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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 Schools3643
Unknown6
Fully Accredited1567
Accreditation Denied87
Accreditation Withheld - Board Decision1
Partially Accredited: Approaching Benchmark-Pass Rate13
Partially Accredited: Improving School-Pass Rate2
Partially Accredited: Warned School-Graduation and Completion Index3
Partially Accredited: Warned School-Pass Rate43
Partially Accredited: Reconstituted School92
Conditionally Accredited: New School7

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 Subgroup2014-20152015-20162016-2017
All Students858687
Female898990
Male828384
American Indian848481
Asian909293
Black797981
Hispanic767675
Native Hawaiian899292
White899091
Two or more races888989
Students with Disabilities535354
Economically Disadvantaged757578
English Learners676762
Gap Group 2797981
Gap Group 3767675
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

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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201980612017796221
Female208263182183621719826318
Male167761231677602315766124
American Indian137764231577622314776323
Asian3091619329159929906010
Black866583496758338675933
Hispanic127159291371582910675833
Native Hawaiian198566152084651617836617
White228664142386631421866514
Two or more races198363172183621720836317
Students with Disabilities104636541147375311483852
Economically Disadvantaged9665834106757338665834
English Learners11615039116453367595241
Migrant8575043135946417464054
Grade 3 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177659241975562518725428
Female187861222178572220755525
Male167458261772552816705430
American Indian147258281570553018685032
Asian248864123087581328845616
Black86254381061513910605040
Hispanic177153291666503410594941
Native Hawaiian177962212082621816786322
White208363172381591923815819
Two or more races177862221978582220775723
Students with Disabilities144935511449355112463454
Economically Disadvantaged116453361262513810595041
English Learners18695031166448367534647
Migrant167458261170593014453255
Grade 4 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207757232279572119765724
Female238158192481571921795821
Male177457262076562417745626
American Indian97061301873562717765924
Asian328957113489561131885712
Black106454361167553310645436
Hispanic126754331570553011645336
Native Hawaiian208565152181591918775923
White258459162786581424846016
Two or more races218059202482581821805820
Students with Disabilities124836521350385012483652
Economically Disadvantaged106555351267553310645436
English Learners11635237146753338605240
Migrant-61613915584242-525248
Grade 5 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268155192681561924805620
Female288355172884561626825618
Male247955212379562122785522
American Indian217858222079582122775523
Asian4292518419151939905110
Black126755331471572913695631
Hispanic167256281673572715695431
Native Hawaiian248560152485621523866214
White328755133287561330875713
Two or more races298454162884571627835617
Students with Disabilities135036501351394912503850
Economically Disadvantaged136956311470573013685632
English Learners116655341469553111645336
Migrant21745326644395613523948
Grade 6 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217756232278562218806220
Female248156192481571920836317
Male187456262075552516776123
American Indian157761231476612415816619
Asian389254840925283391589
Black9615239106353378675933
Hispanic136754331269563110706030
Native Hawaiian238461162284621617897211
White268458162885581523876413
Two or more races238158192581571921846316
Students with Disabilities104031601042325810483852
Economically Disadvantaged9625338106454368686032
English Learners8524448116655347665834
Migrant537326325694431-414159
Grade 7 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students178265181882641818816319
Female208666142286641421846416
Male147865221478652216786222
American Indian118069201681651913786522
Asian309363731936273493597
Black768613296961319696031
Hispanic117463261173622710706030
Native Hawaiian178770132289671124846016
White218867122188671223886512
Two or more races188567152086661421856315
Students with Disabilities8463754947385310493851
Economically Disadvantaged769623186961318696031
English Learners752444876760336645836
Migrant74033601253414711443356
Grade 8 English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students147562251676602413776423
Female167963211880612015816619
Male127160291372592812746326
American Indian97262281171602910796921
Asian268963112990611026906410
Black657524375952416635737
Hispanic9665734106555357655835
Native Hawaiian268457161781641912816919
White178366171984651616856915
Two or more races158065201781631915836817
Students with Disabilities836286483729639423358
Economically Disadvantaged659534165953416625738
English Learners841335954842523474453
Migrant-4646541742255811443356
EOC English Reading Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students989801188779138877913
Female1090801098980118898011
Male887791378578157857815
American Indian8898211108979114837917
Asian159378715937871291799
Black379772137774233777423
Hispanic584791648076204777323
Native Hawaiian4918891187761310897911
White119381710928281092828
Two or more races109281810918299908210
Students with Disabilities758524275649449574843
Economically Disadvantaged379762137673244767324
English Learners164633615958411535247
Migrant<<<<<<<<-414159
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students227755232579542124785422
Female278356173084541629845416
Male187254282074542619735427
American Indian177457262379572117776023
Asian4390471048924384891449
Black96354371165543511645336
Hispanic137057301570553015705630
Native Hawaiian228462162583581725856015
White278356173085551529845516
Two or more races258157192882541827815419
Students with Disabilities9403160942335810423258
Economically Disadvantaged96354371164533611645336
English Learners447435365247486534747
Migrant4585442-65653512584642
Grade 8 Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207150292373502722735127
Female267852222980512028805220
Male166449361767503317664934
American Indian146652341669533114715729
Asian42894711489042104891439
Black85344471057474310564644
Hispanic136250381464503614665234
Native Hawaiian288053202281591920826118
White257853222780532025785322
Two or more races227654242677522325755125
Students with Disabilities831236983425668332567
Economically Disadvantaged85446461057474310574743
English Learners534296664741538534547
Migrant-505050-64643623543146
EOC Writing Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students248360172784571626845816
Female288760133188571231875713
Male207960212381581922805820
American Indian198062202888601220826318
Asian459147949934474792448
Black97263281172612811726128
Hispanic147763231777602315756025
Native Hawaiian188870132785581530885912
White298859123390561033905710
Two or more races288759133188571229885912
Students with Disabilities105040501152414812524048
Economically Disadvantaged97162291172602812726028
English Learners356534455853424534947
Migrant7645736<<<<-626238
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students188062201779622117776123
Female188264181781641916796321
Male187860221777602317765824
American Indian137663241377632313736027
Asian409353739935473992528
Black867593376659347645736
Hispanic117261281071612910685832
Native Hawaiian208565151986671419836417
White218665142186651420846416
Two or more races198263181982631818806220
Students with Disabilities9494051948395210483752
Economically Disadvantaged969603186859328665734
English Learners116656341168573210645436
Migrant868603296556356615439
Grade 3 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students197758231875572518735527
Female187759231775582516735727
Male217756231975562519735427
American Indian157055301970523015705630
Asian369054103590551033875413
Black964553686153398585042
Hispanic126856321165543511635237
Native Hawaiian177961211679632118806220
White248460162282601822815919
Two or more races218059202077582319775823
Students with Disabilities124736531246345412453355
Economically Disadvantaged1065553596254389615139
English Learners116654341164543610605040
Migrant1168583276053409362764
Grade 4 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298353172781541926795321
Female298355172482571823805620
Male308252183081511928795121
American Indian207858222174532624755125
Asian539340750934375092438
Black167155291369563112665534
Hispanic197657241773562715705530
Native Hawaiian279063102987581332794721
White358853123388541232865414
Two or more races298454163083531728825418
Students with Disabilities145540451351384915513649
Economically Disadvantaged177356271471572914695531
English Learners187456261772552816695331
Migrant4656235166852326615539
Grade 5 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students267954212479552124775323
Female268155192581561924785422
Male257853222478542224755125
American Indian207555252080592018674933
Asian4892458459146946904410
Black136753331267553311635237
Hispanic177355271672572815695331
Native Hawaiian358347172789621124815619
White318654143086551431845416
Two or more races278154192581561925795321
Students with Disabilities124836521148375212463454
Economically Disadvantaged156954311369563114665234
English Learners146955311571562914665234
Migrant26795321-47475322573543
Grade 6 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168266181582671813796621
Female168569151484701613816919
Male168064201580652013776423
American Indian9797021118069207797221
Asian369558534956052993637
Black769623167063306666034
Hispanic1077682397667247726428
Native Hawaiian21937271589741117856815
White208869121888701216867014
Two or more races178568151584691613826818
Students with Disabilities10534447953444710514149
Economically Disadvantaged872652877265286696331
English Learners9716229107666248716329
Migrant665593515857015-595941
Grade 7 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157257281571562914695531
Female157560251674592614725828
Male156954311568533214665234
American Indian13695631970603010625238
Asian389154941915094091529
Black553474765246485504450
Hispanic862543876053407575043
Native Hawaiian117969211885671515766124
White188062201879612116776123
Two or more races157560251675582515715629
Students with Disabilities93930611039296111382762
Economically Disadvantaged656504465549456534747
English Learners749425195950418564844
Migrant93627646383163-505050
Grade 8 Mathematics Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9736427107464269716229
Female9776723107767239766624
Male869613197061309685932
American Indian4686432117463263676433
Asian26896411279164926886212
Black459554146056404595441
Hispanic667613366761336635837
Native Hawaiian118575151179692111857315
White118069201281691911796821
Two or more races117867221178682210776623
Students with Disabilities8413259842345810413159
Economically Disadvantaged462573846358375615639
English Learners551464966356377585242
Migrant7676033-7575256676133
Algebra I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9837417982731810817019
Female108676141086761412847316
Male879712187971219776823
American Indian678722267973217776923
Asian319564531956453494606
Black275722527370273716829
Hispanic574702647570255716629
Native Hawaiian16846816129179912897811
White118777131188761212867414
Two or more races108574151085751512847216
Students with Disabilities155534515452462525048
Economically Disadvantaged373702737370274716729
English Learners266633447066304656135
Migrant-72722866559353797621
Geometry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138067201378652213776523
Female138269181380672013796621
Male137866221277642313766324
American Indian778702287870227736627
Asian369357737935673892548
Black364613636259383615839
Hispanic671652976962317676033
Native Hawaiian148167191679622113847116
White158671141585711514857015
Two or more races158369171582671814816719
Students with Disabilities247455324442562444256
Economically Disadvantaged467633346460364646036
English Learners560554055651445544946
Migrant12766524-757525-555545
Algebra II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students238966112490661023896511
Female239067102390671023896611
Male248865122489641124886412
American Indian198768131484701620896911
Asian469549550964645095455
Black108373171083731710827318
Hispanic158368171583681716816619
Native Hawaiian24896511259267827896211
White269166926926682591669
Two or more races25896411259166924886412
Students with Disabilities869603196960318696031
Economically Disadvantaged138471161384711613827018
English Learners127664241376632412736127
Migrant<<<<<<<<6726728
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168367171582671815816619
Female148369171482681814826818
Male178366171682651816816519
American Indian128270181181701911796821
Asian319362731926183192618
Black670643056863325676233
Hispanic872642887163298706330
Native Hawaiian188668141588731214867314
White209070101989701119897011
Two or more races188769131786691417856815
Students with Disabilities753464775244487504450
Economically Disadvantaged770643066962316696231
English Learners557524365853425585342
Migrant7585142-5757434504650
Grade 5 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students278155192379552121795921
Female258156192278562219796021
Male288153192579542122805720
American Indian188062201678632215735927
Asian4591469409050103791549
Black13685532116554359665634
Hispanic156954311267553311705830
Native Hawaiian318150192388641223825918
White338855123086571427876013
Two or more races298556152582571823826018
Students with Disabilities125240481148385210493951
Economically Disadvantaged146955311166543411685732
English Learners106353371164523610665734
Migrant19715229-40406013614839
Grade 8 Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127967211279672111786722
Female11796821117969219786922
Male147965211479662113776523
American Indian9807120118069207756725
Asian279265828926582492688
Black462593846359374615839
Hispanic668623266761336656035
Native Hawaiian16877113986771410847416
White168872121587721314867214
Two or more races158571151484701612827018
Students with Disabilities747405384841527443756
Economically Disadvantaged464603646459364625838
English Learners241395935048502504850
Migrant-333367-434357-383863
Biology Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students138471161482681815826718
Female138572151384711615846916
Male148369171581661916806520
American Indian98172191081711910837317
Asian289465629936573393607
Black372682846965314686432
Hispanic673672777164297706330
Native Hawaiian148571151587721313907710
White17917391990711020907010
Two or more races158873121687711318877013
Students with Disabilities352494835047503494651
Economically Disadvantaged471672946965315696331
English Learners254534625351472514949
Migrant5797421-606040-393961
Chemistry Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168872121889711119897011
Female148874121789731117897211
Male188870122090701021896811
American Indian20876713885771512847216
Asian329462637955853895575
Black578732278073207807420
Hispanic87869221080702010806920
Native Hawaiian1691759199374715887312
White189274820937372192718
Two or more races18897111189172920907010
Students with Disabilities562573886557357665834
Economically Disadvantaged678722288072208807220
English Learners465613587062307676133
Migrant<100<0<100<0<<<<
Earth Science Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students984751688274188817319
Female784761688375177817419
Male1085741598273189827218
American Indian6837617782751810837417
Asian1691769179174917907310
Black271692926967312686632
Hispanic476722447470263716729
Native Hawaiian986771498980117888112
White1391799129178912907810
Two or more races988791298778139867714
Students with Disabilities258564225452462545246
Economically Disadvantaged373702737168293706730
English Learners158574215756431535247
Migrant3484552-7777233504750
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 Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268660142686601424846016
Female238562152486621422846216
Male288659142886581426855815
American Indian218564152386631420816119
Asian449551545955054295525
Black137462261375622512736127
Hispanic178063201880622016776123
Native Hawaiian268862122588631226886212
White3191609319160929906010
Two or more races288961112989601126876113
Students with Disabilities116049401159484111574643
Economically Disadvantaged147562251475622513736027
English Learners136956311572572814685432
Migrant166347371570563011625238
VA & US History Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students168670141786691415847016
Female128472161485701512837117
Male198768132087671317866814
American Indian118372171088781211817019
Asian269366728936572492688
Black573672777568256746826
Hispanic9807020117968219756625
Native Hawaiian9837417985751515867114
White2091719229169919907110
Two or more races178973112090701015887312
Students with Disabilities459544155953415565144
Economically Disadvantaged674672677467267736627
English Learners263613746460363565344
Migrant187355271070603011443356
World History I Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198465161885671519826318
Female168468161685691517826518
Male218463162085651521826218
American Indian158469161983651718776023
Asian409656439965744095555
Black771642977366277696231
Hispanic117766231178672212736227
Native Hawaiian198566152589641128886012
White23906710229169924896511
Two or more races218867122089691120866514
Students with Disabilities656504455853426555045
Economically Disadvantaged872642887466268706230
English Learners565603566862326615639
Migrant4464254109080105736827
World History II Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students228665142487621319846416
Female188467162085651515826618
Male268963112988591223866314
American Indian248964111683671717796321
Asian379558542955353293617
Black9766724107767238736527
Hispanic137865221578632212756325
Native Hawaiian248965111986681418887012
White2691659299162923886512
Two or more races238966112688631220856515
Students with Disabilities9625338106050408564844
Economically Disadvantaged10756525117564259726328
English Learners664583686557356605540
Migrant<100<01070603018735527
Geography Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students148671141383691711827118
Female12867414118271189827318
Male178669141683671712827018
American Indian11827118118977116908310
Asian229673424936972094746
Black473702736663343666334
Hispanic980722097869227726628
Native Hawaiian348853139918291092828
White189072101889711114897511
Two or more races15917691487731311887612
Students with Disabilities251494924846522474653
Economically Disadvantaged574692647066304706630
English Learners257544335956413535147
Migrant-303070<<<<-505050
Civics & Econ Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298758132987581328865714
Female288759132887591328875913
Male298657142986571428855615
American Indian208666142788601221846316
Asian509646452974535196454
Black137562251375622513746226
Hispanic188163191880622018796121
Native Hawaiian319463626916592994656
White3591569359157934905610
Two or more races319059103189581130885812
Students with Disabilities754474675447467524548
Economically Disadvantaged137663241376632413756125
English Learners76053401071612911716129
Migrant185536458675833<<<<
VA Studies Performance2015-20162016-20172017-2018
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students438743134387441340854515
Female418745134187461338854715
Male458742134687411342854315
American Indian388244184386431435814619
Asian669630465963246496324
Black287749232877492323735027
Hispanic318251183384501631825118
Native Hawaiian449046104790441042824018
White5091419509141947904310
Two or more races448844124488431241864514
Students with Disabilities186144391760434016584142
Economically Disadvantaged277851222778512225765124
English Learners308152193384511632835017
Migrant258863132067473321684732
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.

 

2014-20152015-20162016-2017
Percent of Kindergarten Students Meeting Literacy Benchmarks90.38

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

2016-20172017-20182018-2019
State000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2015-20162016-20172017-2018
Pre-kindergarten33,73234,17134,643
Kindergarten91,01690,91191,094
Grade 196,42494,00894,326
Grade 298,70196,57294,178
Grade 399,24399,02296,951
Grade 496,84999,26699,308
Grade 595,39597,17099,560
Grade 696,02195,96397,624
Grade 794,59896,42896,650
Grade 895,23695,26796,909
Grade 9104,158104,041103,940
Grade 10100,00699,91199,544
Grade 1192,32294,82894,878
Grade 1290,41390,47593,101
Post Graduate134133120
Total Students1,284,2481,288,1661,292,826
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2017 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2015-20162016-20172017-2018
All Students128424812881661292826
Female623178625055627264
Male661070663111665562
American Indian370435883489
Asian853348765890377
Black294002291033289040
Hispanic184810194673203381
Native Hawaiian198419742047
White648660640399632875
Two or more races657546884171617
Students with Disabilities160478163027167380
Not Students with Disabilities112377011251391125446
Economically Disadvantaged500007488566530265
Not Economically Disadvantaged784241799600762561
English Learners129369154039159139
Not English Learners115487911341271133687
Migrant410361336
Homeless8772979710140
Military Connected479235651865799
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 2017: 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 2016-2017 Cohort
Student SubgroupAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All Students4978334419271095854981970
Female27214151999363331873682
Male2256919220177462536251288
American Indian123127114274
Asian45731128821711553
Black79241059810702211500849
Hispanic47504926292891961258
Native Hawaiian62634043
White299871610411585831717709
Two or more races23641473934417494
Students with Disabilities1022603427101341173104
Economically Disadvantaged959515820159443026401137
English Learners1518329526534162581
Homeless203616882523657
Foster Care4413725104724
Military Connected175295542122029
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 Students953388691291.28801492.354985.8
Female462374334993.84374494.618734.1
Male491014356388.74427090.236257.4
American Indian29626188.226589.5279.1
Asian5968578396.9580497.31151.9
Black221621959288.41987689.715006.8
Hispanic12276996881.21008082.1196116
Native Hawaiian13612994.912994.942.9
White5025847249944788395.317173.4
Two or more races4242393092.6397793.81744.1
Students with Disabilities11210976687.1995088.8117310.5
Economically Disadvantaged312162700986.52753388.226408.5
English Learners6880507873.8513674.7162523.6
Homeless12259077493676.423619.3
Foster Care28720671.821775.64716.4
Military Connected2810274997.8276298.320.7
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 Type2014-20152015-20162016-2017
Advanced Placement Test Taken -63,512 / 16.42%62,573 / 16.08%
Advanced Placement Course Enrollment -82,547 / 21.34%84,335 / 21.68%
Dual Enrollment -34,135 / 8.83%36,111 / 9.28%
Governor’s School Enrollment -5,930 / 1.53%6,005 / 1.54%
IB Course Enrollment -11,411 / 2.95%12,037 / 3.09%
Senior Enrolled in IB Program -1,416 / .37%1,777 / .46%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2014-2015 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.

2014-2015 FGI cohort year (students entering high school in 2011)
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 Students800295758128
Female404633112723
Male395662645433
American Indian25416535
Asian5267459213
Black171681128234
Hispanic8078522135
Native Hawaiian1147336
White457613375026
Two or more races3387249826
Students with Disabilities5663303146
Economically Disadvantaged224091294842
English Learners5212340435
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
2014-20152015-20162016-2017
NOCTI Assessments-4,1393,623
State Licensures-1,7901,964
Industry Certification-100,544109,590
Workplace Readiness-30,77542,313
Total Credentials Earned-137,248157,490
Students Earning One or More Credentials-109,089126,113
CTE Completers-42,40440,516
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
 2013-20142014-20152015-2016
Percentage of fiscal year state
operating expenditures for instructional costs
66.867.166.9

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
2013-20145,823.004,634.00784.00
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2016-2017 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
2013-20142014-20152015-20162016-2017
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 Students1192480690252579735990119017273567278633827611851397703329316411811174161853303255745249
Female580566335391209516518579327356231323317603576885371791388618941571031415551548220892
Male611912354861370219472610845379441463020673608254398541543022240603127437751707524357
American Indian36253029414634682759913432512821121553107286105185
Asian7911726848138728081230718599618255335831050109484882374111181142
Black27466218551789211993272277191878421130412682631993887441377626084521607960314668
Hispanic157082976837555761165525108994100644317133912384480975191784121479354659076
Native Hawaiian17111082756202211143531891109355318711283342
White619453343001196515595606754363561296715927596536366851307416595581802400931454217866
Two or more races56828331212511567593143668137417176130640521492198963239468216912270
Students with Disabilities1401821225752927788140832127565413809214410513623583292521427761492965139945
Economically Disadvantaged476184420091696122910471617435631797524000461697448521868525640462077505592119829427
English Learners1263666841244935961273397464265940351282378585318849821515721120740126538
Homeless13158243013372356130142435129524621322526061430288113993300117263361
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
Subgroup2015-20162016-20172017-2018
All Students95.5395.1495.12
Female95.5695.1595.14
Male95.595.1295.09
American Indian94.8994.3494.47
Asian96.8396.5496.62
Black95.2694.9894.8
Hispanic95.2394.6194.66
Native Hawaiian95.6895.2495.29
White95.5695.1895.19
Two or more races95.5695.1595.14
Students with Disabilities94.2893.993.84
Economically Disadvantaged94.4894.0394
English Learners95.5694.9995.12
Migrant95.4794.0394.85
Foster Care94.4793.94
Military Connected96.2295.8495.94
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses8,409
Technology Offenses3,286
Offenses Against Student11,507
Offenses Against Staff3,147
Weapons Offenses2,752
Property Offenses3,602
All Other Offenses7,123
Other Offenses Against Persons41,551
Disorderly or Disruptive Behavior Offenses85,250
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.3070.330.2890.280.2790.26
Asian6.4680.736.6480.756.8120.9
Black23.02355.9722.90457.2922.61655.92
Hispanic13.8548.0214.3988.1615.1289.13
Native Hawaiian0.150.090.1550.090.1530.08
White51.31730.4250.53428.949.76528.83
Two or more races4.9264.445.1234.535.354.89
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long Term Suspensions
 2014-20152015-20162016-2017
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.3070.340.2890.20.2790.18
Asian6.4680.936.6481.026.8120.75
Black23.02360.2122.90456.822.61658.01
Hispanic13.8547.7914.3989.0715.1288.75
Native Hawaiian0.150.10.1550.070.1530.07
White51.31726.0450.53428.2649.76526.75
Two or more races4.9264.65.1234.575.355.49
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time.

An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
 2014-20152015-20162016-2017
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.3070.2890.350.279
Asian6.4680.496.6480.356.8120.46
Black23.02352.5722.90442.5522.61649.54
Hispanic13.8546.1114.3987.4515.1288.72
Native Hawaiian0.150.240.1550.153
White51.31737.4150.53444.6849.76538.07
Two or more races4.9263.185.1234.615.353.21
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.

 

At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division.

Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals.

See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students41.9541.8841.81
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level.

Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health.

Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children.

The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Breakfast Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students33.3536.4239.28
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program.

School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children.

Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

 

Free and Reduced Lunch Participation
 2014-20152015-20162016-2017
 PercentagePercentagePercentage
All Students61.8164.6166.53
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.06 : 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

2015-2016 Grades 8-12 Student Teacher Ratio: 12.47 : 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
 2015-20162016-2017
Provisional5%5%
Provisional Special Education2%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
 2014-20152015-20162016-2017
State
All Schools100%1%1%
High Poverty100%2%2%
Low Poverty100%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: 2016-2017

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
2015-201639%58%1%2%
2016-201740%57%1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available