Skip to Content
Agencies | Governor (opens new window)
Search Virginia.Gov (opens new window)

Virginia State Quality Profile

Performance Snapshot

Accountability

Accountability

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

School Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

Assessments

Student Achievement by Proficiency Level

Reading

Reading Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 80 62 20 19 80 61 20 17 79 62 21
Female 20 82 63 18 21 83 62 17 19 82 63 18
Male 16 77 61 23 16 77 60 23 15 76 61 24
American Indian 13 77 64 23 15 77 62 23 14 77 63 23
Asian 30 91 61 9 32 91 59 9 29 90 60 10
Black 8 66 58 34 9 67 58 33 8 67 59 33
Hispanic 12 71 59 29 13 71 58 29 10 67 58 33
Native Hawaiian 19 85 66 15 20 84 65 16 17 83 66 17
White 22 86 64 14 23 86 63 14 21 86 65 14
Two or more races 19 83 63 17 21 83 62 17 20 83 63 17
Students with Disabilities 10 46 36 54 11 47 37 53 11 48 38 52
Economically Disadvantaged 9 66 58 34 10 67 57 33 8 66 58 34
English Learners 11 61 50 39 11 64 53 36 7 59 52 41
Migrant 8 57 50 43 13 59 46 41 7 46 40 54
Grade 3 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 76 59 24 19 75 56 25 18 72 54 28
Female 18 78 61 22 21 78 57 22 20 75 55 25
Male 16 74 58 26 17 72 55 28 16 70 54 30
American Indian 14 72 58 28 15 70 55 30 18 68 50 32
Asian 24 88 64 12 30 87 58 13 28 84 56 16
Black 8 62 54 38 10 61 51 39 10 60 50 40
Hispanic 17 71 53 29 16 66 50 34 10 59 49 41
Native Hawaiian 17 79 62 21 20 82 62 18 16 78 63 22
White 20 83 63 17 23 81 59 19 23 81 58 19
Two or more races 17 78 62 22 19 78 58 22 20 77 57 23
Students with Disabilities 14 49 35 51 14 49 35 51 12 46 34 54
Economically Disadvantaged 11 64 53 36 12 62 51 38 10 59 50 41
English Learners 18 69 50 31 16 64 48 36 7 53 46 47
Migrant 16 74 58 26 11 70 59 30 14 45 32 55
Grade 4 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 77 57 23 22 79 57 21 19 76 57 24
Female 23 81 58 19 24 81 57 19 21 79 58 21
Male 17 74 57 26 20 76 56 24 17 74 56 26
American Indian 9 70 61 30 18 73 56 27 17 76 59 24
Asian 32 89 57 11 34 89 56 11 31 88 57 12
Black 10 64 54 36 11 67 55 33 10 64 54 36
Hispanic 12 67 54 33 15 70 55 30 11 64 53 36
Native Hawaiian 20 85 65 15 21 81 59 19 18 77 59 23
White 25 84 59 16 27 86 58 14 24 84 60 16
Two or more races 21 80 59 20 24 82 58 18 21 80 58 20
Students with Disabilities 12 48 36 52 13 50 38 50 12 48 36 52
Economically Disadvantaged 10 65 55 35 12 67 55 33 10 64 54 36
English Learners 11 63 52 37 14 67 53 33 8 60 52 40
Migrant - 61 61 39 15 58 42 42 - 52 52 48
Grade 5 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 81 55 19 26 81 56 19 24 80 56 20
Female 28 83 55 17 28 84 56 16 26 82 56 18
Male 24 79 55 21 23 79 56 21 22 78 55 22
American Indian 21 78 58 22 20 79 58 21 22 77 55 23
Asian 42 92 51 8 41 91 51 9 39 90 51 10
Black 12 67 55 33 14 71 57 29 13 69 56 31
Hispanic 16 72 56 28 16 73 57 27 15 69 54 31
Native Hawaiian 24 85 60 15 24 85 62 15 23 86 62 14
White 32 87 55 13 32 87 56 13 30 87 57 13
Two or more races 29 84 54 16 28 84 57 16 27 83 56 17
Students with Disabilities 13 50 36 50 13 51 39 49 12 50 38 50
Economically Disadvantaged 13 69 56 31 14 70 57 30 13 68 56 32
English Learners 11 66 55 34 14 69 55 31 11 64 53 36
Migrant 21 74 53 26 6 44 39 56 13 52 39 48
Grade 6 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 21 77 56 23 22 78 56 22 18 80 62 20
Female 24 81 56 19 24 81 57 19 20 83 63 17
Male 18 74 56 26 20 75 55 25 16 77 61 23
American Indian 15 77 61 23 14 76 61 24 15 81 66 19
Asian 38 92 54 8 40 92 52 8 33 91 58 9
Black 9 61 52 39 10 63 53 37 8 67 59 33
Hispanic 13 67 54 33 12 69 56 31 10 70 60 30
Native Hawaiian 23 84 61 16 22 84 62 16 17 89 72 11
White 26 84 58 16 28 85 58 15 23 87 64 13
Two or more races 23 81 58 19 25 81 57 19 21 84 63 16
Students with Disabilities 10 40 31 60 10 42 32 58 10 48 38 52
Economically Disadvantaged 9 62 53 38 10 64 54 36 8 68 60 32
English Learners 8 52 44 48 11 66 55 34 7 66 58 34
Migrant 5 37 32 63 25 69 44 31 - 41 41 59
Grade 7 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 17 82 65 18 18 82 64 18 18 81 63 19
Female 20 86 66 14 22 86 64 14 21 84 64 16
Male 14 78 65 22 14 78 65 22 16 78 62 22
American Indian 11 80 69 20 16 81 65 19 13 78 65 22
Asian 30 93 63 7 31 93 62 7 34 93 59 7
Black 7 68 61 32 9 69 61 31 9 69 60 31
Hispanic 11 74 63 26 11 73 62 27 10 70 60 30
Native Hawaiian 17 87 70 13 22 89 67 11 24 84 60 16
White 21 88 67 12 21 88 67 12 23 88 65 12
Two or more races 18 85 67 15 20 86 66 14 21 85 63 15
Students with Disabilities 8 46 37 54 9 47 38 53 10 49 39 51
Economically Disadvantaged 7 69 62 31 8 69 61 31 8 69 60 31
English Learners 7 52 44 48 7 67 60 33 6 64 58 36
Migrant 7 40 33 60 12 53 41 47 11 44 33 56
Grade 8 English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 75 62 25 16 76 60 24 13 77 64 23
Female 16 79 63 21 18 80 61 20 15 81 66 19
Male 12 71 60 29 13 72 59 28 12 74 63 26
American Indian 9 72 62 28 11 71 60 29 10 79 69 21
Asian 26 89 63 11 29 90 61 10 26 90 64 10
Black 6 57 52 43 7 59 52 41 6 63 57 37
Hispanic 9 66 57 34 10 65 55 35 7 65 58 35
Native Hawaiian 26 84 57 16 17 81 64 19 12 81 69 19
White 17 83 66 17 19 84 65 16 16 85 69 15
Two or more races 15 80 65 20 17 81 63 19 15 83 68 17
Students with Disabilities 8 36 28 64 8 37 29 63 9 42 33 58
Economically Disadvantaged 6 59 53 41 6 59 53 41 6 62 57 38
English Learners 8 41 33 59 5 48 42 52 3 47 44 53
Migrant - 46 46 54 17 42 25 58 11 44 33 56
EOC English Reading Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 89 80 11 8 87 79 13 8 87 79 13
Female 10 90 80 10 9 89 80 11 8 89 80 11
Male 8 87 79 13 7 85 78 15 7 85 78 15
American Indian 8 89 82 11 10 89 79 11 4 83 79 17
Asian 15 93 78 7 15 93 78 7 12 91 79 9
Black 3 79 77 21 3 77 74 23 3 77 74 23
Hispanic 5 84 79 16 4 80 76 20 4 77 73 23
Native Hawaiian 4 91 88 9 11 87 76 13 10 89 79 11
White 11 93 81 7 10 92 82 8 10 92 82 8
Two or more races 10 92 81 8 10 91 82 9 9 90 82 10
Students with Disabilities 7 58 52 42 7 56 49 44 9 57 48 43
Economically Disadvantaged 3 79 76 21 3 76 73 24 4 76 73 24
English Learners 1 64 63 36 1 59 58 41 1 53 52 47
Migrant < < < < < < < < - 41 41 59
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 77 55 23 25 79 54 21 24 78 54 22
Female 27 83 56 17 30 84 54 16 29 84 54 16
Male 18 72 54 28 20 74 54 26 19 73 54 27
American Indian 17 74 57 26 23 79 57 21 17 77 60 23
Asian 43 90 47 10 48 92 43 8 48 91 44 9
Black 9 63 54 37 11 65 54 35 11 64 53 36
Hispanic 13 70 57 30 15 70 55 30 15 70 56 30
Native Hawaiian 22 84 62 16 25 83 58 17 25 85 60 15
White 27 83 56 17 30 85 55 15 29 84 55 16
Two or more races 25 81 57 19 28 82 54 18 27 81 54 19
Students with Disabilities 9 40 31 60 9 42 33 58 10 42 32 58
Economically Disadvantaged 9 63 54 37 11 64 53 36 11 64 53 36
English Learners 4 47 43 53 6 52 47 48 6 53 47 47
Migrant 4 58 54 42 - 65 65 35 8 54 46 46
Grade 8 Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 20 71 50 29 23 73 50 27 22 73 51 27
Female 26 78 52 22 29 80 51 20 28 80 52 20
Male 16 64 49 36 17 67 50 33 17 66 49 34
American Indian 14 66 52 34 16 69 53 31 14 71 57 29
Asian 42 89 47 11 48 90 42 10 48 91 43 9
Black 8 53 44 47 10 57 47 43 10 56 46 44
Hispanic 13 62 50 38 14 64 50 36 14 66 52 34
Native Hawaiian 28 80 53 20 22 81 59 19 20 82 61 18
White 25 78 53 22 27 80 53 20 25 78 53 22
Two or more races 22 76 54 24 26 77 52 23 25 75 51 25
Students with Disabilities 8 31 23 69 8 34 25 66 8 33 25 67
Economically Disadvantaged 8 54 46 46 10 57 47 43 10 57 47 43
English Learners 5 34 29 66 6 47 41 53 8 53 45 47
Migrant - 50 50 50 - 64 64 36 17 50 33 50
EOC Writing Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 24 83 60 17 27 84 57 16 26 84 58 16
Female 28 87 60 13 31 88 57 12 31 87 57 13
Male 20 79 60 21 23 81 58 19 22 80 58 20
American Indian 19 80 62 20 28 88 60 12 20 82 63 18
Asian 45 91 47 9 49 93 44 7 47 92 44 8
Black 9 72 63 28 11 72 61 28 11 72 61 28
Hispanic 14 77 63 23 17 77 60 23 15 74 60 26
Native Hawaiian 18 88 70 13 27 85 58 15 30 88 59 12
White 29 88 59 12 33 90 56 10 33 90 57 10
Two or more races 28 87 59 13 31 88 57 12 29 88 59 12
Students with Disabilities 10 50 40 50 11 52 41 48 12 52 40 48
Economically Disadvantaged 9 71 62 29 11 72 60 28 12 72 60 28
English Learners 3 56 53 44 5 58 53 42 4 53 49 47
Migrant 7 64 57 36 < < < < - 58 58 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

Math

Math Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 18 80 62 20 17 79 62 21 17 77 61 23
Female 18 82 64 18 17 81 64 19 16 79 63 21
Male 18 78 60 22 17 77 60 23 17 75 58 25
American Indian 13 76 63 24 13 77 63 23 13 73 60 27
Asian 40 93 53 7 39 93 54 7 39 92 52 8
Black 8 67 59 33 7 66 59 34 7 64 57 36
Hispanic 11 72 61 28 10 71 61 29 10 68 58 32
Native Hawaiian 20 85 65 15 19 86 67 14 19 83 64 17
White 21 86 65 14 21 86 65 14 20 84 64 16
Two or more races 19 82 63 18 19 82 63 18 18 80 62 20
Students with Disabilities 9 49 40 51 9 48 39 52 10 47 37 53
Economically Disadvantaged 9 69 60 31 8 68 59 32 8 66 57 34
English Learners 11 66 56 34 11 68 57 32 10 64 54 36
Migrant 8 68 60 32 9 65 56 35 6 61 54 39
Grade 3 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 77 58 23 18 75 57 25 18 73 55 27
Female 18 77 59 23 17 75 58 25 16 73 57 27
Male 21 77 56 23 19 75 56 25 19 73 54 27
American Indian 15 70 55 30 19 70 52 30 15 70 56 30
Asian 36 90 54 10 35 90 55 10 33 87 54 13
Black 9 64 55 36 8 61 53 39 8 58 50 42
Hispanic 12 68 56 32 11 65 54 35 11 63 52 37
Native Hawaiian 17 79 61 21 16 79 63 21 18 80 62 20
White 24 84 60 16 22 82 60 18 22 81 59 19
Two or more races 21 80 59 20 20 77 58 23 19 77 58 23
Students with Disabilities 12 47 36 53 12 46 34 54 12 45 33 55
Economically Disadvantaged 10 65 55 35 9 62 54 38 9 61 51 39
English Learners 11 66 54 34 11 64 54 36 10 60 50 40
Migrant 11 68 58 32 7 60 53 40 9 36 27 64
Grade 4 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 83 53 17 27 81 54 19 26 79 53 21
Female 29 83 55 17 24 82 57 18 23 80 56 20
Male 30 82 52 18 30 81 51 19 28 79 51 21
American Indian 20 78 58 22 21 74 53 26 24 75 51 25
Asian 53 93 40 7 50 93 43 7 50 92 43 8
Black 16 71 55 29 13 69 56 31 12 66 55 34
Hispanic 19 76 57 24 17 73 56 27 15 70 55 30
Native Hawaiian 27 90 63 10 29 87 58 13 32 79 47 21
White 35 88 53 12 33 88 54 12 32 86 54 14
Two or more races 29 84 54 16 30 83 53 17 28 82 54 18
Students with Disabilities 14 55 40 45 13 51 38 49 15 51 36 49
Economically Disadvantaged 17 73 56 27 14 71 57 29 14 69 55 31
English Learners 18 74 56 26 17 72 55 28 16 69 53 31
Migrant 4 65 62 35 16 68 52 32 6 61 55 39
Grade 5 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 79 54 21 24 79 55 21 24 77 53 23
Female 26 81 55 19 25 81 56 19 24 78 54 22
Male 25 78 53 22 24 78 54 22 24 75 51 25
American Indian 20 75 55 25 20 80 59 20 18 67 49 33
Asian 48 92 45 8 45 91 46 9 46 90 44 10
Black 13 67 53 33 12 67 55 33 11 63 52 37
Hispanic 17 73 55 27 16 72 57 28 15 69 53 31
Native Hawaiian 35 83 47 17 27 89 62 11 24 81 56 19
White 31 86 54 14 30 86 55 14 31 84 54 16
Two or more races 27 81 54 19 25 81 56 19 25 79 53 21
Students with Disabilities 12 48 36 52 11 48 37 52 12 46 34 54
Economically Disadvantaged 15 69 54 31 13 69 56 31 14 66 52 34
English Learners 14 69 55 31 15 71 56 29 14 66 52 34
Migrant 26 79 53 21 - 47 47 53 22 57 35 43
Grade 6 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 82 66 18 15 82 67 18 13 79 66 21
Female 16 85 69 15 14 84 70 16 13 81 69 19
Male 16 80 64 20 15 80 65 20 13 77 64 23
American Indian 9 79 70 21 11 80 69 20 7 79 72 21
Asian 36 95 58 5 34 95 60 5 29 93 63 7
Black 7 69 62 31 6 70 63 30 6 66 60 34
Hispanic 10 77 68 23 9 76 67 24 7 72 64 28
Native Hawaiian 21 93 72 7 15 89 74 11 17 85 68 15
White 20 88 69 12 18 88 70 12 16 86 70 14
Two or more races 17 85 68 15 15 84 69 16 13 82 68 18
Students with Disabilities 10 53 44 47 9 53 44 47 10 51 41 49
Economically Disadvantaged 8 72 65 28 7 72 65 28 6 69 63 31
English Learners 9 71 62 29 10 76 66 24 8 71 63 29
Migrant 6 65 59 35 15 85 70 15 - 59 59 41
Grade 7 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 15 72 57 28 15 71 56 29 14 69 55 31
Female 15 75 60 25 16 74 59 26 14 72 58 28
Male 15 69 54 31 15 68 53 32 14 66 52 34
American Indian 13 69 56 31 9 70 60 30 10 62 52 38
Asian 38 91 54 9 41 91 50 9 40 91 52 9
Black 5 53 47 47 6 52 46 48 5 49 44 51
Hispanic 8 62 54 38 7 60 53 40 7 57 50 43
Native Hawaiian 11 79 69 21 18 85 67 15 15 76 61 24
White 18 80 62 20 18 79 61 21 16 77 61 23
Two or more races 15 75 60 25 16 75 58 25 15 71 56 29
Students with Disabilities 9 39 30 61 10 39 29 61 11 38 27 62
Economically Disadvantaged 6 56 50 44 6 55 49 45 6 53 47 47
English Learners 7 49 42 51 9 59 50 41 8 56 48 44
Migrant 9 36 27 64 6 38 31 63 - 50 50 50
Grade 8 Mathematics Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 73 64 27 10 74 64 26 9 71 62 29
Female 9 77 67 23 10 77 67 23 9 76 66 24
Male 8 69 61 31 9 70 61 30 9 67 59 33
American Indian 4 68 64 32 11 74 63 26 3 67 64 33
Asian 26 89 64 11 27 91 64 9 26 88 62 12
Black 4 59 55 41 4 60 56 40 4 59 54 41
Hispanic 6 67 61 33 6 67 61 33 6 63 58 37
Native Hawaiian 11 85 75 15 11 79 69 21 11 85 73 15
White 11 80 69 20 12 81 69 19 11 79 68 21
Two or more races 11 78 67 22 11 78 68 22 10 76 66 24
Students with Disabilities 8 41 32 59 8 42 34 58 10 41 31 59
Economically Disadvantaged 4 62 57 38 4 63 58 37 5 61 56 39
English Learners 5 51 46 49 6 63 56 37 7 58 52 42
Migrant 7 67 60 33 - 75 75 25 6 67 61 33
Algebra I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 83 74 17 9 82 73 18 10 81 70 19
Female 10 86 76 14 10 86 76 14 12 84 73 16
Male 8 79 71 21 8 79 71 21 9 77 68 23
American Indian 6 78 72 22 6 79 73 21 7 77 69 23
Asian 31 95 64 5 31 95 64 5 34 94 59 6
Black 2 75 72 25 2 73 70 27 3 70 67 30
Hispanic 5 74 70 26 4 75 70 25 5 71 66 29
Native Hawaiian 16 84 68 16 12 91 79 9 12 89 78 11
White 11 87 77 13 11 88 76 12 12 86 74 14
Two or more races 10 85 74 15 10 85 75 15 12 84 72 16
Students with Disabilities 1 55 53 45 1 54 52 46 2 52 50 48
Economically Disadvantaged 3 73 70 27 3 73 70 27 4 71 67 29
English Learners 2 66 63 34 4 70 66 30 4 65 61 35
Migrant - 72 72 28 6 65 59 35 3 79 76 21
Geometry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 80 67 20 13 78 65 22 13 77 65 23
Female 13 82 69 18 13 80 67 20 13 79 66 21
Male 13 78 66 22 12 77 64 23 13 76 63 24
American Indian 7 78 70 22 8 78 70 22 7 73 66 27
Asian 36 93 57 7 37 93 56 7 38 92 54 8
Black 3 64 61 36 3 62 59 38 3 61 58 39
Hispanic 6 71 65 29 7 69 62 31 7 67 60 33
Native Hawaiian 14 81 67 19 16 79 62 21 13 84 71 16
White 15 86 71 14 15 85 71 15 14 85 70 15
Two or more races 15 83 69 17 15 82 67 18 14 81 67 19
Students with Disabilities 2 47 45 53 2 44 42 56 2 44 42 56
Economically Disadvantaged 4 67 63 33 4 64 60 36 4 64 60 36
English Learners 5 60 55 40 5 56 51 44 5 54 49 46
Migrant 12 76 65 24 - 75 75 25 - 55 55 45
Algebra II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 23 89 66 11 24 90 66 10 23 89 65 11
Female 23 90 67 10 23 90 67 10 23 89 66 11
Male 24 88 65 12 24 89 64 11 24 88 64 12
American Indian 19 87 68 13 14 84 70 16 20 89 69 11
Asian 46 95 49 5 50 96 46 4 50 95 45 5
Black 10 83 73 17 10 83 73 17 10 82 73 18
Hispanic 15 83 68 17 15 83 68 17 16 81 66 19
Native Hawaiian 24 89 65 11 25 92 67 8 27 89 62 11
White 26 91 66 9 26 92 66 8 25 91 66 9
Two or more races 25 89 64 11 25 91 66 9 24 88 64 12
Students with Disabilities 8 69 60 31 9 69 60 31 8 69 60 31
Economically Disadvantaged 13 84 71 16 13 84 71 16 13 82 70 18
English Learners 12 76 64 24 13 76 63 24 12 73 61 27
Migrant < < < < < < < < 6 72 67 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

Science

Science Performance: All Students

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 83 67 17 15 82 67 18 15 81 66 19
Female 14 83 69 17 14 82 68 18 14 82 68 18
Male 17 83 66 17 16 82 65 18 16 81 65 19
American Indian 12 82 70 18 11 81 70 19 11 79 68 21
Asian 31 93 62 7 31 92 61 8 31 92 61 8
Black 6 70 64 30 5 68 63 32 5 67 62 33
Hispanic 8 72 64 28 8 71 63 29 8 70 63 30
Native Hawaiian 18 86 68 14 15 88 73 12 14 86 73 14
White 20 90 70 10 19 89 70 11 19 89 70 11
Two or more races 18 87 69 13 17 86 69 14 17 85 68 15
Students with Disabilities 7 53 46 47 7 52 44 48 7 50 44 50
Economically Disadvantaged 7 70 64 30 6 69 62 31 6 69 62 31
English Learners 5 57 52 43 6 58 53 42 5 58 53 42
Migrant 7 58 51 42 - 57 57 43 4 50 46 50
Grade 5 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 27 81 55 19 23 79 55 21 21 79 59 21
Female 25 81 56 19 22 78 56 22 19 79 60 21
Male 28 81 53 19 25 79 54 21 22 80 57 20
American Indian 18 80 62 20 16 78 63 22 15 73 59 27
Asian 45 91 46 9 40 90 50 10 37 91 54 9
Black 13 68 55 32 11 65 54 35 9 66 56 34
Hispanic 15 69 54 31 12 67 55 33 11 70 58 30
Native Hawaiian 31 81 50 19 23 88 64 12 23 82 59 18
White 33 88 55 12 30 86 57 14 27 87 60 13
Two or more races 29 85 56 15 25 82 57 18 23 82 60 18
Students with Disabilities 12 52 40 48 11 48 38 52 10 49 39 51
Economically Disadvantaged 14 69 55 31 11 66 54 34 11 68 57 32
English Learners 10 63 53 37 11 64 52 36 10 66 57 34
Migrant 19 71 52 29 - 40 40 60 13 61 48 39
Grade 8 Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 12 79 67 21 12 79 67 21 11 78 67 22
Female 11 79 68 21 11 79 69 21 9 78 69 22
Male 14 79 65 21 14 79 66 21 13 77 65 23
American Indian 9 80 71 20 11 80 69 20 7 75 67 25
Asian 27 92 65 8 28 92 65 8 24 92 68 8
Black 4 62 59 38 4 63 59 37 4 61 58 39
Hispanic 6 68 62 32 6 67 61 33 6 65 60 35
Native Hawaiian 16 87 71 13 9 86 77 14 10 84 74 16
White 16 88 72 12 15 87 72 13 14 86 72 14
Two or more races 15 85 71 15 14 84 70 16 12 82 70 18
Students with Disabilities 7 47 40 53 8 48 41 52 7 44 37 56
Economically Disadvantaged 4 64 60 36 4 64 59 36 4 62 58 38
English Learners 2 41 39 59 3 50 48 50 2 50 48 50
Migrant - 33 33 67 - 43 43 57 - 38 38 63
Biology Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 13 84 71 16 14 82 68 18 15 82 67 18
Female 13 85 72 15 13 84 71 16 15 84 69 16
Male 14 83 69 17 15 81 66 19 16 80 64 20
American Indian 9 81 72 19 10 81 71 19 10 83 73 17
Asian 28 94 65 6 29 93 65 7 33 93 60 7
Black 3 72 68 28 4 69 65 31 4 68 64 32
Hispanic 6 73 67 27 7 71 64 29 7 70 63 30
Native Hawaiian 14 85 71 15 15 87 72 13 13 90 77 10
White 17 91 73 9 19 90 71 10 20 90 70 10
Two or more races 15 88 73 12 16 87 71 13 18 87 70 13
Students with Disabilities 3 52 49 48 3 50 47 50 3 49 46 51
Economically Disadvantaged 4 71 67 29 4 69 65 31 5 69 63 31
English Learners 2 54 53 46 2 53 51 47 2 51 49 49
Migrant 5 79 74 21 - 60 60 40 - 39 39 61
Chemistry Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 88 72 12 18 89 71 11 19 89 70 11
Female 14 88 74 12 17 89 73 11 17 89 72 11
Male 18 88 70 12 20 90 70 10 21 89 68 11
American Indian 20 87 67 13 8 85 77 15 12 84 72 16
Asian 32 94 62 6 37 95 58 5 38 95 57 5
Black 5 78 73 22 7 80 73 20 7 80 74 20
Hispanic 8 78 69 22 10 80 70 20 10 80 69 20
Native Hawaiian 16 91 75 9 19 93 74 7 15 88 73 12
White 18 92 74 8 20 93 73 7 21 92 71 8
Two or more races 18 89 71 11 18 91 72 9 20 90 70 10
Students with Disabilities 5 62 57 38 8 65 57 35 7 66 58 34
Economically Disadvantaged 6 78 72 22 8 80 72 20 8 80 72 20
English Learners 4 65 61 35 8 70 62 30 7 67 61 33
Migrant < 100 < 0 < 100 < 0 < < < <
Earth Science Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 9 84 75 16 8 82 74 18 8 81 73 19
Female 7 84 76 16 8 83 75 17 7 81 74 19
Male 10 85 74 15 9 82 73 18 9 81 72 19
American Indian 6 83 76 17 7 82 75 18 10 83 74 17
Asian 16 91 76 9 17 91 74 9 17 90 73 10
Black 2 71 69 29 2 69 67 31 2 68 66 32
Hispanic 4 76 72 24 4 74 70 26 3 71 67 29
Native Hawaiian 9 86 77 14 9 89 80 11 7 88 81 12
White 13 91 79 9 12 91 78 9 12 90 78 10
Two or more races 9 88 79 12 9 87 78 13 9 86 77 14
Students with Disabilities 2 58 56 42 2 54 52 46 2 54 52 46
Economically Disadvantaged 3 73 70 27 3 71 68 29 3 70 67 30
English Learners 1 58 57 42 1 57 56 43 1 53 52 47
Migrant 3 48 45 52 - 77 77 23 3 50 47 50
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

Note: Calculations for 2017-2018 annual pass rates on Standards of Learning tests in reading, writing, mathematics, science and history were modified to reflect new federal reporting requirements.

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 Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 26 86 60 14 26 86 60 14 24 84 60 16
Female 23 85 62 15 24 86 62 14 22 84 62 16
Male 28 86 59 14 28 86 58 14 26 84 58 16
American Indian 21 85 64 15 23 86 63 14 20 81 61 19
Asian 44 95 51 5 45 95 50 5 42 95 52 5
Black 13 74 62 26 13 75 62 25 12 72 61 28
Hispanic 17 80 63 20 18 80 62 20 16 77 61 23
Native Hawaiian 26 88 62 12 25 88 63 12 26 88 62 12
White 31 91 60 9 31 91 60 9 29 90 60 10
Two or more races 28 89 61 11 29 89 60 11 26 87 61 13
Students with Disabilities 11 60 49 40 11 59 48 41 11 57 46 43
Economically Disadvantaged 14 75 62 25 14 75 62 25 13 73 60 27
English Learners 13 69 56 31 15 72 57 28 14 68 54 32
Migrant 16 63 47 37 15 70 56 30 11 62 52 38
VA & US History Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 16 86 70 14 17 86 69 14 15 84 69 16
Female 12 84 72 16 14 85 70 15 12 83 71 17
Male 19 87 68 13 20 87 67 13 17 86 68 14
American Indian 11 83 72 17 10 88 78 12 11 81 70 19
Asian 26 93 66 7 28 93 65 7 24 92 68 8
Black 5 73 67 27 7 75 68 25 6 74 68 26
Hispanic 9 80 70 20 11 79 68 21 9 75 66 25
Native Hawaiian 9 83 74 17 9 85 75 15 15 86 71 14
White 20 91 71 9 22 91 69 9 19 90 71 10
Two or more races 17 89 73 11 20 90 70 10 15 88 72 12
Students with Disabilities 4 59 54 41 5 59 53 41 5 56 51 44
Economically Disadvantaged 6 74 67 26 7 74 67 26 7 73 66 27
English Learners 2 63 61 37 4 64 60 36 3 56 53 44
Migrant 18 73 55 27 10 70 60 30 11 44 33 56
World History I Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 19 84 65 16 18 85 67 15 19 82 63 18
Female 16 84 68 16 16 85 69 15 17 82 65 18
Male 21 84 63 16 20 85 65 15 20 82 61 18
American Indian 15 84 69 16 19 83 65 17 18 77 60 23
Asian 40 96 56 4 39 96 57 4 40 95 55 5
Black 7 71 64 29 7 73 66 27 7 69 62 31
Hispanic 11 77 66 23 11 78 67 22 12 73 61 27
Native Hawaiian 19 85 66 15 25 89 64 11 28 88 60 12
White 23 90 67 10 22 91 69 9 24 89 65 11
Two or more races 21 88 67 12 20 89 69 11 20 86 65 14
Students with Disabilities 6 56 50 44 5 58 53 42 5 55 50 45
Economically Disadvantaged 8 72 64 28 8 74 66 26 8 70 62 30
English Learners 5 65 60 35 6 68 62 32 6 61 56 39
Migrant 4 46 42 54 10 90 80 10 5 73 68 27
World History II Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 22 86 65 14 24 87 62 13 19 84 64 16
Female 18 84 67 16 20 85 65 15 15 82 66 18
Male 26 89 63 11 29 88 59 12 23 86 63 14
American Indian 24 89 64 11 16 83 67 17 17 79 63 21
Asian 37 95 58 5 42 95 53 5 32 93 61 7
Black 9 76 67 24 10 77 67 23 8 73 65 27
Hispanic 13 78 65 22 15 78 63 22 12 75 63 25
Native Hawaiian 24 89 65 11 19 86 68 14 18 88 70 12
White 26 91 65 9 29 91 62 9 23 88 65 12
Two or more races 23 89 66 11 26 88 63 12 20 85 65 15
Students with Disabilities 9 62 53 38 10 60 50 40 8 56 48 44
Economically Disadvantaged 10 75 65 25 11 75 64 25 9 72 63 28
English Learners 6 64 58 36 8 65 57 35 6 60 55 40
Migrant < 100 < 0 10 70 60 30 18 73 55 27
Geography Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 14 86 71 14 13 83 69 17 11 82 71 18
Female 12 86 74 14 11 82 71 18 9 82 73 18
Male 17 86 69 14 16 83 67 17 12 82 70 18
American Indian 11 82 71 18 11 89 77 11 6 90 83 10
Asian 22 96 73 4 24 93 69 7 20 94 74 6
Black 4 73 70 27 3 66 63 34 3 66 63 34
Hispanic 9 80 72 20 9 78 69 22 7 72 66 28
Native Hawaiian 34 88 53 13 9 91 82 9 10 92 82 8
White 18 90 72 10 18 89 71 11 14 89 75 11
Two or more races 15 91 76 9 14 87 73 13 11 87 76 13
Students with Disabilities 2 51 49 49 2 48 46 52 2 47 45 53
Economically Disadvantaged 5 74 69 26 4 70 66 30 4 70 66 30
English Learners 2 57 54 43 3 59 56 41 3 53 51 47
Migrant - 30 30 70 < < < < - 50 50 50
Civics & Econ Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 29 87 58 13 29 87 58 13 28 86 57 14
Female 28 87 59 13 28 87 59 13 28 87 59 13
Male 29 86 57 14 29 86 57 14 28 85 56 15
American Indian 20 86 66 14 27 88 60 12 21 84 63 16
Asian 50 96 46 4 52 97 45 3 51 96 45 4
Black 13 75 62 25 13 75 62 25 13 74 62 26
Hispanic 18 81 63 19 18 80 62 20 18 79 61 21
Native Hawaiian 31 94 63 6 26 91 65 9 29 94 65 6
White 35 91 56 9 35 91 57 9 34 90 56 10
Two or more races 31 90 59 10 31 89 58 11 30 88 58 12
Students with Disabilities 7 54 47 46 7 54 47 46 7 52 45 48
Economically Disadvantaged 13 76 63 24 13 76 63 24 13 75 61 25
English Learners 7 60 53 40 10 71 61 29 11 71 61 29
Migrant 18 55 36 45 8 67 58 33 < < < <
VA Studies Performance 2015-2016 2016-2017 2017-2018
Student Subgroup Advanced Passed Proficient Failed Advanced Passed Proficient Failed Advanced Passed Proficient Failed
All Students 43 87 43 13 43 87 44 13 40 85 45 15
Female 41 87 45 13 41 87 46 13 38 85 47 15
Male 45 87 42 13 46 87 41 13 42 85 43 15
American Indian 38 82 44 18 43 86 43 14 35 81 46 19
Asian 66 96 30 4 65 96 32 4 64 96 32 4
Black 28 77 49 23 28 77 49 23 23 73 50 27
Hispanic 31 82 51 18 33 84 50 16 31 82 51 18
Native Hawaiian 44 90 46 10 47 90 44 10 42 82 40 18
White 50 91 41 9 50 91 41 9 47 90 43 10
Two or more races 44 88 44 12 44 88 43 12 41 86 45 14
Students with Disabilities 18 61 44 39 17 60 43 40 16 58 41 42
Economically Disadvantaged 27 78 51 22 27 78 51 22 25 76 51 24
English Learners 30 81 52 19 33 84 51 16 32 83 50 17
Migrant 25 88 63 13 20 67 47 33 21 68 47 32
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.

 

2015-2016 2016-2017 2017-2018
Percent of Kindergarten Students Meeting Literacy Benchmarks 89.72 88.34 88.19

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

2015-20162016-20172017-2018
State3,4624,2272,762
Number of recently arrived English language learners exempted from state reading assessments

National Assessment of Educational Progress (NAEP)

Student Group​ Below Basic​ Basic​ Proficient​ Advanced Virginia Students​ at or above Proficient​ Nation​ at or above Proficient​

NAEP Participation Rate

Student Group​ Virginia Participation Rate​

Enrollment

Fall Membership by Grade

Grade 2016-20172017-20182018-2019
Pre-kindergarten34,17134,64334,675
Kindergarten90,91191,09491,140
Grade 194,00894,32694,053
Grade 296,57294,17894,182
Grade 399,02296,95194,447
Grade 499,26699,30896,862
Grade 597,17099,56099,587
Grade 695,96397,62499,801
Grade 796,42896,65097,877
Grade 895,26796,90996,769
Grade 9104,041103,940104,807
Grade 1099,91199,54498,810
Grade 1194,82894,87893,745
Grade 1290,47593,10193,758
Post Graduate13312063
Total Students1,288,1661,292,8261,290,576
Fall Membership by Grade
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Fall Membership by Subgroups

2018 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 2016-20172017-20182018-2019
All Students128816612928261290576
Female625055627264625387
Male663111665562665189
American Indian358834893412
Asian876589037792114
Black291033289040285929
Hispanic194673203381208712
Native Hawaiian197420472136
White640399632875624688
Two or more races688417161773585
Students with Disabilities163027167380170616
Students without Disabilities112513911254461119960
Economically Disadvantaged488566530265521309
Not Economically Disadvantaged799600762561769267
English Learners154039159139162377
Not English Learners113412711336871128199
Migrant361336217
Homeless97971014010057
Foster Care271928452813
Military Connected565186579965878
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 2018: 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 2017-2018 Cohort
Student Subgroup Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students 50983 36022 2734 1046 5399 1777
Female 27838 15824 920 366 1921 654
Male 23145 20198 1814 680 3478 1123
American Indian 144 124 9 2 27 8
Asian 5026 1195 70 18 91 37
Black 7955 11092 1113 243 1359 742
Hispanic 5086 5584 317 105 2171 325
Native Hawaiian 82 60 1 2 3 4
White 30222 16424 1138 618 1586 589
Two or more races 2468 1543 86 58 162 72
Students with Disabilities 1056 6507 2734 137 1105 108
Economically Disadvantaged 10704 17348 1682 460 2637 1090
English Learners 1418 3759 272 31 1845 117
Homeless 232 695 90 42 302 61
Foster Care 35 175 31 10 56 15
Military Connected 1941 1108 47 11 38 25
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 Students979618973991.69091792.853995.5
Female475234458293.84501094.719214
Male504384515789.5459079134786.9
American Indian31427788.228089.2278.6
Asian6437629197.7631698.1911.4
Black225042016089.62044590.913596
Hispanic135881098780.91113481.9217116
Native Hawaiian15214394.114595.432
White505774778494.54844195.815863.1
Two or more races4389409793.3415694.71623.7
Students with Disabilities116741029788.21048089.811059.5
Economically Disadvantaged339212973487.73027989.326377.8
English Learners7512544972.5552773.6184524.6
Homeless1422101771.510667530221.2
Foster Care32224174.825278.35617.4
Military Connected3170309697.7310898381.2
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 2015-20162016-20172017-2018
Advanced Placement Test Taken63,512 / 16.42%62,573 / 16.08%64,318 / 16.44%
Advanced Placement Course Enrollment82,547 / 21.34%84,335 / 21.68%86,761 / 22.18%
Dual Enrollment34,135 / 8.83%36,111 / 9.28%41,043 / 10.49%
Governor’s School Enrollment5,930 / 1.53%6,005 / 1.54%6,162 / 1.57%
IB Course Enrollment11,411 / 2.95%12,037 / 3.09%12,368 / 3.16%
Senior Enrolled in IB Program1,416 / .37%1,777 / .46%1,710 / .44%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Postsecondary Enrollment

2015-2016 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.

2015-2016 FGI cohort year (students entering high school in 2012)
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 82483 57560 30
Female 41546 31230 25
Male 40937 26330 36
American Indian 220 132 40
Asian 5492 4724 14
Black 18272 11640 36
Hispanic 8548 5341 38
Native Hawaiian 111 70 37
White 46319 33154 28
Two or more races 3521 2499 29
Students with Disabilities 5986 3008 50
Economically Disadvantaged 23516 13119 44
English Learners 5120 3136 39
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
2015-20162016-20172017-2018
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
  2014-2015 2015-2016 2016-2017
Percentage of fiscal year state
operating expenditures for instructional costs		 67.1 66.9 67.2

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.

School Quality Profiles for the 2018-2019 school year will include additional information about per-pupil expenditures for the commonwealth, school divisions and schools. VDOE is working with school divisions to gather this information as required under the Every Student Succeeds Act of 2015.

State - Per-Pupil Spending
  Local Funding State Federal
2014-20155,950.004,802.00771.00
2015-20166,101.004,831.00812.00
2016-20176,268.005,033.00871.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2017-2018 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she is absent for 10 percent or more of the 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.

The calculation for chronic absenteeism only includes students enrolled for at least half of the school year.

Absenteeism by Subgroup
2015-2016 2016-2017 2017-2018
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students111652213021311014471494921114597138853
Female544254618735365427169854340666068
Male572268683405649057779457119172785
American Indian301649428555372884486
Asian789725168807405913836785595
Black245931357432391453960723849138136
Hispanic159121208331638552616617214224631
Native Hawaiian173717117171851827171
White570193611745539626916955353962117
Two or more races575526630591737915620367717
Students with Disabilities132850254591313842863113610727520
Economically Disadvantaged425343798854239679278843835688561
English Learners117682136861381111931414220117496
Homeless100434898108245971107695665
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

2017-2018 Offenses
  Number of Offenses
Offenses Against Student 12,605
Offenses Against Staff 3,623
Weapons Offenses 2,695
Property Offenses 3,277
All Other Offenses 5,997
Other Offenses Against Persons 43,655
Disorderly or Disruptive Behavior Offenses 81,721
Alcohol, Tobacco, and Other Drug Offenses 11,390
Technology Offenses 2,582
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
  2016-20172017-2018
Subgroup % Population% Short Term Suspensions% Population% Short Term Suspensions
American Indian0.2790.260.270.27
Asian6.8120.96.9990.91
Black22.61655.9222.38354.93
Hispanic15.1289.1315.7499.67
Native Hawaiian0.1530.080.1590.08
White49.76528.8349.00828.86
Two or more races5.354.885.5465.28
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

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
  2016-20172017-2018
Subgroup % Population% Long Term Suspensions% Population% Long Term Suspensions
American Indian0.2790.180.270.17
Asian6.8120.756.9991.22
Black22.61658.0122.38359.08
Hispanic15.1288.7515.7499.36
Native Hawaiian0.1530.070.1590.14
White49.76526.7549.00824.6
Two or more races5.355.495.5465.43
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
  2016-20172017-2018
Subgroup % Population% Expulsions% Population% Expulsions
American Indian0.2790.27
Asian6.8120.466.9990.52
Black22.61649.5422.38341.97
Hispanic15.1288.7215.7499.33
Native Hawaiian0.1530.159
White49.76538.0749.00845.08
Two or more races5.353.215.5463.11
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

 

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

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

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

Free and Reduced Meal Eligibility
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 41.9541.8841.81
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

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

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

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

 

Free and Reduced Breakfast Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 33.3536.4239.28
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

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

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

 

Free and Reduced Lunch Participation
  2014-20152015-20162016-2017
  PercentagePercentagePercentage
All Students 61.8164.6166.53
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

Teacher Quality

.

Student-Teacher Ratio

2016-2017 Grades K-7 Student Teacher Ratio: 13.08 : 1

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

2016-2017 Grades 8-12 Student Teacher Ratio: 12.31 : 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

Teacher Quality

Teacher Quality
Teachers Not Properly Licensed or Endorsed​ Provisionally Licensed Teachers​ Inexperienced Teachers​
Title I Not Title I Title I Not Title I Title I Not Title I
State
All Schools 1.6% 2.6% 7.1% 7% 6.4% 4.5%
High Poverty 2% 5.1% 8% 11.5% 7.4% 7.6%
Low Poverty 1.1% 1.6% 2.8% 5.7% 4.2% 3.6%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
This table reports the percentages of teachers at the school, division and state levels who are not properly licensed or endorsed for the content they are teaching, who are provisionally licensed, or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  2016-20172017-2018
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.

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: 2017-2018

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
2015-201639%58%1%2%
2016-201739%57%1%3%
2017-201840%56%1%3%
LEGEND < = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available

Every Student Succeeds Act

.

ESSA Annual Targets and Long-Term Goals: Reading​
Student Group​Current Rate​Three-Year Rate​Annual Target​Long Term Goal​
All Students79%79%73%75%
Asian88%90%87%75%
Black67%67%60%75%
Hispanic67%69%63%75%
White86%86%81%75%
Economically Disadvantaged66%66%62%75%
English Learners59%61%53%75%
Students with Disabilities48%48%39%75%

< = Results suppressed to protect student privacy​
— = Not applicable or no students​

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will b