General Information

Address: P.O. Box 2120 Richmond, VA 23218-2120

Superintendent of Public Instruction: Steven R. Staples

Enrollment: 1,290,576

Students with Disabilities: 13.2%
Economically Disadvantaged: 40.4%
English Learners: 12.6%

Fully Accredited Schools

Percentage of schools meeting or exceeding expectations in English, mathematics, science, history/social science and graduation.

On-time Graduation Rate

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

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

Fall Membership by Subgroup

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

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Expenditures for Instruction

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

Instructional costs include the salaries and benefits for teachers, teacher aides, principals, assistant principals, librarians, and school counselors; expenditures for textbooks; and expenditures for regional and virtual instructional programs.

Absenteeism

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

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

  Advanced   Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2017-2018 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia's public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth's public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.