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Charles City County Public Schools

General school information

Division: Charles City County Public Schools
Division Number: 19
Address: 10035 Courthouse Rd Charles City, VA 23030-3426
Superintendent: Dr. David W. Gaston
Region: 1
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
Charles City County ElementaryAccredited
Combined Schools
Charles City County 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 10 61 71 29 9 60 69 31 8 65 73 27
Female 13 65 78 22 9 64 73 27 9 67 77 23
Male 7 58 65 35 8 56 65 35 8 62 70 30
American Indian 23 58 81 19 15 62 77 23 19 67 86 14
Asian < < 100 0
Black 9 62 70 30 7 60 67 33 8 61 69 31
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < < < < < < <
White 9 60 69 31 10 57 67 33 6 74 79 21
Two or more races < < 100 0 11 72 83 17 11 58 68 32
Students with Disabilities 4 25 28 72 7 17 24 76 7 28 35 65
Students without Disabilities 11 69 80 20 9 68 77 23 9 73 82 18
Economically Disadvantaged 8 62 70 30 8 58 66 34 6 64 70 30
Not Economically Disadvantaged 15 60 75 25 10 64 74 26 14 66 80 20
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 9 53 62 38 14 44 58 42 16 51 67 33
Female 13 54 67 33 15 48 63 37 29 43 71 29
Male - 50 50 50 13 38 50 50 5 59 64 36
American Indian < < < < < < < < < < 100 0
Black 10 60 70 30 11 53 63 37 19 43 62 38
Native Hawaiian < < 100 0
White < < < < 13 38 50 50 - 71 71 29
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 9 27 36 64
Students without Disabilities 7 57 64 36 16 50 66 34 19 59 78 22
Economically Disadvantaged 4 50 54 46 11 36 46 54 11 57 69 31
Not Economically Disadvantaged 20 60 80 20 20 60 80 20 < < < <
Homeless < < 100 0
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 14 60 74 26 5 47 53 47 2 63 65 35
Female 14 67 81 19 4 56 59 41 4 62 65 35
Male 14 55 68 32 9 27 36 64 - 65 65 35
American Indian < < < < < < < < < < < <
Black 14 57 71 29 - 50 50 50 - 58 58 42
White 19 56 75 25 10 50 60 40 7 67 73 27
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 20 20 80
Students without Disabilities 14 68 81 19 3 52 55 45 3 76 79 21
Economically Disadvantaged 12 61 73 27 - 56 56 44 3 53 57 43
Not Economically Disadvantaged 20 60 80 20 15 31 46 54 - 85 85 15
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 20 59 80 20 18 63 82 18 19 57 76 24
Female 23 63 87 13 17 72 89 11 21 58 79 21
Male 17 54 71 29 20 55 75 25 15 54 69 31
American Indian < < 100 0 < < < < < < 100 0
Black 21 59 79 21 28 50 78 22 22 48 70 30
White 7 57 64 36 13 75 88 13 10 70 80 20
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 24 67 91 9 18 68 85 15 21 59 79 21
Economically Disadvantaged 18 63 80 20 21 57 79 21 9 57 65 35
Not Economically Disadvantaged 29 50 79 21 10 80 90 10 36 57 93 7
Homeless < < 100 0 < < < <
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 12 64 76 24 7 76 84 16 11 74 86 14
Female 9 72 81 19 7 86 93 7 11 83 94 6
Male 15 56 70 30 7 67 74 26 12 65 76 24
American Indian < < 100 0 < < 100 0 < < < <
Black 11 58 69 31 3 74 77 23 17 61 78 22
White 12 76 88 12 8 75 83 17 8 92 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 14 69 82 18 7 89 96 4 10 80 90 10
Economically Disadvantaged 9 66 74 26 6 78 83 17 12 76 88 12
Not Economically Disadvantaged 25 58 83 17 11 74 84 16 10 70 80 20
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 11 49 60 40 8 56 64 36 4 81 85 15
Female 27 40 67 33 9 59 69 31 4 89 93 7
Male 3 53 57 43 7 52 59 41 4 73 77 23
American Indian < < < < < < 100 0 < < 100 0
Black 7 61 68 32 6 50 56 44 4 81 85 15
Hispanic < < 100 0 < < 100 0
White 15 23 38 62 15 60 75 25 - 73 73 27
Two or more races < < 100 0 < < < < < < 100 0
Students with Disabilities - 10 10 90 - 17 17 83 < < < <
Students without Disabilities 14 60 74 26 10 65 76 24 4 89 94 6
Economically Disadvantaged 7 55 62 38 5 56 62 38 3 79 82 18
Not Economically Disadvantaged 19 38 56 44 14 55 68 32 7 87 93 7
English Learners < < < < < < 100 0
Homeless < < < < < < 100 0 < < 100 0
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 3 57 60 40 6 56 61 39 3 49 53 47
Female 4 63 67 33 7 57 64 36 - 60 60 40
Male 3 53 56 44 5 55 59 41 7 38 45 55
American Indian < < < < < < < < < < < <
Black - 48 48 52 5 62 67 33 - 51 51 49
Native Hawaiian < < < < < < < <
White 6 71 76 24 < < < < 5 58 63 37
Two or more races < < 100 0 < < < <
Students with Disabilities - 20 20 80 < < < < - 15 15 85
Students without Disabilities 4 65 69 31 6 63 69 31 4 59 63 37
Economically Disadvantaged 3 57 59 41 5 59 64 36 3 50 53 47
Not Economically Disadvantaged 5 57 62 38 7 50 57 43 4 48 52 48
English Learners < < 100 0 < < < <
Homeless < < 100 0
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 - 84 84 16 2 75 77 23 8 77 85 15
Female - 95 95 5 5 68 73 27 4 75 79 21
Male - 77 77 23 - 82 82 18 13 78 91 9
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0
Black - 88 88 13 4 75 79 21 3 75 78 22
Hispanic < < 100 0 < < 100 0
White - 75 75 25 - 64 64 36 12 88 100 0
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 93 93 7 3 79 82 18 7 81 89 11
Economically Disadvantaged - 79 79 21 5 60 65 35 - 79 79 21
Not Economically Disadvantaged - 94 94 6 - 88 88 13 16 75 91 9
Homeless < < < < < < 100 0 < < < <
< = 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 14 58 72 28 9 72 81 19 15 49 64 36
Female 23 60 84 16 10 69 79 21 19 50 69 31
Male 8 56 64 36 8 74 82 18 12 47 59 41
American Indian < < 100 0 < < < < < < 100 0
Black 12 60 72 28 8 75 83 18 10 49 60 40
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < < <
White 15 52 67 33 13 56 69 31 19 50 69 31
Two or more races < < 100 0 < < < <
Students with Disabilities - 29 29 71 < < < < 6 6 11 89
Students without Disabilities 16 63 79 21 10 75 85 15 17 57 74 26
Economically Disadvantaged 13 61 74 26 3 79 82 18 11 41 52 48
Not Economically Disadvantaged 16 51 68 32 15 65 79 21 19 58 77 23
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0 < < < <
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 12 52 64 36 3 77 80 20 9 43 52 48
Female 21 54 75 25 8 69 77 23 17 45 62 38
Male 6 50 56 44 - 82 82 18 - 41 41 59
American Indian < < 100 0 < < 100 0 < < 100 0
Black 9 52 61 39 5 76 81 19 11 37 49 51
Native Hawaiian < < < < < < < <
White 12 47 59 41 < < < < 5 53 58 42
Two or more races < < 100 0 < < < <
Students with Disabilities - 20 20 80 < < < < - - - 100
Students without Disabilities 15 58 73 27 3 87 90 10 11 56 67 33
Economically Disadvantaged 11 54 65 35 - 77 77 23 9 31 40 60
Not Economically Disadvantaged 14 48 62 38 8 77 85 15 9 61 70 30
English Learners < < 100 0 < < < <
Homeless < < 100 0
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 16 65 80 20 16 66 81 19 22 55 76 24
Female 26 68 95 5 13 69 81 19 20 56 76 24
Male 9 63 72 28 19 63 81 19 23 53 77 23
American Indian < < 100 0 < < < < < < 100 0
Black 15 68 82 18 11 74 84 16 9 63 72 28
Hispanic < < 100 0
White 19 56 75 25 < < < < 35 47 82 18
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 18 68 86 14 17 63 80 20 22 58 80 20
Economically Disadvantaged 14 69 83 17 9 82 91 9 15 54 69 31
Not Economically Disadvantaged 19 56 75 25 19 57 76 24 28 55 83 17
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 6 63 69 31 3 47 51 49 6 62 67 33
Female 6 68 74 26 4 51 54 46 7 61 68 32
Male 6 59 65 35 3 44 47 53 4 63 67 33
American Indian 10 70 80 20 9 53 63 38 9 74 83 17
Black 6 61 66 34 3 41 44 56 4 58 62 38
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < < < < < < < < < < <
White 5 66 71 29 3 55 58 42 8 67 75 25
Two or more races 18 82 100 0 - 71 71 29 - 65 65 35
Students with Disabilities 10 25 34 66 5 18 23 77 6 25 31 69
Students without Disabilities 5 70 75 25 3 53 56 44 6 70 75 25
Economically Disadvantaged 6 60 65 35 2 42 44 56 5 57 62 38
Not Economically Disadvantaged 6 71 77 23 5 56 61 39 8 70 78 22
English Learners < < < < < < < < < < < <
Homeless - 55 55 45 < < < < < < < <
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 15 41 56 44 9 44 53 47 12 70 81 19
Female 17 42 58 42 7 41 48 52 10 62 71 29
Male 10 40 50 50 13 50 63 38 14 77 91 9
American Indian < < < < < < < < < < 100 0
Black 15 40 55 45 5 42 47 53 - 76 76 24
Native Hawaiian < < 100 0
White < < < < 13 50 63 38 18 71 88 12
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < 9 55 64 36
Students without Disabilities 11 46 57 43 11 50 61 39 13 75 88 13
Economically Disadvantaged 13 33 46 54 4 39 43 57 9 71 80 20
Not Economically Disadvantaged 20 60 80 20 20 53 73 27 < < < <
Homeless < < 100 0
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 16 66 82 18 11 45 55 45 9 49 58 42
Female 14 71 86 14 7 48 56 44 8 42 50 50
Male 17 61 78 22 18 36 55 45 12 59 71 29
American Indian < < 100 0 < < < < < < < <
Black 24 57 81 19 9 41 50 50 5 42 47 53
White 12 65 76 24 10 60 70 30 20 53 73 27
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 20 20 80
Students without Disabilities 16 73 89 11 6 52 58 42 12 58 70 30
Economically Disadvantaged 15 62 76 24 4 48 52 48 7 43 50 50
Not Economically Disadvantaged 20 80 100 0 23 38 62 38 15 62 77 23
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 6 72 78 22 11 50 61 39 14 53 67 33
Female 10 73 83 17 11 56 67 33 13 63 75 25
Male - 71 71 29 10 45 55 45 17 33 50 50
American Indian < < 100 0 < < < < < < < <
Black 7 66 72 28 17 50 67 33 13 57 70 30
White - 79 79 21 6 50 56 44 < < < <
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 78 84 16 9 56 65 35 10 59 69 31
Economically Disadvantaged 5 70 75 25 11 43 54 46 9 41 50 50
Not Economically Disadvantaged 7 79 86 14 10 70 80 20 21 71 93 7
Homeless < < 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 5 86 92 8 2 76 78 22 11 77 89 11
Female 3 91 94 6 4 82 86 14 17 72 89 11
Male 7 81 89 11 - 70 70 30 6 82 88 12
American Indian < < 100 0 < < 100 0 < < 100 0
Black 3 86 89 11 - 68 68 32 17 67 83 17
White 12 88 100 0 - 83 83 17 8 85 92 8
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 92 94 6 2 83 85 15 10 87 97 3
Economically Disadvantaged 4 87 91 9 - 81 81 19 12 76 88 12
Not Economically Disadvantaged 8 83 92 8 5 68 74 26 10 80 90 10
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 2 27 29 71 - 36 36 64 2 64 66 34
Female - 33 33 67 - 44 44 56 4 68 72 28
Male 3 24 28 72 - 28 28 72 - 59 59 41
American Indian < < < < < < < < < < 100 0
Black - 38 38 63 - 26 26 74 4 64 68 32
Hispanic < < < < < < < <
White 8 8 15 85 - 55 55 45 - 57 57 43
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities 10 - 10 90 - 17 17 83 < < < <
Students without Disabilities - 35 35 65 - 41 41 59 2 71 73 27
Economically Disadvantaged - 23 23 77 - 28 28 72 3 60 63 37
Not Economically Disadvantaged 7 33 40 60 - 50 50 50 - 75 75 25
English Learners < < < < < < < <
Homeless < < < < < < < < < < 100 0
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 - 35 35 65 - 50 50 50 - 52 52 48
Female - 40 40 60 - 50 50 50 - 53 53 47
Male - 31 31 69 - 50 50 50 - 52 52 48
American Indian < < < < < < < < < < < <
Black - 28 28 72 - 45 45 55 - 42 42 58
Native Hawaiian < < < < < < < <
White - 36 36 64 < < < < - 67 67 33
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 14 14 86
Students without Disabilities - 39 39 61 - 53 53 47 - 63 63 37
Economically Disadvantaged - 34 34 66 - 50 50 50 - 45 45 55
Not Economically Disadvantaged - 36 36 64 - 50 50 50 - 65 65 35
English Learners < < < <
Homeless < < < <
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 2 72 74 26 - 62 62 38 4 75 79 21
Female 4 78 83 17 - 69 69 31 13 81 94 6
Male - 69 69 31 - 58 58 42 - 72 72 28
American Indian < < < < < < < < < < 100 0
Black - 73 73 27 - 58 58 42 - 77 77 23
Hispanic < < 100 0
White 6 72 78 22 - 64 64 36 12 65 76 24
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < - 10 10 90 < < < <
Students without Disabilities 2 84 86 14 - 78 78 22 5 87 92 8
Economically Disadvantaged 3 62 65 35 - 47 47 53 - 72 72 28
Not Economically Disadvantaged - 90 90 10 - 74 74 26 11 79 89 11
Homeless < < < <
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 67 70 30 - 28 28 72 - 51 51 49
Female - 69 69 31 - 29 29 71 - 50 50 50
Male 7 64 71 29 - 28 28 72 - 52 52 48
American Indian < < 100 0 < < < < < < 100 0
Black 6 59 65 35 - 20 20 80 - 41 41 59
Hispanic < < < <
White < < < < - 47 47 53 - 73 73 27
Two or more races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 70 74 26 - 30 30 70 - 55 55 45
Economically Disadvantaged 7 60 67 33 - 13 13 87 - 41 41 59
Not Economically Disadvantaged - 75 75 25 - 48 48 52 - 61 61 39
Homeless < < < < < < 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 8 87 95 5 - 34 34 66 - 100 100 0
Female - 89 89 11 - 40 40 60 < < 100 0
Male 14 86 100 0 - 29 29 71 < < 100 0
American Indian < < 100 0 < < 100 0
Black 4 87 91 9 - 25 25 75 < < 100 0
Hispanic < < 100 0
White - 100 100 0 - 40 40 60 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 8 87 95 5 - 34 34 66 - 100 100 0
Economically Disadvantaged 9 83 91 9 - 19 19 81 < < 100 0
Not Economically Disadvantaged 6 94 100 0 - 50 50 50 < < 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

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 7 65 72 28 8 70 78 22 6 64 70 30
Female 6 66 72 28 8 72 79 21 5 62 67 33
Male 8 65 72 28 9 68 77 23 6 67 72 28
American Indian 17 67 83 17 7 71 79 21 9 73 82 18
Black 4 62 66 34 4 68 73 28 3 61 65 35
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < 100 0
White 8 71 80 20 13 71 84 16 2 78 79 21
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities 3 34 38 63 - 36 36 64 3 38 41 59
Students without Disabilities 7 71 78 22 9 74 84 16 6 70 76 24
Economically Disadvantaged 5 63 68 32 4 68 73 27 5 58 63 37
Not Economically Disadvantaged 9 70 79 21 13 71 84 16 7 72 79 21
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < 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 2 72 74 26 5 68 74 26 6 44 50 50
Female - 73 73 27 6 72 78 22 8 42 50 50
Male 4 71 75 25 5 65 70 30 - 50 50 50
American Indian < < 100 0 < < < < < < < <
Black - 62 62 38 6 56 61 39 9 39 48 52
White - 79 79 21 6 88 94 6 < < < <
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 76 78 22 6 68 74 26 3 48 52 48
Economically Disadvantaged - 70 70 30 7 61 68 32 9 27 36 64
Not Economically Disadvantaged 7 79 86 14 - 90 90 10 - 71 71 29
Homeless < < 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 10 53 64 36 6 61 67 33 2 64 66 34
Female 17 46 63 38 7 57 64 36 - 70 70 30
Male 6 59 65 35 5 64 68 32 3 59 62 38
American Indian < < < < < < < < < < 100 0
Black 3 48 52 48 - 67 67 33 - 63 63 37
Native Hawaiian < < < < < < 100 0
White 18 65 82 18 < < < < - 74 74 26
Two or more races < < 100 0 < < < <
Students with Disabilities 10 30 40 60 < < < < - 38 38 62
Students without Disabilities 10 58 69 31 6 66 72 28 2 72 74 26
Economically Disadvantaged 8 54 62 38 5 64 68 32 - 61 61 39
Not Economically Disadvantaged 14 52 67 33 7 57 64 36 4 70 74 26
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 13 66 79 21 6 65 71 29
Female 9 64 73 27 5 76 81 19 11 58 68 32
Male 12 53 65 35 19 59 78 22 3 70 73 27
American Indian < < < < < < 100 0 < < 100 0
Black 12 62 73 27 6 67 73 27 4 61 64 36
Hispanic < < 100 0 < < 100 0
White < < < < 22 67 89 11 6 69 75 25
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 12 65 76 24 15 72 87 13 7 69 76 24
Economically Disadvantaged 14 50 64 36 7 70 77 23 - 70 70 30
Not Economically Disadvantaged 6 71 76 24 22 61 83 17 12 62 73 27
Homeless < < 100 0 < < 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 7 93 100 0 9 78 88 13 20 80 100 0
Female < < 100 0 10 76 86 14 < < 100 0
Male < < 100 0 9 82 91 9 < < 100 0
American Indian < < 100 0 < < 100 0
Black 10 90 100 0 5 75 80 20 < < 100 0
Hispanic < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 7 93 100 0 10 80 90 10 20 80 100 0
Economically Disadvantaged < < 100 0 - 82 82 18 < < 100 0
Not Economically Disadvantaged < < 100 0 14 76 90 10 < < 100 0
Homeless < < 100 0 < < 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 5 69 74 26 6 75 81 19 8 79 87 13
Female - 72 72 28 11 72 83 17 - 83 83 17
Male 8 67 75 25 3 77 80 20 11 78 89 11
American Indian < < < < < < 100 0 < < 100 0
Black - 67 67 33 4 75 79 21 - 79 79 21
Hispanic < < 100 0 < < 100 0
White 11 79 89 11 15 62 77 23 < < 100 0
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 6 75 81 19 8 85 93 8 9 83 91 9
Economically Disadvantaged 2 66 68 32 - 74 74 26 12 72 84 16
Not Economically Disadvantaged 10 75 85 15 12 76 88 12 - 93 93 7
Homeless < < < <
< = 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 7 83 91 9 10 60 70 30 10 70 80 20
Female 5 86 91 9 8 57 65 35 5 72 77 23
Male 10 81 90 10 11 64 75 25 15 67 82 18
American Indian 18 73 91 9 7 79 86 14 12 82 94 6
Black 4 85 89 11 9 57 66 34 5 72 77 23
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 13 80 93 7 7 61 68 32 17 64 81 19
Two or more races < < 100 0 < < < < - 71 71 29
Students with Disabilities 4 50 54 46 7 23 30 70 5 49 54 46
Students without Disabilities 8 88 95 5 10 66 76 24 11 74 84 16
Economically Disadvantaged 6 81 87 13 8 57 65 35 6 68 74 26
Not Economically Disadvantaged 10 87 97 3 12 64 76 24 15 72 88 13
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < < < < < 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 2 92 94 6 16 61 77 23 11 76 87 13
Female - 100 100 0 5 59 64 36 4 81 85 15
Male 3 88 91 9 27 64 91 9 18 71 89 11
American Indian < < 100 0 < < 100 0 < < 100 0
Black - 94 94 6 23 54 77 23 3 81 84 16
Hispanic < < 100 0 < < 100 0
White 6 88 94 6 - 67 67 33 12 76 88 12
Two or more races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 98 100 0 15 67 82 18 12 79 90 10
Economically Disadvantaged - 91 91 9 20 55 75 25 8 73 81 19
Not Economically Disadvantaged 6 94 100 0 13 67 79 21 14 79 93 7
Homeless < < < < < < 100 0 < < 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 - 80 80 20 - 59 59 41 6 74 79 21
Female - 73 73 27 - 40 40 60 - 81 81 19
Male - 86 86 14 - 68 68 32 9 69 78 22
American Indian < < < < < < < < < < 100 0
Black - 79 79 21 - 55 55 45 - 77 77 23
Hispanic < < 100 0 < < 100 0
White - 83 83 17 - 57 57 43 19 56 75 25
Two or more races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 84 84 16 - 68 68 32 7 78 85 15
Economically Disadvantaged - 74 74 26 - 52 52 48 6 71 77 23
Not Economically Disadvantaged - 89 89 11 - 65 65 35 5 77 82 18
Homeless < < < < < < 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 - 100 100 0 6 48 54 46 4 88 92 8
Female < < 100 0 5 50 55 45 8 85 92 8
Male < < 100 0 8 46 54 46 - 92 92 8
American Indian < < 100 0 < < 100 0
Black - 100 100 0 - 46 46 54 - 92 92 8
Hispanic < < 100 0
White < < 100 0 12 47 59 41 < < < <
Two or more races < < 100 0
Students with Disabilities < < 100 0 < < < < < < 100 0
Students without Disabilities - 100 100 0 7 55 62 38 4 88 92 8
Economically Disadvantaged - 100 100 0 4 43 46 54 < < < <
Not Economically Disadvantaged < < 100 0 10 55 65 35 6 89 94 6
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 86 92 8
Female - 92 92 8
Male 8 83 92 8
American Indian < < 100 0
Black - 89 89 11
Hispanic < < 100 0
White 15 77 92 8
Students with Disabilities < < < <
Students without Disabilities 6 94 100 0
Economically Disadvantaged 5 81 86 14
Not Economically Disadvantaged 7 93 100 0
Homeless < < 100 0
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 29 67 95 5 14 51 65 35 16 49 65 35
Female 20 80 100 0 15 48 63 37 8 58 65 35
Male 36 55 91 9 10 60 70 30 29 35 65 35
American Indian < < 100 0 < < < < < < < <
Black 25 65 90 10 14 45 59 41 21 42 63 37
Native Hawaiian < < 100 0
White 31 69 100 0 < < < < 20 47 67 33
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < - 30 30 70
Students without Disabilities 30 70 100 0 13 55 68 32 21 55 76 24
Economically Disadvantaged 21 73 94 6 12 44 56 44 3 57 60 40
Not Economically Disadvantaged < < 100 0 17 67 83 17 46 31 77 23
English Learners < < 100 0
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 14 80 94 6 8 68 77 23
Female 12 80 92 8 6 66 72 28
Male 17 79 96 4 11 71 82 18
American Indian < < 100 0 < < 100 0
Black 12 88 100 0 6 66 71 29
Hispanic < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 13 69 81 19 19 69 88 13
Two or more races < < 100 0 < < < <
Students with Disabilities < < < < - 64 64 36
Students without Disabilities 15 80 96 4 10 69 80 20
Economically Disadvantaged 7 86 93 7 8 65 73 28
Not Economically Disadvantaged 25 70 95 5 10 75 85 15
English Learners < < 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-kindergarten304132
Kindergarten563656
Grade 1395340
Grade 2444152
Grade 3454441
Grade 4354348
Grade 5433642
Grade 6533636
Grade 7625134
Grade 8376149
Grade 9533961
Grade 10684734
Grade 11416049
Grade 12444546
Total Students650633620

< = 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 Students650633620
Female319304300
Male331329320
American Indian403835
Black363335330
Hispanic698
Native Hawaiian732
White201202201
Two or more races334644
Students with Disabilities100100115
Students without Disabilities550533505
Economically Disadvantaged392424349
Not Economically Disadvantaged258209271
English Learners102-
Not English Learners640631620
Homeless11918
Military Connected123
< = 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 14 27 1 0 0 0
State 50715 36614 2715 1064 5504 1801
Female Division 5 15 1 0 0 0
State 27679 16161 917 351 2003 680
Male Division 9 12 0 0 0 0
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Black Division 9 16 1 0 0 0
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < 0 <
State 5184 6274 354 116 2441 386
White Division 2 9 0 0 0 0
State 29845 16400 1112 631 1440 605
Two or more races Division < < < < 0 <
State 2511 1633 110 56 137 79
Students with Disabilities Division < < < < 0 <
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 6 13 0 0 0 0
State 10701 18162 1634 523 2867 1096
Homeless Division < < < < 0 <
State 206 691 67 30 305 65
< = 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 Students42421004210000
Female21211002110000
Male21211002110000
American Indian<<100<10000
Black26261002610000
Hispanic<<100<10000
White11111001110000
Two or more races<<100<10000
Students with Disabilities<<100<10000
Economically Disadvantaged19191001910000
Homeless<<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 Taken12 / 5.58%1 / .49%1 / .52%
Advanced Placement Course Enrollment12 / 5.58%1 / .49%2 / 1.05%
Dual Enrollment18 / 8.37%15 / 7.28%17 / 8.9%
Governor's School Enrollment11 / 5.12%11 / 5.34%10 / 5.24%
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 StudentsDivision442055
State85,89957,72533
FemaleDivision171324
State43,22531,59927
MaleDivision27<100
State42,67426,12639
American IndianDivision<<100
State26516737
BlackDivision281450
State18,86811,29840
WhiteDivision15<100
State46,44832,34030
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision26<100
State27,32914,19048
AsianDivision--100
State6,0845,29213
HispanicDivision--100
State10,1025,82642
Native HawaiianDivision--100
State1428739
Two or more racesDivision--100
State3,9902,71532
English LearnersDivision--100
State5,1822,82046
< = 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
NOCTI AssessmentsDivision3--
 State3,6233,5254,095
Industry CertificationDivision22-62
 State109,275104,601107,234
Workplace ReadinessDivision483648
 State42,31350,24144,892
Total Credentials EarnedDivision7336111
 State157,490160,248158,452
Students Earning One or More CredentialsDivision733689
 State126,113128,672126,041
CTE CompletersDivision513940
 State40,51641,43840,209
State LicensuresDivision--1
 State2,2791,8812,231
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
2015-2016Division6,995.006,156.001,171.00
State6,084.004,849.00812.00
2016-2017Division7,933.006,061.001,699.00
State6,248.005,052.00871.00
2017-2018Division8,628.005,983.001,313.00
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 Students53510551795490113
Female266462554823954
Male269592624725159
American Indian367326288
Black314572915626253
Hispanic<<<<<<
Native Hawaiian<<<<<<
White158301622816041
Two or more races2052352910
Students with Disabilities782371248128
Economically Disadvantaged312793117529586
English Learners64<<<<
Homeless1199877
< = 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 <
Disorderly or Disruptive Behavior Offenses 36
Other Offenses Against Persons 40
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <

< = 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 Indian66.28.167.4
Asian0.1----
Black57.655.866.152.972.2
Hispanic1.20.91.4
Native Hawaiian0.91.10.5
White30.530.92131.918.5
Two or more races3.75.14.87.31.9
< = 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 Indian66.26
Asian0.1
Black57.655.852.9100
Hispanic1.20.91.4
Native Hawaiian0.91.10.5
White30.530.931.9
Two or more races3.75.17.3
< = 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 Indian66.26
Asian0.1----
Black57.655.852.9
Hispanic1.20.91.4
Native Hawaiian0.91.10.5
White30.530.931.9
Two or more races3.75.17.3
< = 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 53.361.755
< = 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 46.545.252.3
< = 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 70.868.458.8
< = 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: 11.13 : 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

2017-2018 Grades 8-12 Student Teacher Ratio: 7.93 : 1

student 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
Division3.6%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
2016-201741%54%0%5%
2017-201840%56%0%4%
2018-201946%47%0%7%
< = 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 Students73%72%73%75%
Asian--87%75%
Black70%70%60%75%
Hispanic<<63%75%
White77%72%81%75%
Economically Disadvantaged71%70%62%75%
English Learners<<53%75%
Students with Disabilities34%29%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 Students69%64%74%70%
Asian--89%70%
Black64%59%60%70%
Hispanic<<64%70%
White77%70%81%70%
Economically Disadvantaged65%61%63%70%
English Learners<<57%70%
Students with Disabilities32%36%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 Students67%
Asian-
Black66%
Hispanic<
White74%
Economically Disadvantaged61%
English Learners<
Students with Disabilities38%

< = 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
All Students78%83%
Asian--
Black75%84%
Hispanic--
White81%87%
Economically Disadvantaged74%79%
English Learners--
Students with Disabilities55%66%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students96%84%84%
Asian-90%84%
Black97%82%84%
Hispanic-81%84%
White94%86%84%
Economically Disadvantaged93%78%84%
English Learners-65%84%
Students with Disabilities<56%84%
Homeless<--
Foster Care---

< = 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 states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. 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 compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students19%17%9%10%
Asian--5%10%
Black17%16%9%10%
Hispanic<13%9%10%
White20%17%9%10%
Economically Disadvantaged23%21%13%10%
English Learners<29%8%10%
Students with Disabilities26%25%14%10%

< = 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 states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<46%58%
English Learner Proficiency<--

< = 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 states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress<<<
English Learner Proficiency<<<

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students100%99%100%
Asian---
Black100%99%100%
Hispanic<<<
White100%100%100%
Economically Disadvantaged100%100%100%
Not Economically Disadvantaged100%98%100%
English Learners<<<
Students with Disabilities100%98%100%
Students without Disabilities100%100%100%
Female100%99%100%
Male100%100%100%
Migrant---

< = 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 states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience
Public Preschool​
Division 56%
State 33%

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
Division 94%
State 81%
Charles City County Public Schools to top