	91	67	9	27	92	65	8
Black	3	54	52	46	3	62	59	38	4	62	59	38
Hispanic	6	63	57	37	6	66	61	34	6	68	62	32
Native Hawaiian	7	76	69	24	8	78	70	22	16	87	71	13
White	15	83	69	17	14	86	72	14	16	88	72	12
Two or more races	14	80	66	20	13	83	70	17	15	85	71	15
Students with Disabilities	6	43	37	57	6	45	39	55	7	47	40	53
Economically Disadvantaged	4	57	54	43	4	63	60	37	4	64	60	36
English Learners	2	40	38	60	2	42	40	58	2	41	39	59
Migrant	5	43	38	57	-	57	57	43	-	33	33	67
Biology Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	83	72	17	13	84	70	16	13	84	71	16
Female	10	84	73	16	13	85	72	15	13	85	72	15
Male	12	82	70	18	14	83	69	17	14	83	69	17
American Indian	6	81	75	19	16	83	68	17	9	81	72	19
Asian	23	92	69	8	27	93	65	7	28	94	65	6
Black	2	69	67	31	4	71	67	29	3	72	68	28
Hispanic	5	72	67	28	7	74	66	26	6	73	67	27
Native Hawaiian	12	88	76	12	12	88	76	12	14	85	71	15
White	14	89	75	11	17	90	73	10	17	91	73	9
Two or more races	13	87	74	13	16	87	72	13	15	88	73	12
Students with Disabilities	2	48	45	52	3	50	47	50	3	52	49	48
Economically Disadvantaged	3	69	66	31	4	71	66	29	4	71	67	29
English Learners	1	58	57	42	2	55	53	45	2	54	53	46
Migrant	-	69	69	31	<	<	<	<	5	79	74	21
Chemistry Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	87	73	13	15	88	73	12	16	88	72	12
Female	13	87	74	13	14	88	75	12	14	88	74	12
Male	17	88	71	12	17	88	71	12	18	88	70	12
American Indian	9	85	77	15	13	83	70	17	20	87	67	13
Asian	29	94	65	6	29	94	64	6	32	94	62	6
Black	5	78	73	22	5	80	75	20	5	78	73	22
Hispanic	8	77	69	23	8	78	70	22	8	78	69	22
Native Hawaiian	3	90	87	10	11	92	81	8	16	91	75	9
White	17	91	74	9	18	92	74	8	18	92	74	8
Two or more races	16	89	73	11	17	90	73	10	18	89	71	11
Students with Disabilities	6	63	57	37	5	61	56	39	5	62	57	38
Economically Disadvantaged	6	77	71	23	6	79	73	21	6	78	72	22
English Learners	5	67	63	33	4	66	62	34	4	65	61	35
Migrant	<	100	<	0	<	100	<	0	<	100	<	0
Earth Science Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	8	83	74	17	9	83	74	17	9	84	75	16
Female	7	82	75	18	7	81	75	19	7	84	76	16
Male	10	84	74	16	10	84	73	16	10	85	74	15
American Indian	8	86	79	14	6	85	79	15	6	83	76	17
Asian	14	89	75	11	14	90	76	10	16	91	76	9
Black	2	68	66	32	2	68	66	32	2	71	69	29
Hispanic	4	76	71	24	4	75	71	25	4	76	72	24
Native Hawaiian	6	84	78	16	9	88	78	12	9	86	77	14
White	12	90	78	10	12	90	78	10	13	91	79	9
Two or more races	9	87	78	13	9	86	77	14	9	88	79	12
Students with Disabilities	2	54	52	46	2	55	52	45	2	58	56	42
Economically Disadvantaged	3	71	68	29	3	71	68	29	3	73	70	27
English Learners	1	59	58	41	1	59	58	41	1	58	57	42
Migrant	-	50	50	50	-	50	50	50	3	48	45	52
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

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	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	29	84	55	16	25	86	61	14	26	86	60	14
Female	26	84	57	16	23	86	63	14	23	85	62	15
Male	32	85	53	15	28	87	59	13	28	86	59	14
American Indian	24	83	59	17	19	88	68	12	21	85	64	15
Asian	47	94	47	6	42	95	52	5	44	95	51	5
Black	15	73	58	27	12	76	64	24	13	74	62	26
Hispanic	20	78	58	22	17	79	62	21	17	80	63	20
Native Hawaiian	28	86	58	14	25	88	63	12	26	88	62	12
White	35	89	55	11	31	91	60	9	31	91	60	9
Two or more races	32	87	55	13	28	89	61	11	28	89	61	11
Students with Disabilities	14	58	45	42	11	60	48	40	11	60	49	40
Economically Disadvantaged	16	73	57	27	14	76	62	24	14	75	62	25
English Learners	16	70	54	30	13	69	56	31	13	69	56	31
Migrant	18	72	54	28	16	66	50	34	16	63	47	37
VA & US History Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	87	72	13	15	87	72	13	16	86	70	14
Female	12	86	74	14	12	86	74	14	12	84	72	16
Male	18	89	71	11	17	88	71	12	19	87	68	13
American Indian	10	86	75	14	12	86	73	14	11	83	72	17
Asian	24	93	69	7	24	93	69	7	26	93	66	7
Black	5	77	72	23	5	77	72	23	5	73	67	27
Hispanic	8	82	74	18	8	81	72	19	9	80	70	20
Native Hawaiian	8	89	81	11	11	86	75	14	9	83	74	17
White	19	91	73	9	19	91	73	9	20	91	71	9
Two or more races	17	91	74	9	15	91	75	9	17	89	73	11
Students with Disabilities	5	61	56	39	4	59	55	41	4	59	54	41
Economically Disadvantaged	6	77	71	23	6	76	70	24	6	74	67	26
English Learners	3	70	67	30	2	66	63	34	2	63	61	37
Migrant	<	<	<	<	-	70	70	30	18	73	55	27
US History I Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	36	81	44	19
Female	33	79	46	21
Male	39	82	43	18
American Indian	34	77	43	23
Asian	55	92	37	8
Black	19	66	48	34
Hispanic	25	73	48	27
Native Hawaiian	36	82	46	18
White	44	87	43	13
Two or more races	38	84	46	16
Students with Disabilities	13	50	37	50
Economically Disadvantaged	20	68	48	32
English Learners	16	62	46	38
Migrant	28	83	56	17
World History I Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	85	66	15	19	85	66	15	19	84	65	16
Female	16	85	68	15	17	85	68	15	16	84	68	16
Male	22	85	63	15	21	86	65	14	21	84	63	16
American Indian	12	85	73	15	13	86	73	14	15	84	69	16
Asian	41	95	55	5	38	96	57	4	40	96	56	4
Black	7	73	66	27	7	74	67	26	7	71	64	29
Hispanic	13	79	67	21	12	80	68	20	11	77	66	23
Native Hawaiian	19	89	70	11	23	88	65	12	19	85	66	15
White	24	90	66	10	23	91	67	9	23	90	67	10
Two or more races	21	88	66	12	22	89	67	11	21	88	67	12
Students with Disabilities	6	57	52	43	6	58	52	42	6	56	50	44
Economically Disadvantaged	8	73	65	27	8	75	66	25	8	72	64	28
English Learners	7	71	65	29	6	70	63	30	5	65	60	35
Migrant	<	<	<	<	12	59	47	41	4	46	42	54
World History II Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	86	67	14	20	87	67	13	22	86	65	14
Female	15	84	69	16	16	85	69	15	18	84	67	16
Male	23	88	65	12	24	88	64	12	26	89	63	11
American Indian	14	87	73	13	16	89	73	11	24	89	64	11
Asian	30	93	64	7	33	94	61	6	37	95	58	5
Black	7	75	68	25	8	76	69	24	9	76	67	24
Hispanic	11	78	67	22	12	79	66	21	13	78	65	22
Native Hawaiian	14	88	73	13	20	88	68	12	24	89	65	11
White	23	91	67	9	24	91	67	9	26	91	65	9
Two or more races	19	89	70	11	21	88	67	12	23	89	66	11
Students with Disabilities	8	60	52	40	9	58	49	42	9	62	53	38
Economically Disadvantaged	8	74	66	26	9	75	65	25	10	75	65	25
English Learners	5	68	63	32	6	65	60	35	6	64	58	36
Migrant	10	80	70	20	<	100	<	0	<	100	<	0
Geography Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	86	75	14	12	86	74	14	14	86	71	14
Female	9	86	77	14	10	85	75	15	12	86	74	14
Male	14	86	72	14	14	86	72	14	17	86	69	14
American Indian	10	85	75	15	4	93	89	7	11	82	71	18
Asian	18	94	76	6	21	96	74	4	22	96	73	4
Black	3	75	73	25	3	73	70	27	4	73	70	27
Hispanic	6	79	73	21	8	81	74	19	9	80	72	20
Native Hawaiian	8	94	86	6	3	84	81	16	34	88	53	13
White	15	90	75	10	15	90	75	10	18	90	72	10
Two or more races	12	89	77	11	13	87	74	13	15	91	76	9
Students with Disabilities	3	54	52	46	2	52	50	48	2	51	49	49
Economically Disadvantaged	4	75	71	25	5	75	70	25	5	74	69	26
English Learners	2	62	59	38	2	63	60	38	2	57	54	43
Migrant	<	100	<	0	-	45	45	55	-	30	30	70
US History II Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	32	81	50	19
Female	28	80	52	20
Male	36	83	48	17
American Indian	28	79	51	21
Asian	52	94	42	6
Black	15	68	53	32
Hispanic	21	74	53	26
Native Hawaiian	35	81	45	19
White	39	87	49	13
Two or more races	34	85	51	15
Students with Disabilities	11	50	40	50
Economically Disadvantaged	16	68	52	32
English Learners	11	59	49	41
Migrant	6	65	59	35
Civics & Econ Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	31	83	53	17	31	86	55	14	29	87	58	13
Female	31	84	53	16	31	87	57	13	28	87	59	13
Male	31	83	52	17	32	86	54	14	29	86	57	14
American Indian	27	83	56	17	23	89	65	11	20	86	66	14
Asian	53	94	42	6	54	96	42	4	50	96	46	4
Black	14	71	57	29	14	77	63	23	13	75	62	25
Hispanic	20	75	55	25	20	79	59	21	18	81	63	19
Native Hawaiian	29	80	51	20	26	86	60	14	31	94	63	6
White	38	89	51	11	38	91	53	9	35	91	56	9
Two or more races	32	86	54	14	33	90	56	10	31	90	59	10
Students with Disabilities	9	50	41	50	8	54	46	46	7	54	47	46
Economically Disadvantaged	15	71	56	29	15	76	61	24	13	76	63	24
English Learners	8	59	50	41	7	60	53	40	7	60	53	40
Migrant	18	59	41	41	14	64	50	36	18	55	36	45
VA Studies Performance	2013-2014				2014-2015				2015-2016
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	44	85	42	15	43	87	44	13	43	87	43	13
Female	42	85	44	15	42	87	45	13	41	87	45	13
Male	45	85	40	15	45	87	42	13	45	87	42	13
American Indian	36	82	46	18	36	89	53	11	38	82	44	18
Asian	64	95	31	5	64	95	31	5	66	96	30	4
Black	27	75	48	25	27	79	51	21	28	77	49	23
Hispanic	31	78	47	22	29	78	49	22	31	82	51	18
Native Hawaiian	51	90	40	10	46	93	47	7	44	90	46	10
White	51	90	39	10	51	91	40	9	50	91	41	9
Two or more races	44	87	43	13	45	89	44	11	44	88	44	12
Students with Disabilities	19	59	41	41	18	61	43	39	18	61	44	39
Economically Disadvantaged	26	75	49	25	26	77	51	23	27	78	51	22
English Learners	29	76	47	24	27	76	49	24	30	81	52	19
Migrant	30	80	50	20	35	75	40	25	25	88	63	13
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.

	2012-2013	2013-2014	2014-2015
Percent of Kindergarten Students Meeting Literacy Benchmarks	91.04	91.28	90.38

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

	2013-2014	2014-2015	2015-2016
State	0	0	0
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade	2013-2014	2014-2015	2015-2016
Pre-kindergarten	33,101	32,784	33,401
Kindergarten	96,113	93,807	90,991
Grade 1	99,803	98,992	96,417
Grade 2	97,156	99,441	98,693
Grade 3	95,382	97,040	99,237
Grade 4	95,621	95,198	96,844
Grade 5	93,991	95,639	95,382
Grade 6	94,516	94,283	96,010
Grade 7	95,066	94,903	94,574
Grade 8	95,763	95,545	95,211
Grade 9	102,231	105,324	104,124
Grade 10	96,327	97,371	99,969
Grade 11	89,596	91,323	92,269
Grade 12	88,544	88,123	90,372
Post Graduate	116	94	121
Total Students	1,273,326	1,279,867	1,283,615
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

2015 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	2013-2014	2014-2015	2015-2016
All Students	1273326	1279867	1283615
Female	617867	621164	622912
Male	655459	658703	660703
American Indian	4050	3931	3703
Asian	80693	82763	85318
Black	295982	294606	293936
Hispanic	166283	177252	184748
Native Hawaiian	1820	1920	1983
White	664422	656381	648203
Two or more races	60076	63014	65724
Students with Disabilities	157212	156959	160151
Not Students with Disabilities	1116114	1122908	1123464
Economically Disadvantaged	510085	512515	499935
Not Economically Disadvantaged	763241	767352	783680
English Learners	125861	128918	129368
Not English Learners	1147465	1150949	1154247
Migrant	362	403	410
Homeless	8670	8623	8771
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 Subgroup	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	49173	34246	3470	933	5019	2269
Female	26826	15101	1243	353	1834	822
Male	22347	19145	2227	580	3185	1447
American Indian	110	111	11	5	28	7
Asian	4428	1224	89	16	129	62
Black	7900	10540	1430	230	1415	981
Hispanic	4424	4514	381	85	1538	310
Native Hawaiian	71	41	0	1	9	3
White	30017	16505	1431	560	1740	817
Two or more races	2223	1311	128	36	160	89
Students with Disabilities	946	5311	3469	109	1067	120
Economically Disadvantaged	9218	14811	1940	326	2125	1240
English Learners	448	2070	294	17	1178	88
Homeless	197	623	115	11	162	85
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	95110	86889	91.4	88020	92.5	5019	5.3
Female	46179	43170	93.5	43633	94.5	1834	4
Male	48931	43719	89.3	44387	90.7	3185	6.5
American Indian	272	232	85.3	237	87.1	28	10.3
Asian	5948	5741	96.5	5774	97.1	129	2.2
Black	22496	19870	88.3	20176	89.7	1415	6.3
Hispanic	11252	9319	82.8	9442	83.9	1538	13.7
Native Hawaiian	125	112	89.6	113	90.4	9	7.2
White	51070	47953	93.9	48572	95.1	1740	3.4
Two or more races	3947	3662	92.8	3706	93.9	160	4.1
Students with Disabilities	11065	9726	87.9	9878	89.3	1067	9.6
Economically Disadvantaged	29660	25969	87.6	26397	89	2125	7.2
English Learners	4164	2812	67.5	2876	69.1	1178	28.3
Homeless	1193	935	78.4	951	79.7	162	13.6
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 Type	2013-2014	2014-2015	2015-2016
Advanced Placement Test Taken	63,864 / 16.95%	63,855 / 16.71%	63,512 / 16.42%
Advanced Placement Course Enrollment	79,966 / 21.23%	82,294 / 21.53%	82,547 / 21.34%
Dual Enrollment	33,346 / 8.85%	32,804 / 8.58%	34,135 / 8.83%
Governor’s School Enrollment	5,658 / 1.5%	5,633 / 1.47%	5,930 / 1.53%
IB Course Enrollment	10,501 / 2.79%	11,406 / 2.98%	11,411 / 2.95%
Senior Enrolled in IB Program	1,619 / .43%	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 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	80764	58062	28
Female	41016	31552	23
Male	39748	26510	33
American Indian	254	166	35
Asian	5269	4545	14
Black	17577	11623	34
Hispanic	7574	4894	35
Native Hawaiian	114	77	32
White	46766	34412	26
Two or more races	3210	2345	27
Students with Disabilities	5865	3075	48
Economically Disadvantaged	22888	13451	41
English Learners	5050	3270	35
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
	2013-2014	2014-2015	2015-2016
NOCTI Assessments	5,024	3,971	4,139
State Licensures	905	1,673	1,790
Industry Certification	69,321	89,541	100,544
Workplace Readiness	28,349	33,665	30,775
Total Credentials Earned	103,599	128,850	137,248
Students Earning One or More Credentials	86,257	104,867	109,089
CTE Completers	41,924	39,291	42,404
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 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
	2012-2013	2013-2014	2014-2015
Percentage of fiscal year state operating expenditures for instructional costs	66.2	66.8	67.1

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 Funding	State	Federal
2012-2013	5,777.00	4,605.00	875.00
2013-2014	5,823.00	4,634.00	784.00
2014-2015	5,949.00	4,802.00	772.00

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
	2012-2013				2013-2014				2014-2015				2015-2016
Subgroup	0%-10%	10%-15%	15%-20%	20+%	0%-10%	10%-15%	15%-20%	20+%	0%-10%	10%-15%	15%-20%	20+%	0%-10%	10%-15%	15%-20%	20+%
All Students	1172551	76519	28795	38345	1192480	69025	25797	35990	1190172	73567	27863	38276	1185140	77033	29315	41180
Female	570870	36911	13636	17510	580566	33539	12095	16518	579327	35623	13233	17603	576886	37179	13885	18942
Male	601681	39608	15159	20835	611912	35486	13702	19472	610845	37944	14630	20673	608254	39854	15430	22238
American Indian	3616	314	129	164	3625	302	94	146	3468	275	99	134	3251	282	112	155
Asian	76319	2870	871	947	79117	2684	813	872	80812	3071	859	961	82553	3583	1050	1094
Black	273896	19607	8543	12708	274662	18551	7892	11993	272277	19187	8421	13041	268263	19938	8744	13775
Hispanic	145985	10881	4042	5809	157082	9768	3755	5761	165525	10899	4100	6443	171339	12384	4809	7519
Native Hawaiian	1729	112	56	49	1711	108	27	56	2022	111	43	53	1891	109	35	53
White	617160	39148	13786	17093	619453	34300	11965	15595	606754	36356	12967	15927	596536	36685	13074	16594
Two or more races	53846	3587	1368	1575	56828	3312	1251	1567	59314	3668	1374	1717	61307	4052	1491	1990
Students with Disabilities	138348	13574	5792	8410	140182	12257	5292	7788	140832	12756	5413	8092	144105	13623	5832	9252
Economically Disadvantaged	459565	45605	18737	24731	476184	42009	16961	22910	471617	43563	17975	24000	461697	44852	18685	25640
English Learners	120844	7760	2699	3604	126366	6841	2449	3596	127339	7464	2659	4035	128237	8585	3188	4982
Homeless	12745	2529	1355	2438	13158	2430	1337	2356	13014	2435	1295	2462	13225	2606	1430	2881
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
Subgroup	2013-2014	2014-2015	2015-2016
All Students	95.7	95.49	95.53
Female	95.72	95.51	95.56
Male	95.68	95.47	95.5
American Indian	94.99	94.81	94.89
Asian	97.18	96.86	96.83
Black	95.5	95.33	95.26
Hispanic	95.39	95.13	95.23
Native Hawaiian	95.58	95.66	95.68
White	95.69	95.48	95.56
Two or more races	95.74	95.52	95.56
Students with Disabilities	94.47	94.28	94.28
Economically Disadvantaged	94.66	94.51	94.48
English Learners	95.89	95.57	95.56
Migrant	95.59	94.91	95.47
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 Offenses	9,416
Technology Offenses	3,900
Offenses Against Student	10,066
Offenses Against Staff	3,105
Weapons Offenses	2,499
Property Offenses	3,724
All Other Offenses	7,561
Other Offenses Against Persons	39,465
Disorderly or Disruptive Behavior Offenses	89,176
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
	2013-2014		2014-2015		2015-2016
Subgroup	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions
American Indian	.318	.26	.307	.33	.288	.28
Asian	6.337	.79	6.467	.73	6.647	.75
Black	23.245	56.38	23.018	55.97	22.899	57.29
Hispanic	13.059	7.16	13.849	8.02	14.393	8.16
Native Hawaiian	.143	.1	.15	.09	.154	.09
White	52.18	31.26	51.285	30.42	50.498	28.9
Two or more races	4.718	4.05	4.923	4.44	5.12	4.53
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:

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
	2013-2014		2014-2015		2015-2016
Subgroup	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions
American Indian	.318	.07	.307	.34	.288	.2
Asian	6.337	.95	6.467	.93	6.647	1.02
Black	23.245	55.82	23.018	60.21	22.899	56.8
Hispanic	13.059	9.43	13.849	7.79	14.393	9.07
Native Hawaiian	.143	.03	.15	.1	.154	.07
White	52.18	29.59	51.285	26.04	50.498	28.26
Two or more races	4.718	4.11	4.923	4.6	5.12	4.57
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:

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
	2013-2014		2014-2015		2015-2016
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	.318	.55	.307		.288	.35
Asian	6.337	.82	6.467	.49	6.647	.35
Black	23.245	42.74	23.018	52.57	22.899	42.55
Hispanic	13.059	8.22	13.849	6.11	14.393	7.45
Native Hawaiian	.143	.27	.15	.24	.154
White	52.18	44.38	51.285	37.41	50.498	44.68
Two or more races	4.718	3.01	4.923	3.18	5.12	4.61
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
	2013-2014	2014-2015	2015-2016
	Percentage	Percentage	Percentage
All Students	41.19	41.95	41.88
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
	2013-2014	2014-2015	2015-2016
	Percentage	Percentage	Percentage
All Students	40.32	33.35	36.42
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
	2013-2014	2014-2015	2015-2016
	Percentage	Percentage	Percentage
All Students	75.6	61.81	64.61
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

.

Student-Teacher Ratio

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	2014-2015	2015-2016
Provisional	4%	5%
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.

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
	2013-2014	2014-2015	2015-2016
State
All Schools	1%	1%	1%
High Poverty	2%	2%	2%
Low Poverty	1%	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 Degree	Master's Degree	Doctoral Degree	Other
2013-2014	39%	58%	1%	2%
2014-2015	40%	57%	1%	2%
2015-2016	40%	56%	1%	3%
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available

The mission of Virginia's public education system is to educate students in the fundamental knowledge and academic subjects that they need to become capable, responsible, and self-reliant citizens. Therefore, the mission of the Virginia Board of Education and the superintendent of public instruction, in cooperation with local school boards, is to increase student learning and academic achievement.

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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

Fully Accredited Schools

On-time Graduation Rate

Average SAT Scores

516 513 493

Postsecondary Enrollment

Reading Proficiency

80%

Math Proficiency

80%

Science Proficiency

83%

Social Studies Proficiency

86%

Per-Pupil Spending

Enrollment

1,283,615

Attendance Rate

96%

Expulsions & Suspensions

282

Accountability

Accreditation Status

Federal Graduation Indicator

Federal Graduation Indicator: All Students

NAEP Grade 4 Reading

NAEP Grade 8 Reading

NAEP Grade 4 Mathematics

NAEP Grade 8 Mathematics

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

Enrollment

Fall Membership by Grade

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2016: 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

2013-2014 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