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
79%
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Science Proficiency
82%
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Social Studies Proficiency
86%
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Per-Pupil Spending
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Enrollment
1,292,826
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Attendance Rate
95%
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Expulsions & Suspensions
218
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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	1822
Fully Accredited	1573
Accreditation Denied	87
Accreditation Withheld - Board Decision	1
Partially Accredited: Approaching Benchmark-Pass Rate	14
Partially Accredited: Improving School-Pass Rate	2
Partially Accredited: Warned School-Graduation and Completion Index	3
Partially Accredited: Warned School-Pass Rate	43
Partially Accredited: Reconstituted School	92
Conditionally Accredited: New School	7

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	2014-2015	2015-2016	2016-2017
All Students	85	86	87
Female	89	89	90
Male	82	83	84
American Indian	84	84	81
Asian	90	92	93
Black	79	79	81
Hispanic	76	76	75
Native Hawaiian	89	92	92
White	89	90	91
Two or more races	88	89	89
Students with Disabilities	53	53	54
Economically Disadvantaged	75	75	78
English Learners	67	67	62
Gap Group 2	79	79	81
Gap Group 3	76	76	75
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 Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	79	61	21	18	80	62	20	19	80	61	20
Female	20	82	62	18	20	82	63	18	21	83	62	17
Male	15	76	61	24	16	77	61	23	16	77	60	23
American Indian	13	77	63	23	13	77	64	23	15	77	62	23
Asian	30	90	60	10	30	91	61	9	32	91	59	9
Black	8	65	57	35	8	66	58	34	9	67	58	33
Hispanic	12	71	59	29	12	71	59	29	13	71	58	29
Native Hawaiian	17	82	65	18	19	85	66	15	20	84	65	16
White	22	86	64	14	22	86	64	14	23	86	63	14
Two or more races	19	82	63	18	19	83	63	17	21	83	62	17
Students with Disabilities	10	45	35	55	10	46	36	54	11	47	37	53
Economically Disadvantaged	9	66	57	34	9	66	58	34	10	67	57	33
English Learners	10	61	50	39	11	61	50	39	11	64	53	36
Migrant	12	61	49	39	8	57	50	43	13	59	46	41
Grade 3 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	21	75	54	25	17	76	59	24	19	75	56	25
Female	23	78	56	22	18	78	61	22	21	78	57	22
Male	19	73	53	27	16	74	58	26	17	72	55	28
American Indian	19	70	51	30	14	72	58	28	15	70	55	30
Asian	32	88	56	12	24	88	64	12	30	87	58	13
Black	11	61	50	39	8	62	54	38	10	61	51	39
Hispanic	19	69	50	31	17	71	53	29	16	66	50	34
Native Hawaiian	17	78	60	22	17	79	62	21	20	82	62	18
White	25	82	57	18	20	83	63	17	23	81	59	19
Two or more races	21	77	57	23	17	78	62	22	19	78	58	22
Students with Disabilities	14	48	34	52	14	49	35	51	14	49	35	51
Economically Disadvantaged	13	64	51	36	11	64	53	36	12	62	51	38
English Learners	19	67	48	33	18	69	50	31	16	64	48	36
Migrant	9	48	39	52	16	74	58	26	11	70	59	30
Grade 4 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	21	77	56	23	20	77	57	23	22	79	57	21
Female	24	80	56	20	23	81	58	19	24	81	57	19
Male	18	74	57	26	17	74	57	26	20	76	56	24
American Indian	16	78	62	22	9	70	61	30	18	73	56	27
Asian	34	90	56	10	32	89	57	11	34	89	56	11
Black	10	63	53	37	10	64	54	36	11	67	55	33
Hispanic	13	67	54	33	12	67	54	33	15	70	55	30
Native Hawaiian	20	82	62	18	20	85	65	15	21	81	59	19
White	26	84	59	16	25	84	59	16	27	86	58	14
Two or more races	23	80	57	20	21	80	59	20	24	82	58	18
Students with Disabilities	12	48	36	52	12	48	36	52	13	50	38	50
Economically Disadvantaged	10	64	54	36	10	65	55	35	12	67	55	33
English Learners	11	65	53	35	11	63	52	37	14	67	53	33
Migrant	19	67	48	33	-	61	61	39	15	58	42	42
Grade 5 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	24	79	55	21	26	81	55	19	26	81	56	19
Female	27	82	55	18	28	83	55	17	28	84	56	16
Male	21	76	55	24	24	79	55	21	23	79	56	21
American Indian	15	75	60	25	21	78	58	22	20	79	58	21
Asian	38	91	53	9	42	92	51	8	41	91	51	9
Black	11	65	54	35	12	67	55	33	14	71	57	29
Hispanic	14	69	55	31	16	72	56	28	16	73	57	27
Native Hawaiian	23	81	58	19	24	85	60	15	24	85	62	15
White	29	85	56	15	32	87	55	13	32	87	56	13
Two or more races	25	82	57	18	29	84	54	16	28	84	57	16
Students with Disabilities	11	45	34	55	13	50	36	50	13	51	39	49
Economically Disadvantaged	12	65	54	35	13	69	56	31	14	70	57	30
English Learners	10	63	54	37	11	66	55	34	14	69	55	31
Migrant	15	55	40	45	21	74	53	26	6	44	39	56
Grade 6 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	76	58	24	21	77	56	23	22	78	56	22
Female	21	80	59	20	24	81	56	19	24	81	57	19
Male	16	73	57	27	18	74	56	26	20	75	55	25
American Indian	15	73	58	27	15	77	61	23	14	76	61	24
Asian	33	90	57	10	38	92	54	8	40	92	52	8
Black	8	60	52	40	9	61	52	39	10	63	53	37
Hispanic	10	66	56	34	13	67	54	33	12	69	56	31
Native Hawaiian	18	82	63	18	23	84	61	16	22	84	62	16
White	23	84	61	16	26	84	58	16	28	85	58	15
Two or more races	20	80	60	20	23	81	58	19	25	81	57	19
Students with Disabilities	9	39	30	61	10	40	31	60	10	42	32	58
Economically Disadvantaged	7	61	54	39	9	62	53	38	10	64	54	36
English Learners	5	49	44	51	8	52	44	48	11	66	55	34
Migrant	8	69	62	31	5	37	32	63	25	69	44	31
Grade 7 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	20	81	61	19	17	82	65	18	18	82	64	18
Female	24	85	61	15	20	86	66	14	22	86	64	14
Male	17	77	61	23	14	78	65	22	14	78	65	22
American Indian	15	79	64	21	11	80	69	20	16	81	65	19
Asian	35	92	57	8	30	93	63	7	31	93	62	7
Black	9	66	57	34	7	68	61	32	9	69	61	31
Hispanic	12	75	62	25	11	74	63	26	11	73	62	27
Native Hawaiian	23	86	63	14	17	87	70	13	22	89	67	11
White	25	87	62	13	21	88	67	12	21	88	67	12
Two or more races	22	85	63	15	18	85	67	15	20	86	66	14
Students with Disabilities	9	44	35	56	8	46	37	54	9	47	38	53
Economically Disadvantaged	9	68	59	32	7	69	62	31	8	69	61	31
English Learners	7	55	48	45	7	52	44	48	7	67	60	33
Migrant	14	62	48	38	7	40	33	60	12	53	41	47
Grade 8 English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	75	64	25	14	75	62	25	16	76	60	24
Female	13	79	66	21	16	79	63	21	18	80	61	20
Male	10	72	62	28	12	71	60	29	13	72	59	28
American Indian	7	73	67	27	9	72	62	28	11	71	60	29
Asian	24	90	66	10	26	89	63	11	29	90	61	10
Black	5	58	53	42	6	57	52	43	7	59	52	41
Hispanic	8	65	58	35	9	66	57	34	10	65	55	35
Native Hawaiian	11	76	64	24	26	84	57	16	17	81	64	19
White	14	83	69	17	17	83	66	17	19	84	65	16
Two or more races	13	79	67	21	15	80	65	20	17	81	63	19
Students with Disabilities	8	37	29	63	8	36	28	64	8	37	29	63
Economically Disadvantaged	5	59	54	41	6	59	53	41	6	59	53	41
English Learners	6	41	34	59	8	41	33	59	5	48	42	52
Migrant	10	55	45	45	-	46	46	54	17	42	25	58
EOC English Reading Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	89	80	11	9	89	80	11	8	87	79	13
Female	10	91	81	9	10	90	80	10	9	89	80	11
Male	8	87	80	13	8	87	79	13	7	85	78	15
American Indian	7	89	82	11	8	89	82	11	10	89	79	11
Asian	15	93	78	7	15	93	78	7	15	93	78	7
Black	3	81	78	19	3	79	77	21	3	77	74	23
Hispanic	4	84	80	16	5	84	79	16	4	80	76	20
Native Hawaiian	5	88	83	12	4	91	88	9	11	87	76	13
White	11	93	82	7	11	93	81	7	10	92	82	8
Two or more races	9	92	83	8	10	92	81	8	10	91	82	9
Students with Disabilities	7	59	52	41	7	58	52	42	7	56	49	44
Economically Disadvantaged	3	81	77	19	3	79	76	21	3	76	73	24
English Learners	1	70	68	30	1	64	63	36	1	59	58	41
Migrant	<	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	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	21	77	56	23	22	77	55	23	25	79	54	21
Female	26	83	57	17	27	83	56	17	30	84	54	16
Male	17	72	55	28	18	72	54	28	20	74	54	26
American Indian	15	73	58	27	17	74	57	26	23	79	57	21
Asian	42	90	48	10	43	90	47	10	48	92	43	8
Black	8	63	55	37	9	63	54	37	11	65	54	35
Hispanic	12	70	57	30	13	70	57	30	15	70	55	30
Native Hawaiian	21	83	62	17	22	84	62	16	25	83	58	17
White	26	83	57	17	27	83	56	17	30	85	55	15
Two or more races	24	81	57	19	25	81	57	19	28	82	54	18
Students with Disabilities	8	40	31	60	9	40	31	60	9	42	33	58
Economically Disadvantaged	8	63	55	37	9	63	54	37	11	64	53	36
English Learners	4	50	46	50	4	47	43	53	6	52	47	48
Migrant	3	63	59	38	4	58	54	42	-	65	65	35
Grade 8 Writing Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	72	52	28	20	71	50	29	23	73	50	27
Female	24	79	54	21	26	78	52	22	29	80	51	20
Male	15	65	50	35	16	64	49	36	17	67	50	33
American Indian	13	69	56	31	14	66	52	34	16	69	53	31
Asian	41	89	48	11	42	89	47	11	48	90	42	10
Black	8	55	47	45	8	53	44	47	10	57	47	43
Hispanic	11	62	51	38	13	62	50	38	14	64	50	36
Native Hawaiian	19	81	62	19	28	80	53	20	22	81	59	19
White	23	78	55	22	25	78	53	22	27	80	53	20
Two or more races	22	76	54	24	22	76	54	24	26	77	52	23
Students with Disabilities	8	31	23	69	8	31	23	69	8	34	25	66
Economically Disadvantaged	8	56	48	44	8	54	46	46	10	57	47	43
English Learners	5	36	31	64	5	34	29	66	6	47	41	53
Migrant	6	50	44	50	-	50	50	50	-	64	64	36
EOC Writing Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	23	83	60	17	24	83	60	17	27	84	57	16
Female	27	87	60	13	28	87	60	13	31	88	57	12
Male	19	79	60	21	20	79	60	21	23	81	58	19
American Indian	17	77	60	23	19	80	62	20	28	88	60	12
Asian	43	91	48	9	45	91	47	9	49	93	44	7
Black	8	71	63	29	9	72	63	28	11	72	61	28
Hispanic	14	78	64	22	14	77	63	23	17	77	60	23
Native Hawaiian	23	86	63	14	18	88	70	13	27	85	58	15
White	29	88	59	12	29	88	59	12	33	90	56	10
Two or more races	26	87	61	13	28	87	59	13	31	88	57	12
Students with Disabilities	9	50	41	50	10	50	40	50	11	52	41	48
Economically Disadvantaged	9	71	63	29	9	71	62	29	11	72	60	28
English Learners	3	60	57	40	3	56	53	44	5	58	53	42
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	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	18	79	62	21	18	80	62	20	17	79	62	21
Female	18	82	64	18	18	82	64	18	17	81	64	19
Male	17	77	60	23	18	78	60	22	17	77	60	23
American Indian	13	77	64	23	13	76	63	24	13	77	63	23
Asian	39	93	53	7	40	93	53	7	39	93	54	7
Black	8	67	59	33	8	67	59	33	7	66	59	34
Hispanic	11	73	61	27	11	72	61	28	10	71	61	29
Native Hawaiian	20	85	66	15	20	85	65	15	19	86	67	14
White	21	85	64	15	21	86	65	14	21	86	65	14
Two or more races	19	82	63	18	19	82	63	18	19	82	63	18
Students with Disabilities	9	48	39	52	9	49	40	51	9	48	39	52
Economically Disadvantaged	9	68	59	32	9	69	60	31	8	68	59	32
English Learners	11	67	56	33	11	66	56	34	11	68	57	32
Migrant	14	67	52	33	8	68	60	32	9	65	56	35
Grade 3 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	74	56	26	19	77	58	23	18	75	57	25
Female	18	75	57	25	18	77	59	23	17	75	58	25
Male	19	74	55	26	21	77	56	23	19	75	56	25
American Indian	15	72	57	28	15	70	55	30	19	70	52	30
Asian	36	89	53	11	36	90	54	10	35	90	55	10
Black	9	61	51	39	9	64	55	36	8	61	53	39
Hispanic	12	67	55	33	12	68	56	32	11	65	54	35
Native Hawaiian	16	85	69	15	17	79	61	21	16	79	63	21
White	23	81	58	19	24	84	60	16	22	82	60	18
Two or more races	19	77	58	23	21	80	59	20	20	77	58	23
Students with Disabilities	12	46	34	54	12	47	36	53	12	46	34	54
Economically Disadvantaged	10	63	52	37	10	65	55	35	9	62	54	38
English Learners	12	65	53	35	11	66	54	34	11	64	54	36
Migrant	8	64	56	36	11	68	58	32	7	60	53	40
Grade 4 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	29	84	55	16	29	83	53	17	27	81	54	19
Female	28	84	56	16	29	83	55	17	24	82	57	18
Male	30	83	53	17	30	82	52	18	30	81	51	19
American Indian	26	82	57	18	20	78	58	22	21	74	53	26
Asian	53	95	42	5	53	93	40	7	50	93	43	7
Black	15	72	57	28	16	71	55	29	13	69	56	31
Hispanic	19	76	57	24	19	76	57	24	17	73	56	27
Native Hawaiian	37	85	48	15	27	90	63	10	29	87	58	13
White	34	89	55	11	35	88	53	12	33	88	54	12
Two or more races	30	85	55	15	29	84	54	16	30	83	53	17
Students with Disabilities	15	54	39	46	14	55	40	45	13	51	38	49
Economically Disadvantaged	16	74	57	26	17	73	56	27	14	71	57	29
English Learners	19	76	56	24	18	74	56	26	17	72	55	28
Migrant	33	76	43	24	4	65	62	35	16	68	52	32
Grade 5 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	26	79	53	21	26	79	54	21	24	79	55	21
Female	27	81	54	19	26	81	55	19	25	81	56	19
Male	25	77	52	23	25	78	53	22	24	78	54	22
American Indian	19	71	52	29	20	75	55	25	20	80	59	20
Asian	48	91	44	9	48	92	45	8	45	91	46	9
Black	14	67	52	33	13	67	53	33	12	67	55	33
Hispanic	18	72	54	28	17	73	55	27	16	72	57	28
Native Hawaiian	36	88	51	13	35	83	47	17	27	89	62	11
White	31	85	54	15	31	86	54	14	30	86	55	14
Two or more races	28	81	53	19	27	81	54	19	25	81	56	19
Students with Disabilities	11	46	35	54	12	48	36	52	11	48	37	52
Economically Disadvantaged	15	68	53	32	15	69	54	31	13	69	56	31
English Learners	15	68	53	32	14	69	55	31	15	71	56	29
Migrant	32	73	41	27	26	79	53	21	-	47	47	53
Grade 6 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	16	83	67	17	16	82	66	18	15	82	67	18
Female	16	85	69	15	16	85	69	15	14	84	70	16
Male	16	80	65	20	16	80	64	20	15	80	65	20
American Indian	14	84	70	16	9	79	70	21	11	80	69	20
Asian	34	95	60	5	36	95	58	5	34	95	60	5
Black	7	70	63	30	7	69	62	31	6	70	63	30
Hispanic	11	78	68	22	10	77	68	23	9	76	67	24
Native Hawaiian	17	91	75	9	21	93	72	7	15	89	74	11
White	19	88	69	12	20	88	69	12	18	88	70	12
Two or more races	16	84	68	16	17	85	68	15	15	84	69	16
Students with Disabilities	10	53	44	47	10	53	44	47	9	53	44	47
Economically Disadvantaged	8	73	65	27	8	72	65	28	7	72	65	28
English Learners	8	71	63	29	9	71	62	29	10	76	66	24
Migrant	8	69	62	31	6	65	59	35	15	85	70	15
Grade 7 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	72	57	28	15	72	57	28	15	71	56	29
Female	16	75	59	25	15	75	60	25	16	74	59	26
Male	15	69	54	31	15	69	54	31	15	68	53	32
American Indian	10	66	56	34	13	69	56	31	9	70	60	30
Asian	40	92	51	8	38	91	54	9	41	91	50	9
Black	5	54	49	46	5	53	47	47	6	52	46	48
Hispanic	9	65	56	35	8	62	54	38	7	60	53	40
Native Hawaiian	16	72	56	28	11	79	69	21	18	85	67	15
White	18	79	61	21	18	80	62	20	18	79	61	21
Two or more races	16	76	59	24	15	75	60	25	16	75	58	25
Students with Disabilities	9	38	28	62	9	39	30	61	10	39	29	61
Economically Disadvantaged	6	57	51	43	6	56	50	44	6	55	49	45
English Learners	6	52	45	48	7	49	42	51	9	59	50	41
Migrant	6	47	41	53	9	36	27	64	6	38	31	63
Grade 8 Mathematics Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	10	74	63	26	9	73	64	27	10	74	64	26
Female	12	78	66	22	9	77	67	23	10	77	67	23
Male	9	70	61	30	8	69	61	31	9	70	61	30
American Indian	9	76	68	24	4	68	64	32	11	74	63	26
Asian	29	90	62	10	26	89	64	11	27	91	64	9
Black	5	60	56	40	4	59	55	41	4	60	56	40
Hispanic	8	70	62	30	6	67	61	33	6	67	61	33
Native Hawaiian	15	79	64	21	11	85	75	15	11	79	69	21
White	12	80	68	20	11	80	69	20	12	81	69	19
Two or more races	11	77	66	23	11	78	67	22	11	78	68	22
Students with Disabilities	8	40	32	60	8	41	32	59	8	42	34	58
Economically Disadvantaged	5	63	57	37	4	62	57	38	4	63	58	37
English Learners	6	56	50	44	5	51	46	49	6	63	56	37
Migrant	5	55	50	45	7	67	60	33	-	75	75	25
Algebra I Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	82	73	18	9	83	74	17	9	82	73	18
Female	9	86	76	14	10	86	76	14	10	86	76	14
Male	8	79	71	21	8	79	71	21	8	79	71	21
American Indian	4	77	73	23	6	78	72	22	6	79	73	21
Asian	30	95	65	5	31	95	64	5	31	95	64	5
Black	2	74	71	26	2	75	72	25	2	73	70	27
Hispanic	4	74	70	26	5	74	70	26	4	75	70	25
Native Hawaiian	9	90	80	10	16	84	68	16	12	91	79	9
White	10	86	76	14	11	87	77	13	11	88	76	12
Two or more races	9	84	75	16	10	85	74	15	10	85	75	15
Students with Disabilities	1	52	51	48	1	55	53	45	1	54	52	46
Economically Disadvantaged	3	73	70	27	3	73	70	27	3	73	70	27
English Learners	3	67	64	33	2	66	63	34	4	70	66	30
Migrant	7	79	71	21	-	72	72	28	6	65	59	35
Geometry Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	12	80	68	20	13	80	67	20	13	78	65	22
Female	13	82	69	18	13	82	69	18	13	80	67	20
Male	12	79	67	21	13	78	66	22	12	77	64	23
American Indian	6	78	72	22	7	78	70	22	8	78	70	22
Asian	37	93	56	7	36	93	57	7	37	93	56	7
Black	3	66	63	34	3	64	61	36	3	62	59	38
Hispanic	7	73	66	27	6	71	65	29	7	69	62	31
Native Hawaiian	13	87	74	13	14	81	67	19	16	79	62	21
White	14	86	71	14	15	86	71	14	15	85	71	15
Two or more races	14	83	69	17	15	83	69	17	15	82	67	18
Students with Disabilities	2	47	45	53	2	47	45	53	2	44	42	56
Economically Disadvantaged	4	68	64	32	4	67	63	33	4	64	60	36
English Learners	5	63	58	37	5	60	55	40	5	56	51	44
Migrant	<	<	<	<	12	76	65	24	-	75	75	25
Algebra II Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	23	87	64	13	23	89	66	11	24	90	66	10
Female	22	87	65	13	23	90	67	10	23	90	67	10
Male	23	86	63	14	24	88	65	12	24	89	64	11
American Indian	18	87	69	13	19	87	68	13	14	84	70	16
Asian	45	93	48	7	46	95	49	5	50	96	46	4
Black	9	79	70	21	10	83	73	17	10	83	73	17
Hispanic	15	80	65	20	15	83	68	17	15	83	68	17
Native Hawaiian	16	84	69	16	24	89	65	11	25	92	67	8
White	25	89	64	11	26	91	66	9	26	92	66	8
Two or more races	23	87	64	13	25	89	64	11	25	91	66	9
Students with Disabilities	8	63	55	37	8	69	60	31	9	69	60	31
Economically Disadvantaged	12	79	67	21	13	84	71	16	13	84	71	16
English Learners	14	75	61	25	12	76	64	24	13	76	63	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	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	82	68	18	16	83	67	17	15	82	67	18
Female	12	82	70	18	14	83	69	17	14	82	68	18
Male	15	82	67	18	17	83	66	17	16	82	65	18
American Indian	11	80	69	20	12	82	70	18	11	81	70	19
Asian	26	92	65	8	31	93	62	7	31	92	61	8
Black	4	68	64	32	6	70	64	30	5	68	63	32
Hispanic	7	71	64	29	8	72	64	28	8	71	63	29
Native Hawaiian	12	87	74	13	18	86	68	14	15	88	73	12
White	17	89	72	11	20	90	70	10	19	89	70	11
Two or more races	15	86	70	14	18	87	69	13	17	86	69	14
Students with Disabilities	6	51	45	49	7	53	46	47	7	52	44	48
Economically Disadvantaged	5	69	63	31	7	70	64	30	6	69	62	31
English Learners	4	56	52	44	5	57	52	43	6	58	53	42
Migrant	4	64	60	36	7	58	51	42	-	57	57	43
Grade 5 Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	79	60	21	27	81	55	19	23	79	55	21
Female	17	79	61	21	25	81	56	19	22	78	56	22
Male	20	79	59	21	28	81	53	19	25	79	54	21
American Indian	11	71	60	29	18	80	62	20	16	78	63	22
Asian	31	90	59	10	45	91	46	9	40	90	50	10
Black	8	64	56	36	13	68	55	32	11	65	54	35
Hispanic	9	67	57	33	15	69	54	31	12	67	55	33
Native Hawaiian	21	89	68	11	31	81	50	19	23	88	64	12
White	24	87	63	13	33	88	55	12	30	86	57	14
Two or more races	20	83	63	17	29	85	56	15	25	82	57	18
Students with Disabilities	9	50	41	50	12	52	40	48	11	48	38	52
Economically Disadvantaged	9	66	57	34	14	69	55	31	11	66	54	34
English Learners	6	59	53	41	10	63	53	37	11	64	52	36
Migrant	9	68	59	32	19	71	52	29	-	40	40	60
Grade 8 Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	11	78	67	22	12	79	67	21	12	79	67	21
Female	9	78	69	22	11	79	68	21	11	79	69	21
Male	13	78	65	22	14	79	65	21	14	79	66	21
American Indian	10	77	67	23	9	80	71	20	11	80	69	20
Asian	24	91	67	9	27	92	65	8	28	92	65	8
Black	3	62	59	38	4	62	59	38	4	63	59	37
Hispanic	6	66	61	34	6	68	62	32	6	67	61	33
Native Hawaiian	8	78	70	22	16	87	71	13	9	86	77	14
White	14	86	72	14	16	88	72	12	15	87	72	13
Two or more races	13	83	70	17	15	85	71	15	14	84	70	16
Students with Disabilities	6	45	39	55	7	47	40	53	8	48	41	52
Economically Disadvantaged	4	63	60	37	4	64	60	36	4	64	59	36
English Learners	2	42	40	58	2	41	39	59	3	50	48	50
Migrant	-	57	57	43	-	33	33	67	-	43	43	57
Biology Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	13	84	70	16	13	84	71	16	14	82	68	18
Female	13	85	72	15	13	85	72	15	13	84	71	16
Male	14	83	69	17	14	83	69	17	15	81	66	19
American Indian	16	83	68	17	9	81	72	19	10	81	71	19
Asian	27	93	65	7	28	94	65	6	29	93	65	7
Black	4	71	67	29	3	72	68	28	4	69	65	31
Hispanic	7	74	66	26	6	73	67	27	7	71	64	29
Native Hawaiian	12	88	76	12	14	85	71	15	15	87	72	13
White	17	90	73	10	17	91	73	9	19	90	71	10
Two or more races	16	87	72	13	15	88	73	12	16	87	71	13
Students with Disabilities	3	50	47	50	3	52	49	48	3	50	47	50
Economically Disadvantaged	4	71	66	29	4	71	67	29	4	69	65	31
English Learners	2	55	53	45	2	54	53	46	2	53	51	47
Migrant	<	<	<	<	5	79	74	21	-	60	60	40
Chemistry Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	88	73	12	16	88	72	12	18	89	71	11
Female	14	88	75	12	14	88	74	12	17	89	73	11
Male	17	88	71	12	18	88	70	12	20	90	70	10
American Indian	13	83	70	17	20	87	67	13	8	85	77	15
Asian	29	94	64	6	32	94	62	6	37	95	58	5
Black	5	80	75	20	5	78	73	22	7	80	73	20
Hispanic	8	78	70	22	8	78	69	22	10	80	70	20
Native Hawaiian	11	92	81	8	16	91	75	9	19	93	74	7
White	18	92	74	8	18	92	74	8	20	93	73	7
Two or more races	17	90	73	10	18	89	71	11	18	91	72	9
Students with Disabilities	5	61	56	39	5	62	57	38	8	65	57	35
Economically Disadvantaged	6	79	73	21	6	78	72	22	8	80	72	20
English Learners	4	66	62	34	4	65	61	35	8	70	62	30
Migrant	<	100	<	0	<	100	<	0	<	100	<	0
Earth Science Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	9	83	74	17	9	84	75	16	8	82	74	18
Female	7	81	75	19	7	84	76	16	8	83	75	17
Male	10	84	73	16	10	85	74	15	9	82	73	18
American Indian	6	85	79	15	6	83	76	17	7	82	75	18
Asian	14	90	76	10	16	91	76	9	17	91	74	9
Black	2	68	66	32	2	71	69	29	2	69	67	31
Hispanic	4	75	71	25	4	76	72	24	4	74	70	26
Native Hawaiian	9	88	78	12	9	86	77	14	9	89	80	11
White	12	90	78	10	13	91	79	9	12	91	78	9
Two or more races	9	86	77	14	9	88	79	12	9	87	78	13
Students with Disabilities	2	55	52	45	2	58	56	42	2	54	52	46
Economically Disadvantaged	3	71	68	29	3	73	70	27	3	71	68	29
English Learners	1	59	58	41	1	58	57	42	1	57	56	43
Migrant	-	50	50	50	3	48	45	52	-	77	77	23
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	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	25	86	61	14	26	86	60	14	26	86	60	14
Female	23	86	63	14	23	85	62	15	24	86	62	14
Male	28	87	59	13	28	86	59	14	28	86	58	14
American Indian	19	88	68	12	21	85	64	15	23	86	63	14
Asian	42	95	52	5	44	95	51	5	45	95	50	5
Black	12	76	64	24	13	74	62	26	13	75	62	25
Hispanic	17	79	62	21	17	80	63	20	18	80	62	20
Native Hawaiian	25	88	63	12	26	88	62	12	25	88	63	12
White	31	91	60	9	31	91	60	9	31	91	60	9
Two or more races	28	89	61	11	28	89	61	11	29	89	60	11
Students with Disabilities	11	60	48	40	11	60	49	40	11	59	48	41
Economically Disadvantaged	14	76	62	24	14	75	62	25	14	75	62	25
English Learners	13	69	56	31	13	69	56	31	15	72	57	28
Migrant	16	66	50	34	16	63	47	37	15	70	56	30
VA & US History Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	15	87	72	13	16	86	70	14	17	86	69	14
Female	12	86	74	14	12	84	72	16	14	85	70	15
Male	17	88	71	12	19	87	68	13	20	87	67	13
American Indian	12	86	73	14	11	83	72	17	10	88	78	12
Asian	24	93	69	7	26	93	66	7	28	93	65	7
Black	5	77	72	23	5	73	67	27	7	75	68	25
Hispanic	8	81	72	19	9	80	70	20	11	79	68	21
Native Hawaiian	11	86	75	14	9	83	74	17	9	85	75	15
White	19	91	73	9	20	91	71	9	22	91	69	9
Two or more races	15	91	75	9	17	89	73	11	20	90	70	10
Students with Disabilities	4	59	55	41	4	59	54	41	5	59	53	41
Economically Disadvantaged	6	76	70	24	6	74	67	26	7	74	67	26
English Learners	2	66	63	34	2	63	61	37	4	64	60	36
Migrant	-	70	70	30	18	73	55	27	10	70	60	30
World History I Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	19	85	66	15	19	84	65	16	18	85	67	15
Female	17	85	68	15	16	84	68	16	16	85	69	15
Male	21	86	65	14	21	84	63	16	20	85	65	15
American Indian	13	86	73	14	15	84	69	16	19	83	65	17
Asian	38	96	57	4	40	96	56	4	39	96	57	4
Black	7	74	67	26	7	71	64	29	7	73	66	27
Hispanic	12	80	68	20	11	77	66	23	11	78	67	22
Native Hawaiian	23	88	65	12	19	85	66	15	25	89	64	11
White	23	91	67	9	23	90	67	10	22	91	69	9
Two or more races	22	89	67	11	21	88	67	12	20	89	69	11
Students with Disabilities	6	58	52	42	6	56	50	44	5	58	53	42
Economically Disadvantaged	8	75	66	25	8	72	64	28	8	74	66	26
English Learners	6	70	63	30	5	65	60	35	6	68	62	32
Migrant	12	59	47	41	4	46	42	54	10	90	80	10
World History II Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	20	87	67	13	22	86	65	14	24	87	62	13
Female	16	85	69	15	18	84	67	16	20	85	65	15
Male	24	88	64	12	26	89	63	11	29	88	59	12
American Indian	16	89	73	11	24	89	64	11	16	83	67	17
Asian	33	94	61	6	37	95	58	5	42	95	53	5
Black	8	76	69	24	9	76	67	24	10	77	67	23
Hispanic	12	79	66	21	13	78	65	22	15	78	63	22
Native Hawaiian	20	88	68	12	24	89	65	11	19	86	68	14
White	24	91	67	9	26	91	65	9	29	91	62	9
Two or more races	21	88	67	12	23	89	66	11	26	88	63	12
Students with Disabilities	9	58	49	42	9	62	53	38	10	60	50	40
Economically Disadvantaged	9	75	65	25	10	75	65	25	11	75	64	25
English Learners	6	65	60	35	6	64	58	36	8	65	57	35
Migrant	<	100	<	0	<	100	<	0	10	70	60	30
Geography Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	12	86	74	14	14	86	71	14	13	83	69	17
Female	10	85	75	15	12	86	74	14	11	82	71	18
Male	14	86	72	14	17	86	69	14	16	83	67	17
American Indian	4	93	89	7	11	82	71	18	11	89	77	11
Asian	21	96	74	4	22	96	73	4	24	93	69	7
Black	3	73	70	27	4	73	70	27	3	66	63	34
Hispanic	8	81	74	19	9	80	72	20	9	78	69	22
Native Hawaiian	3	84	81	16	34	88	53	13	9	91	82	9
White	15	90	75	10	18	90	72	10	18	89	71	11
Two or more races	13	87	74	13	15	91	76	9	14	87	73	13
Students with Disabilities	2	52	50	48	2	51	49	49	2	48	46	52
Economically Disadvantaged	5	75	70	25	5	74	69	26	4	70	66	30
English Learners	2	63	60	38	2	57	54	43	3	59	56	41
Migrant	-	45	45	55	-	30	30	70	<	<	<	<
Civics & Econ Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	31	86	55	14	29	87	58	13	29	87	58	13
Female	31	87	57	13	28	87	59	13	28	87	59	13
Male	32	86	54	14	29	86	57	14	29	86	57	14
American Indian	23	89	65	11	20	86	66	14	27	88	60	12
Asian	54	96	42	4	50	96	46	4	52	97	45	3
Black	14	77	63	23	13	75	62	25	13	75	62	25
Hispanic	20	79	59	21	18	81	63	19	18	80	62	20
Native Hawaiian	26	86	60	14	31	94	63	6	26	91	65	9
White	38	91	53	9	35	91	56	9	35	91	57	9
Two or more races	33	90	56	10	31	90	59	10	31	89	58	11
Students with Disabilities	8	54	46	46	7	54	47	46	7	54	47	46
Economically Disadvantaged	15	76	61	24	13	76	63	24	13	76	63	24
English Learners	7	60	53	40	7	60	53	40	10	71	61	29
Migrant	14	64	50	36	18	55	36	45	8	67	58	33
VA Studies Performance	2014-2015				2015-2016				2016-2017
Student Subgroup	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed	Advanced	Passed	Proficient	Failed
All Students	43	87	44	13	43	87	43	13	43	87	44	13
Female	42	87	45	13	41	87	45	13	41	87	46	13
Male	45	87	42	13	45	87	42	13	46	87	41	13
American Indian	36	89	53	11	38	82	44	18	43	86	43	14
Asian	64	95	31	5	66	96	30	4	65	96	32	4
Black	27	79	51	21	28	77	49	23	28	77	49	23
Hispanic	29	78	49	22	31	82	51	18	33	84	50	16
Native Hawaiian	46	93	47	7	44	90	46	10	47	90	44	10
White	51	91	40	9	50	91	41	9	50	91	41	9
Two or more races	45	89	44	11	44	88	44	12	44	88	43	12
Students with Disabilities	18	61	43	39	18	61	44	39	17	60	43	40
Economically Disadvantaged	26	77	51	23	27	78	51	22	27	78	51	22
English Learners	27	76	49	24	30	81	52	19	33	84	51	16
Migrant	35	75	40	25	25	88	63	13	20	67	47	33
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.

	2014-2015	2015-2016	2016-2017
Percent of Kindergarten Students Meeting Literacy Benchmarks	90.38

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

	2015-2016	2016-2017	2017-2018
State	0	0	0
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade	2015-2016	2016-2017	2017-2018
Pre-kindergarten	33,732	34,171	34,643
Kindergarten	91,016	90,911	91,094
Grade 1	96,424	94,008	94,326
Grade 2	98,701	96,572	94,178
Grade 3	99,243	99,022	96,951
Grade 4	96,849	99,266	99,308
Grade 5	95,395	97,170	99,560
Grade 6	96,021	95,963	97,624
Grade 7	94,598	96,428	96,650
Grade 8	95,236	95,267	96,909
Grade 9	104,158	104,041	103,940
Grade 10	100,006	99,911	99,544
Grade 11	92,322	94,828	94,878
Grade 12	90,413	90,475	93,101
Post Graduate	134	133	120
Total Students	1,284,248	1,288,166	1,292,826
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 Subgroup

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
Subgroup	2015-2016	2016-2017	2017-2018
All Students	1284248	1288166	1292826
Female	623178	625055	627264
Male	661070	663111	665562
American Indian	3704	3588	3489
Asian	85334	87658	90377
Black	294002	291033	289040
Hispanic	184810	194673	203381
Native Hawaiian	1984	1974	2047
White	648660	640399	632875
Two or more races	65754	68841	71617
Students with Disabilities	160478	163027	167380
Not Students with Disabilities	1123770	1125139	1125446
Economically Disadvantaged	500007	488566	530265
Not Economically Disadvantaged	784241	799600	762561
English Learners	129369	154039	159139
Not English Learners	1154879	1134127	1133687
Migrant	410	361	325
Homeless	8772	9797	10140
Military Connected	47923	56518	65799
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 Subgroup	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	49783	34421	2710	957	5497	1971
Female	27214	15200	936	333	1873	682
Male	22569	19221	1774	624	3624	1289
American Indian	123	127	11	4	27	4
Asian	4573	1128	82	17	115	53
Black	7924	10598	1070	220	1500	851
Hispanic	4750	4926	292	89	1961	258
Native Hawaiian	62	63	4	0	4	3
White	29987	16106	1158	583	1716	708
Two or more races	2364	1473	93	44	174	94
Students with Disabilities	1022	6035	2710	134	1172	104
Economically Disadvantaged	9595	15820	1594	429	2640	1138
English Learners	1518	3295	265	34	1625	81
Homeless	203	616	88	25	236	57
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	95339	86914	91.2	88016	92.3	5497	5.8
Female	46238	43350	93.8	43746	94.6	1873	4.1
Male	49101	43564	88.7	44270	90.2	3624	7.4
American Indian	296	261	88.2	265	89.5	27	9.1
Asian	5968	5783	96.9	5804	97.3	115	1.9
Black	22163	19592	88.4	19876	89.7	1500	6.8
Hispanic	12276	9968	81.2	10080	82.1	1961	16
Native Hawaiian	136	129	94.9	129	94.9	4	2.9
White	50258	47251	94	47885	95.3	1716	3.4
Two or more races	4242	3930	92.6	3977	93.8	174	4.1
Students with Disabilities	11210	9767	87.1	9951	88.8	1172	10.5
Economically Disadvantaged	31216	27009	86.5	27532	88.2	2640	8.5
English Learners	6880	5078	73.8	5136	74.7	1625	23.6
Homeless	1225	907	74	936	76.4	236	19.3
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	2014-2015	2015-2016	2016-2017
Advanced Placement Test Taken	63,855 / 16.71%	63,512 / 16.42%	62,573 / 16.08%
Advanced Placement Course Enrollment	82,294 / 21.53%	82,547 / 21.34%	84,335 / 21.68%
Dual Enrollment	32,804 / 8.58%	34,135 / 8.83%	36,111 / 9.28%
Governor’s School Enrollment	5,633 / 1.47%	5,930 / 1.53%	6,005 / 1.54%
IB Course Enrollment	11,406 / 2.98%	11,411 / 2.95%	12,037 / 3.09%
Senior Enrolled in IB Program	1,666 / .44%	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 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	80027	57580	28
Female	40462	31127	23
Male	39565	26453	33
American Indian	254	165	35
Asian	5267	4592	13
Black	17168	11282	34
Hispanic	8078	5221	35
Native Hawaiian	114	73	36
White	45759	33749	26
Two or more races	3387	2498	26
Students with Disabilities	5663	3031	46
Economically Disadvantaged	22407	12947	42
English Learners	5212	3404	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
	2014-2015	2015-2016	2016-2017
NOCTI Assessments	3,971	4,139	3,623
State Licensures	1,673	1,790	1,964
Industry Certification	89,541	100,544	109,590
Workplace Readiness	33,665	30,775	42,313
Total Credentials Earned	128,850	137,248	157,490
Students Earning One or More Credentials	104,867	109,089	126,113
CTE Completers	39,291	42,404	40,516
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 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
	2013-2014	2014-2015	2015-2016
Percentage of fiscal year state operating expenditures for instructional costs	66.8	67.1	66.9

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 Funding	State	Federal
2013-2014	5,823.00	4,634.00	784.00
2014-2015	5,950.00	4,802.00	771.00
2015-2016	6,101.00	4,831.00	812.00

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
	2013-2014				2014-2015				2015-2016				2016-2017
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	1192480	69025	25797	35990	1190172	73567	27863	38276	1185139	77033	29316	41181	1174161	85330	32557	45249
Female	580566	33539	12095	16518	579327	35623	13233	17603	576885	37179	13886	18941	571031	41555	15482	20892
Male	611912	35486	13702	19472	610845	37944	14630	20673	608254	39854	15430	22240	603127	43775	17075	24357
American Indian	3625	302	94	146	3468	275	99	134	3251	282	112	155	3107	286	105	185
Asian	79117	2684	813	872	80812	3071	859	961	82553	3583	1050	1094	84882	3741	1118	1142
Black	274662	18551	7892	11993	272277	19187	8421	13041	268263	19938	8744	13776	260845	21607	9603	14668
Hispanic	157082	9768	3755	5761	165525	10899	4100	6443	171339	12384	4809	7519	178412	14793	5465	9076
Native Hawaiian	1711	108	27	56	2022	111	43	53	1891	109	35	53	1871	128	33	42
White	619453	34300	11965	15595	606754	36356	12967	15927	596536	36685	13074	16595	581802	40093	14542	17866
Two or more races	56828	3312	1251	1567	59314	3668	1374	1717	61306	4052	1492	1989	63239	4682	1691	2270
Students with Disabilities	140182	12257	5292	7788	140832	12756	5413	8092	144105	13623	5832	9252	142776	14929	6513	9945
Economically Disadvantaged	476184	42009	16961	22910	471617	43563	17975	24000	461697	44852	18685	25640	462077	50559	21198	29427
English Learners	126366	6841	2449	3596	127339	7464	2659	4035	128237	8585	3188	4982	151572	11207	4012	6538
Homeless	13158	2430	1337	2356	13014	2435	1295	2462	13225	2606	1430	2881	13993	3001	1726	3361
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	2014-2015	2015-2016	2016-2017
All Students	95.49	95.53	95.14
Female	95.51	95.56	95.15
Male	95.47	95.5	95.12
American Indian	94.81	94.89	94.34
Asian	96.86	96.83	96.54
Black	95.33	95.26	94.98
Hispanic	95.13	95.23	94.61
Native Hawaiian	95.66	95.68	95.24
White	95.48	95.56	95.18
Two or more races	95.52	95.56	95.15
Students with Disabilities	94.28	94.28	93.9
Economically Disadvantaged	94.51	94.48	94.03
English Learners	95.57	95.56	94.99
Migrant	94.91	95.47	94.03
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2016-2017 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	8,409
Technology Offenses	3,286
Offenses Against Student	11,507
Offenses Against Staff	3,147
Weapons Offenses	2,752
Property Offenses	3,602
All Other Offenses	7,123
Other Offenses Against Persons	41,551
Disorderly or Disruptive Behavior Offenses	85,250
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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions	% Population	% Short Term Suspensions
American Indian	0.307	0.33	0.289	0.28	0.279	0.26
Asian	6.468	0.73	6.648	0.75	6.812	0.9
Black	23.023	55.97	22.904	57.29	22.616	55.92
Hispanic	13.854	8.02	14.398	8.16	15.128	9.13
Native Hawaiian	0.15	0.09	0.155	0.09	0.153	0.08
White	51.317	30.42	50.534	28.9	49.765	28.83
Two or more races	4.926	4.44	5.123	4.53	5.35	4.89
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:

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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions	% Population	% Long Term Suspensions
American Indian	0.307	0.34	0.289	0.2	0.279	0.18
Asian	6.468	0.93	6.648	1.02	6.812	0.75
Black	23.023	60.21	22.904	56.8	22.616	58.01
Hispanic	13.854	7.79	14.398	9.07	15.128	8.75
Native Hawaiian	0.15	0.1	0.155	0.07	0.153	0.07
White	51.317	26.04	50.534	28.26	49.765	26.75
Two or more races	4.926	4.6	5.123	4.57	5.35	5.49
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:

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
	2014-2015		2015-2016		2016-2017
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.307		0.289	0.35	0.279
Asian	6.468	0.49	6.648	0.35	6.812	0.46
Black	23.023	52.57	22.904	42.55	22.616	49.54
Hispanic	13.854	6.11	14.398	7.45	15.128	8.72
Native Hawaiian	0.15	0.24	0.155		0.153
White	51.317	37.41	50.534	44.68	49.765	38.07
Two or more races	4.926	3.18	5.123	4.61	5.35	3.21
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
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	41.95	41.88	41.81
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

Free and Reduced Breakfast Participation
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	33.35	36.42	39.28
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

Free and Reduced Lunch Participation
	2014-2015	2015-2016	2016-2017
	Percentage	Percentage	Percentage
All Students	61.81	64.61	66.53
LEGEND	< = A group below state definition for personally identifiable results - = No data for group * = Data not yet available Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2015-2016 Grades K-7 Student Teacher Ratio: 13.06 : 1

2015-2016 Grades 8-12 Student Teacher Ratio: 12.47 : 1

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	2015-2016	2016-2017
Provisional	5%	5%
Provisional Special Education	2%	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
	2014-2015	2015-2016	2016-2017
State
All Schools	100%	1%	1%
High Poverty	100%	2%	2%
Low Poverty	100%	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 Degree	Master's Degree	Doctoral Degree	Other
2014-2015	38%	59%	1%	2%
2015-2016	39%	58%	1%	2%
2016-2017	40%	57%	1%	2%
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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