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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 Schools1825
Fully Accredited1490
Accreditation Denied94
Partially Accredited: Approaching Benchmark-Pass Rate49
Partially Accredited: Improving School-Pass Rate8
Partially Accredited: Warned School-Graduation and Completion Index2
Partially Accredited: Warned School-Pass Rate93
Partially Accredited: Reconstituted School79
Conditionally Accredited: New School7
Partially Accredited: Improving School-Pass Rate [1]3

Federal Graduation Indicator

Federal Graduation Indicator: All Students

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

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

Federal Graduation Indicator
Student Subgroup2013-20142014-20152015-2016
All Students848586
Female888989
Male818283
American Indian788484
Asian909092
Black777979
Hispanic767676
Native Hawaiian868992
White898990
Two or more races898889
Students with Disabilities525353
Economically Disadvantaged747575
English Learners676767
Gap Group 2777979
Gap Group 3767676
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

NAEP Grade 4 Reading

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

NAEP Grade 8 Reading

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

NAEP Grade 4 Mathematics

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

NAEP Grade 8 Mathematics

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

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

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

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

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

Overall Student Performance: Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167459261879612118806220
Female177860222082621820826318
Male147158291576612416776123
American Indian117261281377632313776423
Asian27876013309060103091619
Black759524186557358665834
Hispanic106554351271592912715929
Native Hawaiian157863221782651819856615
White198262182286641422866414
Two or more races177861221982631819836317
Students with Disabilities94334571045355510463654
Economically Disadvantaged759524196657349665834
English Learners95445461061503911615039
Migrant7524648126149398575043
Grade 3 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166953312175542517765924
Female187355272378562218786122
Male156650341973532716745826
American Indian116554351970513014725828
Asian278356173288561224886412
Black7524548116150398625438
Hispanic146046401969503117715329
Native Hawaiian127159291778602217796221
White207757232582571820836317
Two or more races177355272177572317786222
Students with Disabilities134431561448345214493551
Economically Disadvantaged95545451364513611645336
English Learners155944411967483318695031
Migrant13614839948395216745826
Grade 4 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187052302177562320775723
Female207352272480562023815819
Male166851321874572617745726
American Indian13624938167862229706130
Asian308453163490561032895711
Black95345471063533710645436
Hispanic115746431367543312675433
Native Hawaiian197859222082621820856515
White237856222684591625845916
Two or more races197354272380572021805920
Students with Disabilities124432561248365212483652
Economically Disadvantaged95446461064543610655535
English Learners95344471165533511635237
Migrant548435219674833-616139
Grade 5 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students217353272479552126815519
Female237653242782551828835517
Male187052302176552424795521
American Indian167257281575602521785822
Asian3487531338915394292518
Black105747431165543512675533
Hispanic136249381469553116725628
Native Hawaiian218059202381581924856015
White258155192985561532875513
Two or more races217654242582571829845416
Students with Disabilities114332571145345513503650
Economically Disadvantaged105849421265543513695631
English Learners95446461063543711665534
Migrant175639441555404521745326
Grade 6 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students157358271876582421775623
Female187759232180592024815619
Male136956311673572718745626
American Indian106858321573582715776123
Asian27886112339057103892548
Black655494586052409615239
Hispanic86355371066563413675433
Native Hawaiian188062201882631823846116
White198161192384611626845816
Two or more races167762232080602023815819
Students with Disabilities8383062939306110403160
Economically Disadvantaged657514376154399625338
English Learners448435254944518524448
Migrant-45455586962315373263
Grade 7 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177658242081611917826518
Female208060202485611520866614
Male157257281777612314786522
American Indian127261281579642111806920
Asian3089591135925783093637
Black758514296657347686132
Hispanic116756331275622511746326
Native Hawaiian167357272386631417877013
White218362172587621321886712
Two or more races187961212285631518856715
Students with Disabilities940316094435568463754
Economically Disadvantaged760534096859327696231
English Learners647415375548457524448
Migrant9554545146248387403360
Grade 8 English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117059301175642514756225
Female137461261379662116796321
Male106858321072622812716029
American Indian1072622877367279726228
Asian248763132490661026896311
Black452484855853426575243
Hispanic762553886558359665734
Native Hawaiian87265281176642426845716
White147864221483691717836617
Two or more races137562251379672115806520
Students with Disabilities735286583729638362864
Economically Disadvantaged554494655954416595341
English Learners540356064134598413359
Migrant-32326810554545-464654
EOC English Reading Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students1090801098980119898011
Female1091809109181910908010
Male988791288780138877913
American Indian589841178982118898211
Asian159378715937871593787
Black382791838178193797721
Hispanic585791548480165847916
Native Hawaiian89082105888312491889
White139381711938271193817
Two or more races12938179928381092818
Students with Disabilities662563875952417585242
Economically Disadvantaged381781938177193797621
English Learners170693017068301646336
Migrant-909010<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.

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students207555252177562322775523
Female258156192683571727835617
Male167053301772552818725428
American Indian137461261573582717745726
Asian398950114290481043904710
Black860524086355379635437
Hispanic136956311270573013705730
Native Hawaiian198162202183621722846216
White258156192683571727835617
Two or more races247955212481571925815719
Students with Disabilities839316184031609403160
Economically Disadvantaged859514186355379635437
English Learners554494645046504474353
Migrant352484836359384585442
Grade 8 Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students177053301972522820715029
Female227755232479542126785222
Male136350371565503516644936
American Indian126956311369563114665234
Asian378851124189481142894711
Black753464785547458534447
Hispanic116251381162513813625038
Native Hawaiian137259281981621928805320
White217756232378552225785322
Two or more races217554252276542422765424
Students with Disabilities731246983123698312369
Economically Disadvantaged653464785648448544646
English Learners437346353631645342966
Migrant-3333676504450-505050
EOC Writing Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students218463162383601724836017
Female258863122787601328876013
Male188162191979602120796021
American Indian138471161777602319806220
Asian389154943914894591479
Black772652887163299726328
Hispanic138067201478642214776323
Native Hawaiian198768132386631418887013
White278962112988591229885912
Two or more races258964112687611328875913
Students with Disabilities8514449950415010504050
Economically Disadvantaged873652797163299716229
English Learners364613636057403565344
Migrant<<<<-7979217645736
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Math

Math Performance: All Students

Virginia public school students assessed in mathematics in grades 3-8 and at the end of the following secondary mathematics courses: Algebra I, Geometry, and Algebra II. Use the drop down menu above the chart to select a specific mathematics test. Use the menu below the chart to select assessment results for a specific group of students.

The content of the Standards of Learning for mathematics supports the following five goals for students: becoming mathematical problem solvers, communicating mathematically, reasoning mathematically, making mathematical connections, and using mathematical representations to model and interpret practical situations.

Throughout a student’s mathematics schooling from kindergarten through grade eight, specific content strands or topics are included. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. The Standards of Learning for each strand progress in complexity at each grade level and throughout the high school courses.

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

Overall Student Performance: Math Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students167458261879622118806220
Female167660241882641818826418
Male167257281777602318786022
American Indian107161291377642313766324
Asian3690541039935374093537
Black760534086759338675933
Hispanic106756331173612711726128
Native Hawaiian178063202085661520856515
White198062202185641521866514
Two or more races177760231982631819826318
Students with Disabilities943345794839529494051
Economically Disadvantaged861533996859329696031
English Learners106252381167563311665634
Migrant8554745146752338686032
Grade 3 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students166751331974562619775823
Female156752331875572518775923
Male166750331974552621775623
American Indian116049401572572815705530
Asian328554153689531136905410
Black851444996151399645536
Hispanic95748431267553312685632
Native Hawaiian186952311685691517796121
White197455262381581924846016
Two or more races177053301977582321805920
Students with Disabilities114130591246345412473653
Economically Disadvantaged85345471063523710655535
English Learners105847421265533511665434
Migrant13483552864563611685832
Grade 4 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students268054202984551629835317
Female258155192884561629835517
Male277952213083531730825218
American Indian157661242682571820785822
Asian499344753954255393407
Black146753331572572816715529
Hispanic187355271976572419765724
Native Hawaiian28916293785481527906310
White318555153489551135885312
Two or more races278154193085551529845416
Students with Disabilities145137491554394614554045
Economically Disadvantaged156854321674572617735627
English Learners177255281976562418745626
Migrant17675033337643244656235
Grade 5 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students247349272679532126795421
Female247550252781541926815519
Male247148292577522325785322
American Indian217150291971522920755525
Asian4589441148914494892458
Black125947411467523313675333
Hispanic176548351872542817735527
Native Hawaiian328452163688511335834717
White297951213185541531865414
Two or more races257449262881531927815419
Students with Disabilities114130591146355412483652
Economically Disadvantaged146047401568533215695431
English Learners146047401568533214695531
Migrant125341473273412726795321
Grade 6 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students137662241683671716826618
Female137865221685691516856915
Male137460261680652016806420
American Indian10746426148470169797021
Asian289263834956053695585
Black660544077063307696231
Hispanic97162291178682210776823
Native Hawaiian1484701617917592193727
White168366171988691220886912
Two or more races148066201684681617856815
Students with Disabilities94536551053444710534447
Economically Disadvantaged764573687365278726528
English Learners765573587163299716229
Migrant470653086962316655935
Grade 7 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students146551351572572815725728
Female156853321675592515756025
Male146249381569543115695431
American Indian66357371066563413695631
Asian3787501340925183891549
Black545405555449465534747
Hispanic756494496556358625438
Native Hawaiian176548351672562811796921
White177356271879612118806220
Two or more races156954311676592415756025
Students with Disabilities935256593828629393061
Economically Disadvantaged648435265751436565044
English Learners746395465245487494251
Migrant1025157564741539362764
Grade 8 Mathematics Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students9675833107463269736427
Female9706130127866229776723
Male863553797061308696131
American Indian960514097668244686432
Asian258863122990621026896411
Black452494856056404595541
Hispanic662563887062306676133
Native Hawaiian97162291579642111857515
White107363271280682011806920
Two or more races97062301177662311786722
Students with Disabilities836286484032608413259
Economically Disadvantaged455504556357374625738
English Learners551464965650445514649
Migrant341385955550457676033
Algebra I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students879712198273189837417
Female9827418986761410867614
Male775682587971218797121
American Indian378752247773236787222
Asian299365730956553195645
Black268663227471262757225
Hispanic472672847470265747026
Native Hawaiian7878013990801016846816
White98374171086761411877713
Two or more races10817119984751610857415
Students with Disabilities148475215251481555345
Economically Disadvantaged368653237370273737027
English Learners366623436764332666334
Migrant-7373277797121-727228
Geometry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students127765231280682013806720
Female127966211382691813826918
Male127664241279672113786622
American Indian875672567872227787022
Asian359157937935673693577
Black361593936663343646136
Hispanic769633177366276716529
Native Hawaiian87870221387741314816719
White148470161486711415867114
Two or more races148268181483691715836917
Students with Disabilities243405724745532474553
Economically Disadvantaged464603646864324676333
English Learners561563956358375605540
Migrant-676733<<<<12766524
Algebra II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students208262182387641323896611
Female208363172287651323906710
Male218160192386631424886512
American Indian137865221887691319876813
Asian439148945934874695495
Black7716429979702110837317
Hispanic137461261580652015836817
Native Hawaiian218564151684691624896511
White23866314258964112691669
Two or more races218463162387641325896411
Students with Disabilities654484686355378696031
Economically Disadvantaged107262281279672113847116
English Learners137056301475612512766424
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.

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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158065201382681816836717
Female138066201282701814836917
Male168064201582671817836617
American Indian98172191180692012827018
Asian299162926926583193627
Black564593646864326706430
Hispanic870623077164298726428
Native Hawaiian128472161287741318866814
White188769131789721120907010
Two or more races178366171586701418876913
Students with Disabilities751434965145497534647
Economically Disadvantaged666603456963317706430
English Learners659534145652445575243
Migrant657514346460367585142
Grade 5 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students187354271979602127815519
Female177255281779612125815619
Male207353272079592128815319
American Indian127463261171602918806220
Asian34865214319059104591469
Black7554845864563613685532
Hispanic9595041967573315695431
Native Hawaiian178165192189681131815019
White248258182487631333885512
Two or more races207656242083631729855615
Students with Disabilities9443556950415012524048
Economically Disadvantaged7574943966573414695531
English Learners5494451659534110635337
Migrant-474753968593219715229
Grade 8 Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students117463261178672212796721
Female9736427978692211796821
Male137562251378652214796521
American Indian4787422107767239807120
Asian2389661124916792792658
Black354524636259384625938
Hispanic663573766661346686232
Native Hawaiian7766924878702216877113
White158369171486721416887212
Two or more races148066201383701715857115
Students with Disabilities643375764539557474053
Economically Disadvantaged457544346360374646036
English Learners240386024240582413959
Migrant5433857-575743-333367
Biology Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118372171384701613847116
Female108473161385721513857215
Male128270181483691714836917
American Indian6817519168368179817219
Asian239269827936572894656
Black269673147167293726828
Hispanic572672877466266736727
Native Hawaiian128876121288761214857115
White14897511179073101791739
Two or more races138774131687721315887312
Students with Disabilities248455235047503524948
Economically Disadvantaged369663147166294716729
English Learners158574225553452545346
Migrant-696931<<<<5797421
Chemistry Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158773131588731216887212
Female138774131488751214887412
Male178871121788711218887012
American Indian98577151383701720876713
Asian299465629946463294626
Black578732258075205787322
Hispanic877692387870228786922
Native Hawaiian390871011928181691759
White179174918927481892748
Two or more races168973111790731018897111
Students with Disabilities663573756156395625738
Economically Disadvantaged677712367973216787222
English Learners567633346662344656135
Migrant<100<0<100<0<100<0
Earth Science Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students883741798374179847516
Female782751878175197847616
Male108474161084731610857415
American Indian886791468579156837617
Asian14897511149076101691769
Black268663226866322716929
Hispanic476712447571254767224
Native Hawaiian684781698878129867714
White12907810129078101391799
Two or more races987781398677149887912
Students with Disabilities254524625552452585642
Economically Disadvantaged371682937168293737027
English Learners159584115958411585742
Migrant-505050-5050503484552
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 Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students298455162586611426866014
Female268457162386631423856215
Male328553152887591328865914
American Indian248359171988681221856415
Asian479447642955254495515
Black157358271276642413746226
Hispanic207858221779622117806320
Native Hawaiian288658142588631226886212
White3589551131916093191609
Two or more races328755132889611128896111
Students with Disabilities145845421160484011604940
Economically Disadvantaged167357271476622414756225
English Learners167054301369563113695631
Migrant187254281666503416634737
VA & US History Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students158772131587721316867014
Female128674141286741412847216
Male188971111788711219876813
American Indian108675141286731411837217
Asian249369724936972693667
Black577722357772235736727
Hispanic882741888172199807020
Native Hawaiian8898111118675149837417
White199173919917392091719
Two or more races1791749159175917897311
Students with Disabilities561563945955414595441
Economically Disadvantaged677712367670246746726
English Learners370673026663342636137
Migrant<<<<-70703018735527
US History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students36814419
Female33794621
Male39824318
American Indian34774323
Asian5592378
Black19664834
Hispanic25734827
Native Hawaiian36824618
White44874313
Two or more races38844616
Students with Disabilities13503750
Economically Disadvantaged20684832
English Learners16624638
Migrant28835617
World History I Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198566151985661519846516
Female168568151785681516846816
Male228563152186651421846316
American Indian128573151386731415846916
Asian419555538965744096564
Black773662777467267716429
Hispanic137967211280682011776623
Native Hawaiian198970112388651219856615
White24906610239167923906710
Two or more races218866122289671121886712
Students with Disabilities657524365852426565044
Economically Disadvantaged873652787566258726428
English Learners771652967063305656035
Migrant<<<<125947414464254
World History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students198667142087671322866514
Female158469161685691518846716
Male238865122488641226896311
American Indian148773131689731124896411
Asian309364733946163795585
Black775682587669249766724
Hispanic117867221279662113786522
Native Hawaiian148873132088681224896511
White239167924916792691659
Two or more races198970112188671223896611
Students with Disabilities860524095849429625338
Economically Disadvantaged8746626975652510756525
English Learners568633266560356645836
Migrant10807020<100<0<100<0
Geography Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students118675141286741414867114
Female98677141085751512867414
Male148672141486721417866914
American Indian1085751549389711827118
Asian189476621967442296734
Black375732537370274737027
Hispanic679732188174199807220
Native Hawaiian894866384811634885313
White159075101590751018907210
Two or more races12897711138774131591769
Students with Disabilities354524625250482514949
Economically Disadvantaged475712557570255746926
English Learners262593826360382575443
Migrant<100<0-454555-303070
US History II Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students32815019
Female28805220
Male36834817
American Indian28795121
Asian5294426
Black15685332
Hispanic21745326
Native Hawaiian35814519
White39874913
Two or more races34855115
Students with Disabilities11504050
Economically Disadvantaged16685232
English Learners11594941
Migrant6655935
Civics & Econ Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students318353173186551429875813
Female318453163187571328875913
Male318352173286541429865714
American Indian278356172389651120866614
Asian539442654964245096464
Black147157291477632313756225
Hispanic207555252079592118816319
Native Hawaiian29805120268660143194636
White3889511138915393591569
Two or more races328654143390561031905910
Students with Disabilities950415085446467544746
Economically Disadvantaged157156291576612413766324
English Learners859504176053407605340
Migrant185941411464503618553645
VA Studies Performance2013-20142014-20152015-2016
Student SubgroupAdvancedPassedProficientFailedAdvancedPassedProficientFailedAdvancedPassedProficientFailed
All Students448542154387441343874313
Female428544154287451341874513
Male458540154587421345874213
American Indian368246183689531138824418
Asian649531564953156696304
Black277548252779512128774923
Hispanic317847222978492231825118
Native Hawaiian51904010469347744904610
White5190391051914095091419
Two or more races448743134589441144884412
Students with Disabilities195941411861433918614439
Economically Disadvantaged267549252677512327785122
English Learners297647242776492430815219
Migrant308050203575402525886313
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Percent of Kindergarten Students Meeting Literacy Benchmarks

All Kindergartners

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

 

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

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

2013-20142014-20152015-2016
State000
Number of recently arrived English language learners exempted from state reading assessments

Enrollment

Fall Membership by Grade

Grade2013-20142014-20152015-2016
Pre-kindergarten33,10132,78433,401
Kindergarten96,11393,80790,991
Grade 199,80398,99296,417
Grade 297,15699,44198,693
Grade 395,38297,04099,237
Grade 495,62195,19896,844
Grade 593,99195,63995,382
Grade 694,51694,28396,010
Grade 795,06694,90394,574
Grade 895,76395,54595,211
Grade 9102,231105,324104,124
Grade 1096,32797,37199,969
Grade 1189,59691,32392,269
Grade 1288,54488,12390,372
Post Graduate11694121
Total Students1,273,3261,279,8671,283,615
Fall Membership by Grade
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroup

2015 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

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

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

.

Fall Membership by Subgroup
Subgroup2013-20142014-20152015-2016
All Students127332612798671283615
Female617867621164622912
Male655459658703660703
American Indian405039313703
Asian806938276385318
Black295982294606293936
Hispanic166283177252184748
Native Hawaiian182019201983
White664422656381648203
Two or more races600766301465724
Students with Disabilities157212156959160151
Not Students with Disabilities111611411229081123464
Economically Disadvantaged510085512515499935
Not Economically Disadvantaged763241767352783680
English Learners125861128918129368
Not English Learners114746511509491154247
Migrant362403410
Homeless867086238771
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

College & Career Readiness

Diplomas and Completion

Class of 2016: All Students

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

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

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

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

Status of the Students in the 2015-2016 Cohort
Student SubgroupAdvanced DiplomasStandard DiplomasOther DiplomasGED'sDropoutsOther Non-Graduates
All Students4917334246347093350192269
Female268261510112433531834822
Male2234719145222758031851447
American Indian110111115287
Asian44281224891612962
Black79001054014302301415981
Hispanic44244514381851538310
Native Hawaiian71410193
White300171650514315601740817
Two or more races222313111283616089
Students with Disabilities946531134691091067120
Economically Disadvantaged921814811194032621251240
English Learners448207029417117888
Homeless1976231151116285
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate 2

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students951108688991.48802092.550195.3
Female461794317093.54363394.518344
Male489314371989.34438790.731856.5
American Indian27223285.323787.12810.3
Asian5948574196.5577497.11292.2
Black224961987088.32017689.714156.3
Hispanic11252931982.8944283.9153813.7
Native Hawaiian12511289.611390.497.2
White510704795393.94857295.117403.4
Two or more races3947366292.8370693.91604.1
Students with Disabilities11065972687.9987889.310679.6
Economically Disadvantaged296602596987.6263978921257.2
English Learners4164281267.5287669.1117828.3
Homeless119393578.495179.716213.6
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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

Advanced Program Information
Count/Percentage
Program Type2013-20142014-20152015-2016
Advanced Placement Test Taken63,864 / 16.95%63,855 / 16.71%63,512 / 16.42%
Advanced Placement Course Enrollment79,966 / 21.23%82,294 / 21.53%82,547 / 21.34%
Dual Enrollment33,346 / 8.85%32,804 / 8.58%34,135 / 8.83%
Governor’s School Enrollment5,658 / 1.5%5,633 / 1.47%5,930 / 1.53%
IB Course Enrollment10,501 / 2.79%11,406 / 2.98%11,411 / 2.95%
Senior Enrolled in IB Program1,619 / .43%1,666 / .44%1,416 / .37%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2013-2014 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups.

The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2013-2014 FGI cohort year (students entering high school in 2010)
Total number of students in the cohort earning a federally recognized high school 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 Students807645806228
Female410163155223
Male397482651033
American Indian25416635
Asian5269454514
Black175771162334
Hispanic7574489435
Native Hawaiian1147732
White467663441226
Two or more races3210234527
Students with Disabilities5865307548
Economically Disadvantaged228881345141
English Learners5050327035
LEGEND < = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
Count
2013-20142014-20152015-2016
NOCTI Assessments5,0243,9714,139
State Licensures9051,6731,790
Industry Certification69,32189,541100,544
Workplace Readiness28,34933,66530,775
Total Credentials Earned103,599128,850137,248
Students Earning One or More Credentials86,257104,867109,089
CTE Completers41,92439,29142,404
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Advanced Placement Participation and Achievement

AP Achievement
2013-2014
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students706411382728461261.2%
Female39203757294478359.1%
Male31438655433882959.2%
American Indian35264334153%
Asian9790228721531567%
Black854241417461811.2%
Hispanic558210217550553.9%
White42203826575432965.7%
2014-2015
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students707491406938554360.8%
Female39255767764530459%
Male31494639174023963%
American Indian31458234258.8%
Asian9953241671617566.9%
Black844814287489534.3%
Hispanic571610488551052.5%
White41247821145361465.3%
2015-2016
Number of Test TakersNumber of Tests TakenNumber of Tests with Qualifying ScoresPercentage of Tests Passed
All Students708851401708770862.6%
Female39563767844645960.5%
Male31322633864124965.1%
American Indian17831015449.7%
Asian9478229471618970.5%
Black726012161434135.7%
Hispanic774713880737353.1%
White40674805045353866.5%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

School Finance

Percentage of Expenditures for Instruction

Statewide Expenditures for Instruction

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves.

Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures for Instruction
 2012-20132013-20142014-2015
Percentage of fiscal year state
operating expenditures for instructional costs
66.266.867.1

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Statewide Per-Pupil Spending

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth’s public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources.

Counties, cities and towns comprising school divisions also support public education by providing the locality’s share to maintain an educational program meeting the commonwealth’s Standards of Quality and local match requirements for incentive and lottery-funded programs. .

While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

 

State - Per-Pupil Spending
 Local FundingStateFederal
2012-20135,777.004,605.00875.00
2013-20145,823.004,634.00784.00
2014-20155,949.004,802.00772.00

Learning Climate

Percent of Students Absent

Percent of Students Absent 2015-2016 School Year:

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

  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can’t read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2012-20132013-20142014-20152015-2016
Subgroup0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%0%-10%10%-15%15%-20%20+%
All Students1172551765192879538345119248069025257973599011901727356727863382761185140770332931541180
Female570870369111363617510580566335391209516518579327356231323317603576886371791388518942
Male601681396081515920835611912354861370219472610845379441463020673608254398541543022238
American Indian36163141291643625302941463468275991343251282112155
Asian76319287087194779117268481387280812307185996182553358310501094
Black27389619607854312708274662185517892119932722771918784211304126826319938874413775
Hispanic145985108814042580915708297683755576116552510899410064431713391238448097519
Native Hawaiian17291125649171110827562022111435318911093553
White617160391481378617093619453343001196515595606754363561296715927596536366851307416594
Two or more races53846358713681575568283312125115675931436681374171761307405214911990
Students with Disabilities1383481357457928410140182122575292778814083212756541380921441051362358329252
Economically Disadvantaged459565456051873724731476184420091696122910471617435631797524000461697448521868525640
English Learners120844776026993604126366684124493596127339746426594035128237858531884982
Homeless12745252913552438131582430133723561301424351295246213225260614302881
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Attendance Rate

Attendance Rate: All Students

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

Attendance Rate
Subgroup2013-20142014-20152015-2016
All Students95.795.4995.53
Female95.7295.5195.56
Male95.6895.4795.5
American Indian94.9994.8194.89
Asian97.1896.8696.83
Black95.595.3395.26
Hispanic95.3995.1395.23
Native Hawaiian95.5895.6695.68
White95.6995.4895.56
Two or more races95.7495.5295.56
Students with Disabilities94.4794.2894.28
Economically Disadvantaged94.6694.5194.48
English Learners95.8995.5795.56
Migrant95.5994.9195.47
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Standards of Accreditation (SOA) Offenses Data

2015-2016 Offenses
 Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses9,416
Technology Offenses3,900
Offenses Against Student10,066
Offenses Against Staff3,105
Weapons Offenses2,499
Property Offenses3,724
All Other Offenses7,561
Other Offenses Against Persons39,465
Disorderly or Disruptive Behavior Offenses89,176
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Short Term Suspensions

Short Term Suspensions:

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

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

Short Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Short Term Suspensions% Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian.318.26.307.33.288.28
Asian6.337.796.467.736.647.75
Black23.24556.3823.01855.9722.89957.29
Hispanic13.0597.1613.8498.0214.3938.16
Native Hawaiian.143.1.15.09.154.09
White52.1831.2651.28530.4250.49828.9
Two or more races4.7184.054.9234.445.124.53
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Long Term Suspensions

Long Term Supensions:

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

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

Long Term Suspensions
 2013-20142014-20152015-2016
Subgroup% Population% Long Term Suspensions% Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian.318.07.307.34.288.2
Asian6.337.956.467.936.6471.02
Black23.24555.8223.01860.2122.89956.8
Hispanic13.0599.4313.8497.7914.3939.07
Native Hawaiian.143.03.15.1.154.07
White52.1829.5951.28526.0450.49828.26
Two or more races4.7184.114.9234.65.124.57
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Expulsions

Expulsions:

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

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

Expulsions
 2013-20142014-20152015-2016
Subgroup% Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian.318.55.307.288.35
Asian6.337.826.467.496.647.35
Black23.24542.7423.01852.5722.89942.55
Hispanic13.0598.2213.8496.1114.3937.45
Native Hawaiian.143.27.15.24.154
White52.1844.3851.28537.4150.49844.68
Two or more races4.7183.014.9233.185.124.61
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students41.1941.9541.88
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students40.3233.3536.42
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
 2013-20142014-20152015-2016
 PercentagePercentagePercentage
All Students75.661.8164.61
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

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Student-Teacher Ratio

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
 2014-20152015-2016
Provisional4%5%
Provisional Special Education1%2%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

This table reports the percentage of teachers teaching with provisional or provisional special education credentials.

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

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

This table provides data on the percentage of classes not taught by teachers meeting the federal definition of highly qualified.

Federal education law defines a highly qualified teacher as a teacher who is fully licensed by the state, has at least a bachelor’s degree, has demonstrated competency in each subject taught, and is teaching in his or her area of endorsement.

Virginia’s licensure regulations – which emphasize content knowledge as well as pedagogy – require new teachers to far exceed the federal highly qualified standard.

Teacher Educational Attainment

Teacher Educational Attainment: 2015-2016

The Virginia Department of Education reports annually on the percentage of teachers with bachelor’s, master’s, or doctorate degrees in schools, school divisions, and the state by highest degree earned.

Teacher Educational Attainment
 Bachelor's DegreeMaster's DegreeDoctoral DegreeOther
2013-201439%58%1%2%
2014-201540%57%1%2%
2015-201640%56%1%3%
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available