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Bristol City Public Schools

General school information

Division: Bristol City Public Schools
Division Number: 102
Address: 220 Lee Street Bristol, VA 24201
Superintendent: Dr. Keith Perrigan
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Accreditation

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

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Highland View ElementaryAccredited
Joseph Van Pelt ElementaryAccredited
Stonewall Jackson ElementaryAccredited
Washington-Lee ElementaryAccredited
Middle Schools
Virginia MiddleAccredited with Conditions
High Schools
Virginia HighAccredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 60 73 27 13 60 73 27 12 65 76 24
Female 15 61 76 24 12 62 74 26 12 65 77 23
Male 11 60 70 30 13 58 71 29 12 65 76 24
American Indian < < < < < < < < < < < <
Asian 20 70 90 10 7 86 93 7 < < 100 0
Black 9 53 62 38 5 54 59 41 4 51 55 45
Hispanic 3 63 66 34 9 56 65 35 8 65 73 27
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 13 61 74 26 15 60 74 26 13 66 79 21
Two or more races 13 65 78 22 4 67 71 29 11 61 72 28
Students with Disabilities 6 34 40 60 7 36 43 57 7 43 49 51
Students without Disabilities 14 66 81 19 14 66 80 20 13 68 81 19
Economically Disadvantaged 7 56 63 37 7 58 66 34 8 63 71 29
Not Economically Disadvantaged 18 65 84 16 19 62 81 19 17 67 85 15
English Learners - 69 69 31 < < < < < < < <
Homeless 13 47 59 41 3 47 50 50 9 56 66 34
Foster Care < < < < < < < <
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 56 69 31 11 50 60 40 9 66 76 24
Female 13 51 64 36 6 54 61 39 11 64 75 25
Male 15 60 75 25 15 45 60 40 7 70 77 23
Black < < < < - 38 38 63 < < < <
Hispanic < < < < < < < < < < 100 0
White 14 58 72 28 14 52 65 35 11 67 79 21
Two or more races 20 47 67 33 - 47 47 53 5 52 57 43
Students with Disabilities 6 40 46 54 8 33 40 60 7 54 61 39
Students without Disabilities 16 60 76 24 12 55 67 33 10 69 79 21
Economically Disadvantaged 8 55 62 38 5 50 54 46 6 64 70 30
Not Economically Disadvantaged 22 57 78 22 21 50 71 29 17 72 89 11
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < <
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 52 69 31 18 55 73 27 14 63 77 23
Female 15 53 68 32 17 52 70 30 13 64 76 24
Male 18 52 70 30 20 57 77 23 16 61 77 23
Black 10 50 60 40 15 38 54 46 < < < <
Hispanic < < < < < < < < < < < <
White 18 52 70 30 21 55 76 24 17 63 80 20
Two or more races < < < < 6 63 69 31 - 53 53 47
Students with Disabilities 12 27 38 62 10 47 57 43 17 48 66 34
Students without Disabilities 18 57 75 25 20 57 77 23 13 66 79 21
Economically Disadvantaged 9 45 54 46 11 60 71 29 8 66 74 26
Not Economically Disadvantaged 25 61 87 13 28 49 77 23 30 55 84 16
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 62 78 22 23 54 76 24 21 61 82 18
Female 18 63 81 19 19 59 78 22 24 58 82 18
Male 14 61 76 24 27 48 75 25 19 63 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black 18 36 55 45 7 71 79 21 10 60 70 30
Hispanic < < < < < < < < < < < <
White 17 62 79 21 25 52 77 23 21 60 81 19
Two or more races 14 86 100 0 < < < < 35 59 94 6
Students with Disabilities 7 45 52 48 14 32 46 54 5 45 50 50
Students without Disabilities 18 66 84 16 24 58 82 18 24 63 87 13
Economically Disadvantaged 8 63 70 30 10 59 68 32 17 64 81 19
Not Economically Disadvantaged 27 62 89 11 40 47 87 13 28 55 83 17
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Foster Care < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 54 69 31 15 59 73 27 15 55 70 30
Female 22 54 76 24 13 66 79 21 14 58 71 29
Male 10 53 64 36 17 51 68 32 17 52 69 31
Asian < < < < < < 100 0 < < 100 0
Black < < < < 15 31 46 54 8 54 62 38
Hispanic < < < < < < < < < < < <
White 17 52 68 32 16 59 75 25 16 57 72 28
Two or more races < < < < 7 86 93 7 < < < <
Students with Disabilities 11 29 39 61 3 35 39 61 5 37 42 58
Students without Disabilities 17 61 79 21 18 64 82 18 17 57 74 26
Economically Disadvantaged 8 51 60 40 12 60 71 29 10 50 60 40
Not Economically Disadvantaged 22 56 77 23 19 57 76 24 24 62 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 11 60 71 29 12 65 77 23
Female 16 63 79 21 17 55 72 28 11 69 80 20
Male 4 58 63 37 5 65 70 30 13 62 75 25
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 50 64 36 7 57 64 36 7 27 33 67
Hispanic < < < < < < < < < < < <
White 10 64 74 26 12 58 70 30 14 67 81 19
Two or more races < < < < < < < < 7 87 93 7
Students with Disabilities - 28 28 72 3 38 41 59 8 42 50 50
Students without Disabilities 13 69 82 18 13 67 80 20 13 70 82 18
Economically Disadvantaged 3 54 56 44 6 55 61 39 10 62 72 28
Not Economically Disadvantaged 17 67 83 17 15 65 81 19 15 70 85 15
English Learners < < < < < < < <
Homeless < < < < < < < < < < < <
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 58 68 32 8 60 68 32 10 59 68 32
Female 13 67 79 21 11 66 77 23 10 58 67 33
Male 7 50 57 43 3 55 58 42 10 59 69 31
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 6 53 59 41 - 56 56 44 - 47 47 53
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 11 58 69 31 9 61 70 30 10 60 69 31
Two or more races < < < < < < < < < < < <
Students with Disabilities - 18 18 82 - 29 29 71 - 24 24 76
Students without Disabilities 11 66 77 23 9 68 78 22 12 65 76 24
Economically Disadvantaged 10 50 60 40 3 55 58 42 6 57 64 36
Not Economically Disadvantaged 9 66 75 25 12 65 77 23 14 60 74 26
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < < < < < <
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 80 88 12 4 82 86 14 1 84 85 15
Female 9 79 88 12 3 81 84 16 2 83 85 15
Male 6 81 88 12 5 83 88 12 - 85 85 15
Asian < < 100 0 < < < < < < 100 0
Black - 88 88 12 - 69 69 31 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 8 79 87 13 5 84 89 11 1 85 87 13
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 13 56 69 31 15 40 55 45 - 45 45 55
Students without Disabilities 7 83 90 10 2 88 90 10 1 87 88 12
Economically Disadvantaged 4 73 77 23 3 75 78 22 1 77 78 22
Not Economically Disadvantaged 10 86 97 3 5 89 93 7 1 91 92 8
Homeless < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 75 25 16 52 68 32 17 54 71 29
Female 19 66 85 15 19 58 78 22 21 55 76 24
Male 15 51 66 34 12 47 59 41 12 52 65 35
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 3 50 53 47 12 42 53 47 4 37 41 59
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 19 59 78 22 16 55 72 28 19 55 74 26
Two or more races < < < < - 54 54 46 < < < <
Students with Disabilities - 41 41 59 2 26 28 72 - 32 32 68
Students without Disabilities 20 61 80 20 18 58 76 24 19 57 75 25
Economically Disadvantaged 9 57 66 34 6 51 57 43 11 52 62 38
Not Economically Disadvantaged 24 59 82 18 25 54 79 21 24 56 81 19
English Learners < < < < < < < < < < < <
Homeless < < < < 14 29 43 57 < < < <
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 53 64 36 13 43 57 43 13 46 59 41
Female 15 64 79 21 19 54 73 27 16 48 63 37
Male 7 43 50 50 8 33 40 60 10 45 55 45
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 47 47 53 13 31 44 56 - 20 20 80
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 13 56 69 31 13 47 60 40 15 49 63 37
Two or more races < < < < < < < < < < < <
Students with Disabilities - 26 26 74 - 15 15 85 - 25 25 75
Students without Disabilities 13 59 72 28 17 50 67 33 15 50 65 35
Economically Disadvantaged 3 54 57 43 5 42 47 53 9 44 52 48
Not Economically Disadvantaged 18 53 71 29 22 44 67 33 19 50 69 31
English Learners < < < < < < 100 0 < < < <
Homeless < < < < 10 30 40 60 < < < <
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 62 85 15 18 63 81 19 21 62 84 16
Female 23 68 91 9 20 63 83 17 25 63 88 12
Male 22 58 80 20 16 63 79 21 16 62 78 22
Asian < < 100 0 < < < < < < 100 0
Black 7 53 60 40 11 48 59 41 8 58 67 33
Hispanic < < 100 0 < < < < < < 100 0
White 24 62 86 14 20 66 86 14 23 61 84 16
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 63 63 38 5 45 50 50 - 50 50 50
Students without Disabilities 25 62 87 13 20 65 85 15 23 63 86 14
Economically Disadvantaged 16 60 76 24 8 61 68 32 13 62 75 25
Not Economically Disadvantaged 28 64 92 8 28 65 93 8 30 63 93 7
Homeless < < < < < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 60 75 25 13 58 71 29 14 67 81 19
Female 15 63 77 23 13 59 72 28 13 69 82 18
Male 14 58 72 28 13 57 71 29 15 64 79 21
American Indian < < < < < < < < < < < <
Asian 25 63 88 13 36 27 64 36 < < < <
Black 11 61 72 28 5 50 55 45 8 56 64 36
Hispanic 14 56 69 31 13 53 66 34 14 74 88 12
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 14 60 75 25 14 59 73 27 15 67 82 18
Two or more races 11 63 74 26 8 68 75 25 11 68 79 21
Students with Disabilities 6 32 38 62 8 36 43 57 5 49 54 46
Students without Disabilities 16 66 82 18 14 63 77 23 16 70 85 15
Economically Disadvantaged 10 55 65 35 6 57 63 37 10 66 77 23
Not Economically Disadvantaged 19 66 85 15 21 60 81 19 20 67 87 13
English Learners 19 56 75 25 < < < < < < < <
Homeless 8 50 58 42 5 44 49 51 7 63 70 30
Foster Care 8 54 62 38 < < < <
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 57 70 30 11 60 70 30 15 62 77 23
Female 11 54 66 34 13 56 68 32 13 63 76 24
Male 15 59 74 26 9 64 73 28 18 61 79 21
Black < < < < - 69 69 31 < < < <
Hispanic < < 100 0 < < < < < < < <
White 12 59 72 28 10 59 69 31 17 64 81 19
Two or more races 20 40 60 40 6 71 76 24 10 48 57 43
Students with Disabilities 11 29 40 60 10 38 48 53 6 46 51 49
Students without Disabilities 14 64 78 22 11 67 78 22 18 66 84 16
Economically Disadvantaged 11 51 61 39 7 61 68 32 13 63 75 25
Not Economically Disadvantaged 16 64 81 19 17 57 74 26 21 61 82 18
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < <
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 48 78 22 21 54 75 25 14 71 85 15
Female 29 49 78 22 14 56 70 30 11 74 85 15
Male 31 47 78 22 28 53 80 20 17 68 84 16
Black 10 50 60 40 7 29 36 64 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 33 47 80 20 23 54 77 23 16 69 85 15
Two or more races < < < < 20 60 80 20 - 76 76 24
Students with Disabilities 12 31 42 58 13 37 50 50 8 59 68 32
Students without Disabilities 34 51 85 15 22 58 80 20 16 74 90 10
Economically Disadvantaged 20 43 63 37 9 57 66 34 9 75 84 16
Not Economically Disadvantaged 43 53 96 4 36 51 88 12 27 60 87 13
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 52 81 19 35 46 82 18 29 58 87 13
Female 29 54 84 16 34 48 82 18 29 59 88 12
Male 29 51 80 20 37 44 81 19 29 57 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black 27 45 73 27 21 50 71 29 10 80 90 10
Hispanic < < 100 0 < < < < < < < <
White 30 50 81 19 38 46 83 17 32 54 86 14
Two or more races 29 64 93 7 < < 100 0 29 65 94 6
Students with Disabilities 7 31 38 62 14 43 57 43 7 47 53 47
Students without Disabilities 34 57 91 9 40 47 87 13 34 60 94 6
Economically Disadvantaged 19 56 75 25 21 51 72 28 20 65 85 15
Not Economically Disadvantaged 42 48 90 10 54 40 94 6 42 48 90 10
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
Foster Care < < 100 0
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 61 74 26 7 66 72 28 18 61 79 21
Female 17 64 81 19 6 74 80 20 15 60 75 25
Male 9 59 68 32 7 58 65 35 21 61 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < - 46 46 54 8 46 54 46
Hispanic < < < < < < < < < < < <
White 14 59 73 27 8 67 75 25 19 61 80 20
Two or more races < < < < 7 64 71 29 < < < <
Students with Disabilities 3 32 35 65 3 28 31 69 11 42 53 47
Students without Disabilities 16 70 86 14 8 75 82 18 19 63 82 18
Economically Disadvantaged 8 58 66 34 3 65 68 32 11 58 68 32
Not Economically Disadvantaged 17 64 81 19 12 67 78 22 29 65 94 6
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < < < < < < <
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 67 33 14 45 59 41 10 67 77 23
Female 12 62 74 26 17 45 62 38 7 76 83 17
Male 5 55 60 40 11 45 56 44 12 59 71 29
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 64 71 29 14 21 36 64 7 40 47 53
Hispanic < < < < < < < < < < 100 0
White 9 59 69 31 15 44 59 41 9 71 80 20
Two or more races < < < < < < < < 13 67 80 20
Students with Disabilities - 27 27 73 9 26 34 66 - 46 46 54
Students without Disabilities 11 67 78 22 15 50 65 35 11 71 82 18
Economically Disadvantaged 4 46 50 50 4 45 49 51 9 64 73 27
Not Economically Disadvantaged 13 69 81 19 24 45 69 31 11 73 83 17
English Learners < < < < < < 100 0
Homeless < < < < < < < < < < < <
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 72 74 26 1 55 55 45 7 63 70 30
Female 2 72 74 26 2 55 57 43 10 62 71 29
Male 2 73 75 25 - 55 55 45 5 65 70 30
Black 7 71 79 21 - 42 42 58 7 43 50 50
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 1 74 76 24 - 58 58 42 8 65 73 27
Two or more races < < < < < < < < < < < <
Students with Disabilities - 35 35 65 - 27 27 73 4 42 46 54
Students without Disabilities 2 82 85 15 1 65 66 34 8 69 77 23
Economically Disadvantaged 2 69 71 29 - 44 44 56 7 63 71 29
Not Economically Disadvantaged 2 76 78 22 2 70 72 28 6 64 70 30
English Learners < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 69 74 26 2 70 72 28 9 79 88 12
Female 6 75 81 19 2 74 76 24 11 80 91 9
Male 4 63 67 33 1 66 68 32 7 78 85 15
American Indian < < 100 0
Asian < < < < < < 100 0
Black - 80 80 20 - 70 70 30 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 6 67 73 27 2 72 74 26 8 80 88 12
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 53 53 47 - 40 40 60 - 56 56 44
Students without Disabilities 6 71 77 23 2 74 76 24 10 82 92 8
Economically Disadvantaged 4 58 63 37 1 62 63 37 4 80 84 16
Not Economically Disadvantaged 6 84 91 9 3 79 81 19 15 79 93 7
Homeless < < < < < < < < < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 66 71 29 4 65 68 32 6 71 77 23
Female 6 69 75 25 4 61 65 35 8 77 85 15
Male 4 62 66 34 3 70 73 27 2 63 65 35
Asian < < < < < < < < < < < <
Black - 57 57 43 - 43 43 57 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 6 69 74 26 4 68 72 28 5 70 76 24
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 36 36 64 < < < < < < < <
Students without Disabilities 5 68 73 27 4 65 69 31 6 71 77 23
Economically Disadvantaged 4 56 60 40 1 58 59 41 4 58 63 38
Not Economically Disadvantaged 6 74 80 20 6 73 79 21 7 82 88 12
Homeless < < < < < < < < < < 100 0
Foster Care < < < < < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 70 87 13 22 70 92 8 12 76 88 12
Female 14 72 86 14 24 65 89 11 6 79 85 15
Male 20 68 89 11 20 76 96 4 25 69 94 6
Asian < < 100 0 < < < <
Black 33 58 92 8 10 70 80 20
Hispanic < < 100 0 < < 100 0
White 16 68 84 16 24 70 94 6 13 75 88 13
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 18 71 88 12 23 69 93 7 12 76 88 12
Economically Disadvantaged 14 71 86 14 7 86 93 7 11 79 89 11
Not Economically Disadvantaged 20 69 89 11 28 64 92 8 13 73 87 13
Homeless < < < < < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 70 80 20 10 67 77 23 9 64 73 27
Female 9 71 80 20 9 67 76 24 8 64 72 28
Male 10 69 79 21 11 66 77 23 10 64 75 25
American Indian < < < < < < 100 0 < < 100 0
Asian 18 64 82 18 < < 100 0 < < < <
Black 6 67 73 27 3 61 63 37 5 46 51 49
Hispanic 6 67 72 28 5 71 76 24 - 76 76 24
Native Hawaiian < < 100 0
White 10 72 81 19 11 68 79 21 9 66 75 25
Two or more races 16 50 66 34 4 46 50 50 12 56 68 32
Students with Disabilities 1 38 39 61 2 41 43 57 - 28 28 72
Students without Disabilities 11 75 86 14 11 71 82 18 10 70 80 20
Economically Disadvantaged 5 64 69 31 6 62 68 32 7 59 66 34
Not Economically Disadvantaged 14 76 90 10 15 71 86 14 12 71 83 17
English Learners 18 64 82 18 < < < < < < < <
Homeless - 67 67 33 - 46 46 54 - 64 64 36
Foster Care - 40 40 60 < < 100 0
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 58 75 25 21 57 78 22 17 61 79 21
Female 14 62 76 24 15 60 75 25 18 58 76 24
Male 20 54 75 25 28 53 81 19 17 64 81 19
Asian < < < < < < 100 0 < < 100 0
Black 18 36 55 45 7 50 57 43 10 50 60 40
Hispanic < < < < < < < < < < < <
White 17 63 80 20 23 58 81 19 18 61 79 21
Two or more races 21 43 64 36 < < < < 24 65 88 12
Students with Disabilities 3 31 34 66 7 46 54 46 - 30 30 70
Students without Disabilities 20 64 84 16 24 59 83 17 21 68 89 11
Economically Disadvantaged 9 56 65 35 12 56 68 32 16 59 75 25
Not Economically Disadvantaged 28 61 89 11 34 57 91 9 19 65 84 16
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Foster Care < < 100 0
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 67 72 28 3 64 67 33 6 61 67 33
Female 8 68 75 25 4 67 72 28 4 57 61 39
Male 3 67 69 31 2 60 62 38 8 64 73 27
Black 6 53 59 41 - 56 56 44 - 35 35 65
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0
White 5 71 77 23 4 65 69 31 7 63 70 30
Two or more races < < < < < < < < < < < <
Students with Disabilities - 29 29 71 - 28 28 72 - 21 21 79
Students without Disabilities 6 74 80 20 4 72 76 24 7 68 75 25
Economically Disadvantaged - 59 59 41 3 55 58 42 4 59 63 37
Not Economically Disadvantaged 9 74 84 16 3 73 76 24 10 64 74 26
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 71 78 22 11 74 85 15 6 65 71 29
Female 8 68 76 24 9 76 85 15 4 65 69 31
Male 5 74 79 21 13 71 84 16 8 64 72 28
Asian < < < < < < 100 0 < < 100 0
Black - 87 87 13 - 67 67 33 < < < <
Hispanic < < < < < < < <
White 7 70 77 23 13 74 87 13 7 65 71 29
Two or more races < < < < < < < < < < < <
Students with Disabilities - 50 50 50 - 50 50 50 - 21 21 79
Students without Disabilities 7 74 81 19 12 76 88 12 7 69 76 24
Economically Disadvantaged 5 62 67 33 4 74 78 22 4 57 61 39
Not Economically Disadvantaged 8 82 90 10 18 73 92 8 9 74 82 18
Homeless < < < < < < < < < < 100 0
Foster Care < < < < < < 100 0
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 82 98 2 13 76 90 10 - 75 75 25
Female 14 82 95 5 14 69 83 17 < < < <
Male 17 83 100 0 13 84 97 3 < < < <
Asian < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0
White 15 82 97 3 17 74 91 9 - 75 75 25
Two or more races < < 100 0 < < < <
Students with Disabilities < < 100 0
Students without Disabilities 16 82 98 2 14 76 89 11 - 75 75 25
Economically Disadvantaged 12 84 96 4 11 72 83 17 < < < <
Not Economically Disadvantaged 17 82 98 2 14 78 92 8 < < < <
Homeless < < 100 0
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 76 82 18 4 70 74 26 7 68 75 25
Female 6 79 84 16 5 64 69 31 6 73 79 21
Male 7 74 81 19 4 75 79 21 9 63 71 29
American Indian < < 100 0
Asian < < 100 0 < < < <
Black - 75 75 25 5 57 62 38 < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 6 77 83 17 5 73 77 23 6 71 77 23
Two or more races < < < < < < < < - 40 40 60
Students with Disabilities - 38 38 63 - 45 45 55 - 36 36 64
Students without Disabilities 7 82 90 10 5 73 78 22 8 73 81 19
Economically Disadvantaged 2 71 73 27 3 62 65 35 3 61 65 35
Not Economically Disadvantaged 11 82 93 7 6 80 86 14 13 79 91 9
Homeless < < < < < < < < < < 100 0
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 61 83 17 24 58 82 18 18 60 78 22
Female 20 63 83 17 21 60 81 19 16 60 76 24
Male 24 59 83 17 27 56 83 17 20 60 80 20
American Indian < < < < < < 100 0 < < < <
Asian 15 77 92 8 9 73 82 18 < < 100 0
Black 13 64 77 23 17 55 72 28 13 52 65 35
Hispanic 26 47 74 26 14 79 93 7 25 63 88 13
White 24 61 84 16 25 58 83 17 19 61 80 20
Two or more races 11 59 70 30 22 62 84 16 7 62 69 31
Students with Disabilities 6 40 46 54 7 48 55 45 8 44 52 48
Students without Disabilities 24 64 89 11 27 60 87 13 20 64 84 16
Economically Disadvantaged 11 60 72 28 19 57 76 24 13 59 72 28
Not Economically Disadvantaged 32 61 93 7 29 59 89 11 27 63 90 10
English Learners 7 64 71 29 < < < < < < 100 0
Homeless 16 56 72 28 16 52 68 32 18 64 82 18
Foster Care < < < < < < 100 0
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 69 86 14 9 71 80 20 - 56 56 44
Female 16 63 79 21 5 69 75 25 - 47 47 53
Male 19 74 94 6 12 73 84 16 - 70 70 30
Asian < < < < < < < <
Black - 80 80 20 10 59 69 31 < < < <
Hispanic < < < < < < 100 0
White 20 67 87 13 8 75 83 17 - 58 58 42
Two or more races < < 100 0 < < < <
Students with Disabilities - 46 46 54 - 53 53 47 < < < <
Students without Disabilities 19 71 90 10 9 73 82 18 - 58 58 42
Economically Disadvantaged 5 71 76 24 1 68 69 31 - 59 59 41
Not Economically Disadvantaged 26 67 93 7 15 74 89 11 - 50 50 50
Homeless < < < < < < < <
Foster Care < < 100 0
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 65 94 6 24 70 95 5 25 66 91 9
Female 29 67 95 5 25 71 96 4 21 67 89 11
Male 29 62 91 9 23 70 93 7 29 65 94 6
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 13 88 100 0 27 55 82 18 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 59 92 8 26 70 95 5 24 67 91 9
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < - 77 77 23 < < < <
Students without Disabilities 30 65 95 5 27 70 97 3 26 68 94 6
Economically Disadvantaged 16 73 89 11 23 67 89 11 13 75 87 13
Not Economically Disadvantaged 43 55 98 2 25 73 99 1 36 58 95 5
Homeless < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 76 97 3 21 69 90 10 - 83 83 17
Female 14 86 100 0 13 74 87 13 < < < <
Male 30 65 95 5 32 62 95 5 < < < <
Asian < < 100 0 < < < <
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0
White 21 78 99 1 24 69 93 7 - 83 83 17
Two or more races < < 100 0
Students with Disabilities < < 100 0
Students without Disabilities 22 75 97 3 21 69 90 10 - 83 83 17
Economically Disadvantaged 17 76 93 7 12 70 82 18 < < < <
Not Economically Disadvantaged 24 76 100 0 27 69 96 4 < < 100 0
Homeless < < 100 0 < < 100 0
Foster Care < < 100 0
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 64 67 33 3 66 69 31 4 54 58 42
Female 2 68 71 29 - 62 62 38 - 43 43 57
Male 4 60 64 36 4 69 73 27 6 60 67 33
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0
White 4 66 70 30 3 65 68 32 5 54 58 42
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 4 26 30 70 - 31 31 69 - 46 46 54
Students without Disabilities 3 77 80 20 3 73 77 23 6 58 64 36
Economically Disadvantaged 4 51 54 46 2 62 64 36 2 52 53 47
Not Economically Disadvantaged 3 87 90 10 3 72 75 25 14 64 79 21
Homeless < < < < < < < <
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 60 78 22 25 50 75 25 10 65 75 25
Female 18 62 80 20 26 50 76 24 9 67 76 24
Male 17 58 75 25 25 49 74 26 12 62 74 26
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 15 54 69 31 23 38 62 38 13 40 53 47
Hispanic < < < < < < < < < < < <
White 18 63 81 19 27 49 76 24 11 67 78 22
Two or more races < < < < < < < < 7 67 73 27
Students with Disabilities 3 42 44 56 6 39 45 55 4 39 43 57
Students without Disabilities 21 65 86 14 30 52 82 18 11 69 80 20
Economically Disadvantaged 10 54 65 35 18 52 71 29 9 57 66 34
Not Economically Disadvantaged 24 65 89 11 33 47 80 20 13 77 89 11
English Learners < < < <
Homeless < < < < < < < < < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 42 79 21 49 36 85 15 32 54 86 14
Female 32 45 77 23 39 44 82 18 28 57 85 15
Male 42 38 80 20 58 29 87 13 36 51 88 12
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 30 30 60 40 25 50 75 25 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 38 42 80 20 52 33 84 16 36 53 88 12
Two or more races < < < < 40 47 87 13 12 53 65 35
Students with Disabilities 21 33 54 46 19 42 62 38 15 45 61 39
Students without Disabilities 40 43 83 17 54 35 89 11 37 57 93 7
Economically Disadvantaged 18 49 67 33 38 41 80 20 24 59 83 17
Not Economically Disadvantaged 59 32 92 8 63 29 91 9 53 42 95 5
English Learners < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
Division---
State4,2272,7623,719
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

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2017-20182018-20192019-2020
Pre-kindergarten100117109
Kindergarten163161184
Grade 1162162163
Grade 2174160175
Grade 3165172157
Grade 4169163175
Grade 5165169157
Grade 6165159167
Grade 7171168158
Grade 8182170169
Grade 9153181167
Grade 10169150176
Grade 11166163133
Grade 12159176165
Total Students2,2632,2712,255

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2019 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 2017-20182018-20192019-2020
All Students226322712255
Female111911381126
Male114411331129
American Indian522
Asian211120
Black211104147
Hispanic797890
Native Hawaiian422
White179419791814
Two or more races14995180
Students with Disabilities347352378
Students without Disabilities191619191877
Economically Disadvantaged13251379773
Not Economically Disadvantaged9388921482
English Learners282937
Not English Learners223522422218
Homeless737130
Military Connected134
Foster Care10812
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2019: All Students

Division

State

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. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas." 

Status of the Students in the 2018-2019 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 49 100 9 1 13 16
State 50715 36614 2715 1064 5504 1801
Female Division 25 48 4 1 3 6
State 27679 16161 917 351 2003 680
Male Division 24 52 5 0 10 10
State 23036 20453 1798 713 3501 1121
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division 0 8 2 0 0 2
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < < <
State 5184 6274 354 116 2441 386
White Division 46 85 7 1 10 14
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < < <
State 2511 1633 110 56 137 79
Students with Disabilities Division 0 13 9 0 0 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 11 68 6 1 12 15
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < 0 <
State 1263 4111 306 32 2060 159
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
Foster Care Division < < < < 0 <
State 23 134 26 19 67 18
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

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 Students1881588415985137
Female877789789033
Male101818081801010
Asian<<100<10000
Black121083108300
Hispanic<<<<<<<
White1631388513985106
Two or more races<<<<<<<
Students with Disabilities22221002210000
Economically Disadvantaged113857586761211
English Learners<<100<10000
Homeless<<<<<00
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken - - 43 / 6.42%
Advanced Placement Course Enrollment - - 47 / 7.01%
Dual Enrollment169 / 25.15%151 / 23.34%145 / 21.64%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Postsecondary Enrollment

2017-2018 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.
2017-2018 FGI cohort year (students entering high school in 2014)
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
Type Total Total HE Remaining Percent
All StudentsDivision1359430
State85,89957,72533
FemaleDivision684731
State43,22531,59927
MaleDivision674730
State42,67426,12639
AsianDivision<<100
State6,0845,29213
BlackDivision14<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
Native HawaiianDivision<<100
State1428739
WhiteDivision1097531
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision10<100
State7,2163,25655
Economically DisadvantagedDivision633741
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
< = 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
2016-20172017-20182018-2019
State LicensuresDivision51115
 State2,2791,8812,231
Industry CertificationDivision229194229
 State109,275104,601107,234
Workplace ReadinessDivision282941
 State42,31350,24144,892
Total Credentials EarnedDivision262234285
 State157,490160,248158,452
Students Earning One or More CredentialsDivision191185229
 State126,113128,672126,041
CTE CompletersDivision837184
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

School Finance

Percentage of Expenditures

Division Expenditures

Statewide Expenditures

Sources of Financial Support and Total Per Pupil Expenditures for Operations

Division Per-Pupil Spending

Statewide Per-Pupil Spending

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
School Division - Per-Pupil Spending
  Type Local Funding State Federal
2015-2016Division2,912.006,227.001,446.00
State6,084.004,849.00812.00
2016-2017Division2,725.006,675.001,502.00
State6,248.005,052.00871.00
2017-2018Division2,988.006,688.001,602.00
State6,462.005,219.00867.00

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 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
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,5905641,7064521,728399
Female761283838225870200
Male829281868227858199
American Indian<<<<<<
Asian16319282
Black13235168397928
Hispanic481660106115
Native Hawaiian<<<<<<
White1,2914751,3463661,473311
Two or more races94341043510442
Students with Disabilities2171192659629668
Economically Disadvantaged7734289453791,011340
English Learners222250292
Homeless432936303322
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 17
Disorderly or Disruptive Behavior Offenses 67
Other Offenses Against Persons 83
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 16
Technology Offenses <

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.20.1
Asian0.80.70.90.60.50.6
Black7.711.19.319.84.613.4
Hispanic3.13.93.51.83.43.2
Native Hawaiian0.20.20.1
White82.179.779.371.387.173.2
Two or more races64.66.66.64.29.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.20.1
Asian0.80.90.5
Black7.79.34.6
Hispanic3.13.53.4
Native Hawaiian0.20.20.1
White82.179.387.1
Two or more races66.64.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.20.1
Asian0.80.90.5
Black7.79.34.6
Hispanic3.13.53.4
Native Hawaiian0.20.20.1
White82.179.387.1100
Two or more races66.64.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 73.876.182.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 55.353.953.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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
  2016-20172017-20182018-2019
  PercentagePercentagePercentage
All Students 75.77475.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2017-2018 Grades K-7 Student Teacher Ratio: 11.65 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11.31 : 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 icon

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) 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
  All Teachers Special Education Teachers
Division2.9%0%
State7.3%1.8%

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2018-2019

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2016-201756%39%2%3%
2017-201853%42%1%4%
2018-201955%41%2%2%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%75%73%75%
Asian<89%87%75%
Black57%60%60%75%
Hispanic74%68%63%75%
White78%76%81%75%
Economically Disadvantaged71%67%62%75%
English Learners53%61%53%75%
Students with Disabilities47%43%39%75%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

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 be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students82%77%74%70%
Asian<92%89%70%
Black62%63%60%70%
Hispanic89%75%64%70%
White84%78%81%70%
Economically Disadvantaged77%70%63%70%
English Learners88%75%57%70%
Students with Disabilities54%45%42%70%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Note: Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time on one of the following state tests: Algebra I, Geometry or Algebra II.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students80%
Asian<
Black53%
Hispanic<
White80%
Economically Disadvantaged74%
English Learners<
Students with Disabilities34%

< = A group below state definition for personally identifiable results
— = Not applicable or no data for group
* = Data not yet available

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics