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Charlotte County Public Schools

General school information

Division: Charlotte County Public Schools
Division Number: 20
Address: 250 Legrande Ave, Suite E Charlotte Court House, VA 23923
Superintendent: Mr. Robbie W. Mason
Region: 8
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
Bacon District ElementaryAccredited
Eureka ElementaryAccredited
Phenix ElementaryAccredited
Middle Schools
Central MiddleAccredited
High Schools
Randolph-Henry 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 14 64 78 22 16 64 80 20 14 65 79 21
Female 17 68 85 15 20 65 85 15 15 68 82 18
Male 12 60 72 28 12 63 74 26 13 63 76 24
Asian < < 100 0 < < < < < < 100 0
Black 8 60 68 32 7 61 68 32 7 60 66 34
Hispanic - 68 68 32 14 73 86 14 13 75 88 13
White 19 66 85 15 20 64 84 16 18 65 84 16
Two or more races 4 67 71 29 15 73 88 13 2 86 88 12
Students with Disabilities 8 26 34 66 13 28 40 60 8 33 41 59
Students without Disabilities 16 70 85 15 16 70 86 14 15 72 87 13
Economically Disadvantaged 11 64 75 25 13 60 74 26 10 61 71 29
Not Economically Disadvantaged 20 64 84 16 20 69 89 11 19 70 89 11
English Learners < < 100 0 < < < < < < 100 0
Homeless < < < < < < 100 0
Military Connected 46 54 100 0 25 75 100 0
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 19 57 76 24 16 61 77 23 21 63 84 16
Female 26 59 85 15 22 62 84 16 22 59 81 19
Male 13 55 68 32 10 61 71 29 20 66 86 14
Asian < < 100 0 < < 100 0
Black 6 51 57 43 2 56 58 42 17 53 70 30
Hispanic < < < < < < 100 0
White 25 60 85 15 22 64 85 15 25 62 87 13
Two or more races < < < < < < 100 0 - 100 100 0
Students with Disabilities 6 25 31 69 10 30 40 60 - 38 38 63
Students without Disabilities 21 61 82 18 17 67 83 17 24 67 91 9
Economically Disadvantaged 18 54 72 28 11 59 71 29 12 65 77 23
Not Economically Disadvantaged 21 60 81 19 25 66 91 9 31 61 92 8
English Learners < < 100 0
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 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 18 64 81 19 27 54 81 19 21 60 81 19
Female 20 69 89 11 37 52 89 11 22 65 87 13
Male 15 57 72 28 19 56 75 25 20 56 76 24
Black 8 59 68 32 19 56 75 25 3 65 68 32
Hispanic < < 100 0 < < 100 0
White 24 61 85 15 29 53 82 18 27 58 86 14
Two or more races < < 100 0 30 60 90 10 < < 100 0
Students with Disabilities < < < < 25 25 50 50 9 27 36 64
Students without Disabilities 19 66 84 16 27 58 85 15 23 67 90 10
Economically Disadvantaged 11 65 76 24 28 51 78 22 15 57 73 27
Not Economically Disadvantaged 29 62 91 9 26 59 84 16 30 66 96 4
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 25 58 83 17 24 61 85 15 21 61 82 18
Female 20 66 86 14 27 61 89 11 22 63 86 14
Male 30 50 80 20 19 62 81 19 19 58 78 22
Asian < < 100 0
Black 11 67 78 22 12 62 74 26 11 61 72 28
White 36 50 86 14 29 59 88 12 24 61 85 15
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 9 30 39 61 7 21 29 71 19 38 56 44
Students without Disabilities 28 64 92 8 26 67 93 7 21 64 85 15
Economically Disadvantaged 14 66 79 21 17 62 78 22 18 58 76 24
Not Economically Disadvantaged 45 45 89 11 36 61 98 2 24 65 89 11
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < 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 17 50 67 33 17 58 75 25 10 67 77 23
Female 24 59 83 17 16 67 84 16 11 72 83 17
Male 12 45 58 42 18 49 66 34 9 61 70 30
Black 16 37 53 47 7 51 58 42 8 58 67 33
Hispanic < < 100 0 < < 100 0 < < 100 0
White 19 56 74 26 24 57 81 19 12 67 79 21
Two or more races < < < < - 80 80 20 < < 100 0
Students with Disabilities 14 7 21 79 13 25 38 63 - 19 19 81
Students without Disabilities 17 60 78 22 18 67 85 15 12 74 86 14
Economically Disadvantaged 12 50 62 38 16 55 71 29 10 58 68 32
Not Economically Disadvantaged 25 51 75 25 19 63 83 17 10 80 90 10
Military Connected < < 100 0 < < 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 7 74 81 19 14 59 74 26 8 65 73 27
Female 11 75 86 14 23 55 78 22 9 66 76 24
Male 3 72 75 25 9 62 71 29 7 64 71 29
Asian < < 100 0 < < 100 0
Black 2 71 73 27 6 57 64 36 4 57 61 39
Hispanic < < < < < < 100 0 < < < <
White 11 77 87 13 20 60 79 21 13 66 79 21
Two or more races < < < < < < < < - 90 90 10
Students with Disabilities 5 36 41 59 13 30 43 57 - 33 33 67
Students without Disabilities 8 80 88 12 15 66 81 19 11 75 85 15
Economically Disadvantaged 6 72 78 22 7 60 67 33 3 61 64 36
Not Economically Disadvantaged 9 76 85 15 26 59 84 16 17 72 89 11
Military Connected < < 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 11 65 76 24 8 68 76 24 9 63 72 28
Female 13 63 76 24 11 69 81 19 11 69 81 19
Male 8 66 75 25 4 66 70 30 8 58 66 34
Black 11 54 66 34 - 65 65 35 2 63 65 35
Hispanic < < < < < < < < < < 100 0
White 11 70 81 19 12 68 80 20 13 63 76 24
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 6 24 29 71 4 26 30 70 7 34 41 59
Students without Disabilities 12 71 83 17 9 75 83 17 10 69 79 21
Economically Disadvantaged 12 63 75 25 6 62 68 32 3 62 65 35
Not Economically Disadvantaged 10 67 77 23 11 76 86 14 17 64 81 19
Military Connected < < 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 6 80 86 14 5 89 94 6 8 78 85 15
Female 8 81 89 11 5 91 96 4 5 78 84 16
Male 4 79 84 16 5 88 92 8 10 77 87 13
Black 2 75 77 23 6 88 94 6 5 59 65 35
Hispanic < < < < < < 100 0 < < 100 0
White 10 86 95 5 4 90 94 6 10 86 96 4
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 6 38 44 56 < < < < 21 38 59 41
Students without Disabilities 6 86 92 8 4 93 96 4 3 91 94 6
Economically Disadvantaged 1 81 83 17 8 83 91 9 10 69 80 20
Not Economically Disadvantaged 10 80 90 10 3 94 97 3 5 86 91 9
Military Connected < < 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 22 59 81 19 14 66 81 19 17 54 72 28
Female 29 57 87 13 21 66 87 13 23 58 81 19
Male 14 61 75 25 7 67 74 26 12 51 63 37
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 14 66 79 21 7 64 71 29 14 46 60 40
Hispanic < < < < < < < < < < < <
White 29 55 84 16 18 67 85 15 20 58 77 23
Two or more races - 50 50 50 7 67 73 27 - 57 57 43
Students with Disabilities 12 29 41 59 5 20 25 75 12 24 35 65
Students without Disabilities 23 63 87 13 16 74 90 10 18 61 79 21
Economically Disadvantaged 15 60 75 25 12 63 75 25 13 54 67 33
Not Economically Disadvantaged 29 58 87 13 17 70 87 13 22 55 77 23
Military Connected < < 100 0 < < 100 0
Foster Care < < 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 23 55 78 22 18 59 77 23 14 53 66 34
Female 31 57 88 12 29 55 84 16 25 56 80 20
Male 13 54 67 33 5 63 68 32 6 51 56 44
Black 20 51 71 29 9 59 67 33 5 49 54 46
Hispanic < < 100 0 < < < < < < 100 0
White 27 55 82 18 23 57 80 20 18 53 71 29
Two or more races < < < < < < < < < < < <
Students with Disabilities 6 17 22 78 4 26 30 70 4 21 25 75
Students without Disabilities 25 62 87 13 20 64 85 15 16 60 76 24
Economically Disadvantaged 19 52 72 28 17 56 73 27 8 50 58 42
Not Economically Disadvantaged 26 59 85 15 20 62 82 18 21 56 77 23
Military Connected < < 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 21 62 84 16 11 71 83 17 21 56 77 23
Female 28 58 86 14 15 74 89 11 21 61 82 18
Male 15 67 82 18 8 69 77 23 21 52 73 27
American Indian < < < <
Asian < < 100 0
Black 10 75 85 15 5 67 73 27 24 43 68 32
Hispanic < < < < < < 100 0 < < < <
White 31 55 87 13 15 73 89 11 22 63 84 16
Two or more races < < < < < < < < < < < <
Students with Disabilities 19 44 63 38 6 15 21 79 22 26 48 52
Students without Disabilities 22 65 86 14 12 81 93 7 21 62 83 17
Economically Disadvantaged 10 68 78 22 8 68 77 23 20 59 79 21
Not Economically Disadvantaged 31 58 89 11 15 75 90 10 23 54 76 24
Military Connected < < 100 0 < < 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

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 69 83 17 15 67 82 18 14 72 85 15
Female 16 73 89 11 17 70 88 12 15 73 88 13
Male 12 66 78 22 14 63 76 24 13 71 83 17
American Indian < < 100 0 < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 69 76 24 5 69 75 25 6 74 79 21
Hispanic 5 65 70 30 19 58 77 23 12 81 92 8
Native Hawaiian < < < < < < 100 0
White 18 69 88 12 20 66 87 13 17 70 88 12
Two or more races 9 66 75 25 10 60 69 31 7 78 85 15
Students with Disabilities 5 39 43 57 11 29 40 60 8 44 52 48
Students without Disabilities 16 74 90 10 16 73 90 10 15 77 92 8
Economically Disadvantaged 10 71 81 19 12 65 78 22 11 70 82 18
Not Economically Disadvantaged 20 67 87 13 20 68 88 12 17 73 90 10
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < 100 0
Military Connected 19 75 94 6 14 77 91 9
Foster Care 9 45 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 65 80 20 14 63 77 23 16 71 87 13
Female 25 61 85 15 13 67 79 21 16 69 85 15
Male 7 69 76 24 16 60 75 25 15 72 88 12
Asian < < 100 0 < < 100 0
Black 3 71 74 26 - 60 60 40 3 70 73 27
Hispanic < < < < < < 100 0
White 18 66 84 16 22 64 87 13 21 68 89 11
Two or more races < < < < < < < < 10 90 100 0
Students with Disabilities 6 38 44 56 10 30 40 60 - 38 38 63
Students without Disabilities 16 69 85 15 15 68 83 17 18 76 94 6
Economically Disadvantaged 10 67 77 23 10 60 71 29 8 72 80 20
Not Economically Disadvantaged 21 63 84 16 23 68 91 9 24 69 93 7
English Learners < < 100 0
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 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 20 65 85 15 28 58 86 14 25 64 90 10
Female 25 65 90 10 35 56 90 10 23 69 92 8
Male 13 66 79 21 23 59 82 18 27 61 87 13
Black 3 73 76 24 8 72 81 19 6 69 75 25
Hispanic < < 100 0 < < 100 0
White 30 58 88 12 34 56 90 10 32 63 95 5
Two or more races < < 100 0 30 30 60 40 < < 100 0
Students with Disabilities < < < < 25 31 56 44 9 45 55 45
Students without Disabilities 21 67 88 12 29 61 90 10 28 68 96 4
Economically Disadvantaged 14 66 80 20 26 56 82 18 19 66 85 15
Not Economically Disadvantaged 29 64 93 7 31 60 91 9 36 62 98 2
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
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 31 56 87 13 28 59 87 13 23 66 89 11
Female 24 66 90 10 30 57 87 13 30 61 91 9
Male 38 45 83 17 25 62 87 13 16 72 88 12
Asian < < 100 0
Black 18 62 80 20 9 74 82 18 11 69 81 19
Hispanic < < < < < < 100 0 < < 100 0
White 43 47 91 9 36 53 89 11 26 66 92 8
Two or more races < < < < < < < < < < 100 0
Students with Disabilities 9 22 30 70 7 21 29 71 19 38 56 44
Students without Disabilities 35 63 98 2 31 64 94 6 23 70 94 6
Economically Disadvantaged 18 63 82 18 21 60 81 19 25 61 86 14
Not Economically Disadvantaged 53 43 96 4 41 57 98 2 20 74 94 6
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0
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 21 61 82 18 20 63 83 17 15 74 89 11
Female 26 62 88 12 25 67 92 8 17 73 91 9
Male 18 61 79 21 15 59 74 26 13 75 88 13
Black 12 60 72 28 7 67 74 26 6 78 83 17
Hispanic < < 100 0 < < < < < < 100 0
White 26 61 87 13 29 59 88 12 21 69 91 9
Two or more races < < < < 10 70 80 20 < < 100 0
Students with Disabilities 7 31 38 62 9 22 31 69 - 44 44 56
Students without Disabilities 24 68 93 7 23 74 97 3 17 79 96 4
Economically Disadvantaged 15 67 82 18 14 66 80 20 8 77 86 14
Not Economically Disadvantaged 30 52 82 18 31 57 88 12 24 69 94 6
Military Connected < < 100 0 < < 100 0
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 10 75 85 15 18 61 79 21 14 70 84 16
Female 14 77 91 9 20 67 87 13 14 75 89 11
Male 5 74 79 21 16 58 74 26 13 65 78 22
Black 6 65 71 29 9 60 68 32 6 71 77 23
Hispanic < < < < < < 100 0 < < < <
White 13 80 93 7 23 63 86 14 21 65 87 13
Two or more races < < < < < < < < - 90 90 10
Students with Disabilities - 59 59 41 13 20 33 67 6 36 42 58
Students without Disabilities 12 78 90 10 19 72 90 10 16 80 96 4
Economically Disadvantaged 6 74 80 20 12 63 74 26 9 69 78 22
Not Economically Disadvantaged 15 77 92 8 27 59 86 14 21 71 92 8
Military Connected < < 100 0 < < 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 6 79 85 15 5 83 87 13 2 75 77 23
Female 5 85 90 10 5 82 87 13 3 78 81 19
Male 7 74 81 19 4 83 87 13 2 73 75 25
Black 8 77 85 15 3 81 84 16 3 74 77 23
White 4 85 89 11 3 85 88 12 2 78 79 21
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 6 35 41 59 14 50 64 36 - 48 48 52
Students without Disabilities 6 91 97 3 2 91 93 7 3 86 89 11
Economically Disadvantaged 8 73 80 20 4 81 85 15 1 74 75 25
Not Economically Disadvantaged 3 90 93 7 6 86 91 9 3 78 81 19
Military Connected < < 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 8 73 81 19 5 73 78 22 7 78 85 15
Female 9 79 88 12 9 82 90 10 10 74 85 15
Male 6 68 74 26 1 62 64 36 4 81 86 14
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 67 72 28 4 72 77 23 2 83 85 15
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0
White 10 79 89 11 7 74 81 19 9 77 86 14
Two or more races < < < < < < < < < < < <
Students with Disabilities - 55 55 45 - 26 26 74 4 68 72 28
Students without Disabilities 9 77 86 14 6 80 86 14 8 80 88 13
Economically Disadvantaged 1 78 79 21 5 64 70 30 7 76 83 17
Not Economically Disadvantaged 16 68 84 16 5 81 87 13 8 80 88 12
English Learners < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
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 76 80 20 7 68 75 25 7 72 79 21
Female 5 86 90 10 8 75 83 17 9 76 85 15
Male 3 68 71 29 6 62 68 32 4 67 71 29
Asian < < 100 0 < < 100 0
Black 3 72 74 26 - 65 65 35 6 68 74 26
Hispanic < < < < < < < < < < 100 0
White 4 80 84 16 10 74 84 16 7 75 81 19
Two or more races < < < < < < < < < < < <
Students with Disabilities - 30 30 70 - 35 35 65 - 36 36 64
Students without Disabilities 4 80 84 16 9 75 84 16 8 76 83 17
Economically Disadvantaged 3 76 79 21 4 67 72 28 8 65 73 27
Not Economically Disadvantaged 5 77 82 18 10 69 79 21 6 77 83 17
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 9 79 89 11 8 83 91 9 4 82 86 14
Female 8 82 90 10 6 85 91 9 - 86 86 14
Male 11 76 87 13 10 79 90 10 10 76 86 14
Asian < < 100 0
Black 6 88 94 6 6 94 100 0 - 94 94 6
Hispanic < < < < < < < <
White 11 77 88 13 9 80 89 11 5 80 85 15
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < 100 0 < < 100 0
Students without Disabilities 10 79 88 12 8 83 91 9 4 82 86 14
Economically Disadvantaged 2 88 90 10 6 88 94 6 4 88 92 8
Not Economically Disadvantaged 15 73 87 13 10 79 88 12 3 79 82 18
Military Connected < < < <
< = 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 14 73 88 12 11 75 86 14 12 70 81 19
Female 10 78 88 12 11 76 87 13 12 71 83 17
Male 18 68 87 13 11 74 86 14 12 68 80 20
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 8 71 79 21 4 68 72 28 8 61 69 31
Hispanic 15 62 77 23 13 80 93 7 9 64 73 27
White 17 75 92 8 15 78 93 7 14 74 87 13
Two or more races 13 71 83 17 11 79 89 11 8 65 73 27
Students with Disabilities 5 51 56 44 - 49 49 51 3 47 51 49
Students without Disabilities 16 77 93 7 13 79 92 8 13 74 87 13
Economically Disadvantaged 10 74 83 17 9 73 82 18 10 67 77 23
Not Economically Disadvantaged 19 73 92 8 13 78 92 8 14 73 86 14
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < 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 30 57 87 13 24 63 87 13 30 53 82 18
Female 29 59 87 13 24 63 87 13 31 52 83 17
Male 32 55 88 12 23 63 87 13 28 54 82 18
Asian < < 100 0
Black 16 67 82 18 6 62 68 32 25 44 69 31
Hispanic < < < < < < 100 0 < < < <
White 42 49 91 9 32 61 93 7 31 57 88 12
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities 8 42 50 50 - 36 36 64 13 31 44 56
Students without Disabilities 35 60 95 5 27 67 94 6 32 56 88 12
Economically Disadvantaged 20 63 83 17 18 63 81 19 22 56 78 22
Not Economically Disadvantaged 49 47 96 4 34 64 98 2 41 48 89 11
English Learners < < 100 0 < < < <
Homeless < < 100 0
Military Connected < < 100 0
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 77 82 18 3 81 84 16 9 65 74 26
Female 4 76 81 19 5 80 85 15 8 66 74 26
Male 5 78 83 17 1 81 82 18 9 64 73 27
Black 3 66 69 31 2 67 70 30 5 60 64 36
Hispanic < < < < < < < < < < 100 0
White 5 84 89 11 4 85 89 11 10 69 80 20
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities - 53 53 47 - 43 43 57 3 41 45 55
Students without Disabilities 5 81 86 14 4 87 90 10 10 71 81 19
Economically Disadvantaged 3 75 78 22 3 74 77 23 6 64 70 30
Not Economically Disadvantaged 7 80 87 13 3 89 92 8 13 66 79 21
Military Connected < < 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 16 75 91 9 15 70 85 15 8 81 89 11
Female 7 90 97 3 18 70 88 12 6 84 90 10
Male 25 62 86 14 13 70 83 17 11 77 89 11
American Indian < < 100 0
Asian < < 100 0
Black 8 76 84 16 5 63 68 33 6 72 78 22
Hispanic < < 100 0 < < 100 0 < < 100 0
White 19 75 94 6 21 75 96 4 10 85 94 6
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 46 46 54 - 50 50 50
Students without Disabilities 17 77 94 6 19 76 96 4 10 86 96 4
Economically Disadvantaged 7 81 88 12 13 66 79 21 11 75 87 13
Not Economically Disadvantaged 24 70 94 6 18 76 94 6 6 86 92 8
Military Connected < < 100 0 < < < <
Foster Care < < 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 6 84 90 10 7 78 84 16 - 29 29 71
Female 2 89 91 9 2 84 87 13 < < < <
Male 11 78 89 11 11 71 82 18 < < < <
Black - 91 91 9 3 72 75 25 < < < <
Hispanic < < < < < < 100 0
White 9 82 91 9 9 82 91 9 - 50 50 50
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 6 85 91 9 7 79 85 15 - 31 31 69
Economically Disadvantaged 3 88 91 9 3 81 84 16 < < < <
Not Economically Disadvantaged 8 82 90 10 9 75 85 15 - 45 45 55
Military Connected < < < <
Foster Care < < 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 9 79 88 12 8 82 90 10 4 82 86 14
Female 5 81 86 14 6 82 88 12 6 82 88 12
Male 13 76 89 11 11 82 92 8 3 81 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 5 68 73 27 3 75 78 23 - 74 74 26
Hispanic < < 100 0 < < 100 0 < < < <
White 11 85 96 4 12 84 96 4 7 85 92 8
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 59 59 41 - 65 65 35 - 52 52 48
Students without Disabilities 12 85 97 3 10 85 94 6 5 86 91 9
Economically Disadvantaged 8 74 82 18 7 83 90 10 4 77 81 19
Not Economically Disadvantaged 10 86 96 4 10 81 90 10 5 86 91 9
Military Connected < < 100 0
Foster Care < < 100 0 < < 100 0
< = 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 21 69 89 11 22 66 88 12 23 59 81 19
Female 17 70 87 13 20 68 88 12 23 60 83 17
Male 24 67 91 9 23 65 88 12 22 57 80 20
American Indian < < 100 0 < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 16 68 84 16 14 70 84 16 14 58 72 28
Hispanic 25 63 88 13 31 54 85 15 < < < <
White 24 68 92 8 25 66 91 9 27 59 86 14
Two or more races 13 75 88 13 24 52 76 24 14 59 72 28
Students with Disabilities 8 52 60 40 7 49 56 44 6 52 58 42
Students without Disabilities 23 71 94 6 24 69 92 8 26 60 85 15
Economically Disadvantaged 18 68 86 14 20 65 85 15 19 59 78 22
Not Economically Disadvantaged 24 69 93 7 24 68 92 8 27 58 85 15
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
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 6 86 93 7 15 77 91 9 8 71 80 20
Female 4 86 89 11 7 84 91 9 4 78 81 19
Male 8 87 96 4 21 70 92 8 14 64 77 23
Black 2 90 92 8 16 77 94 6 - 31 31 69
Hispanic < < < < < < 100 0 < < 100 0
White 10 87 96 4 15 77 91 9 9 88 97 3
Two or more races < < < < < < < < < < 100 0
Students with Disabilities - 60 60 40 < < < < < < < <
Students without Disabilities 7 89 96 4 15 78 94 6 8 80 88 13
Economically Disadvantaged 4 84 88 12 15 72 87 13 - 61 61 39
Not Economically Disadvantaged 8 88 96 4 14 81 95 5 15 81 96 4
English Learners < < 100 0
Military Connected < < 100 0
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 6 77 82 18 10 74 84 16 10 70 80 20
Female 3 77 80 20 6 81 86 14 10 73 83 17
Male 8 77 84 16 15 66 81 19 11 66 77 23
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black - 65 65 35 5 68 73 28 6 69 76 24
Hispanic < < 100 0 < < < < < < < <
White 10 82 92 8 13 78 91 9 13 69 82 18
Two or more races < < < < < < < < < < < <
Students with Disabilities - 39 39 61 - 52 52 48 4 48 52 48
Students without Disabilities 7 88 95 5 12 78 90 10 11 73 85 15
Economically Disadvantaged 5 73 78 22 7 70 77 23 3 71 74 26
Not Economically Disadvantaged 6 83 89 11 14 77 91 9 17 69 86 14
English Learners < < < <
Military Connected < < < <
Foster Care < < < < < < < <
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 15 69 83 17 5 79 84 16 3 68 70 30
Female 6 71 76 24 3 79 82 18 2 67 70 30
Male 23 67 90 10 8 78 86 14 3 68 71 29
American Indian < < < <
Black 10 76 86 14 5 73 77 23 - 50 50 50
Hispanic < < < < < < 100 0
White 17 66 83 17 4 82 86 14 4 78 82 18
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 15 69 84 16 4 80 84 16 3 67 70 30
Economically Disadvantaged 13 70 83 17 5 79 85 15 - 67 67 33
Not Economically Disadvantaged 16 68 84 16 6 78 83 17 5 68 73 27
Military Connected < < 100 0 < < 100 0
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 17 73 90 10 9 78 87 13 17 59 76 24
Female 13 76 90 10 13 75 88 12 20 58 78 22
Male 22 69 92 8 5 81 86 14 14 60 74 26
Asian < < 100 0 < < 100 0
Black 12 65 76 24 4 80 85 15 3 68 70 30
Hispanic < < 100 0 < < < < < < 100 0
White 21 74 95 5 12 78 90 10 24 56 80 20
Two or more races < < 100 0 < < < < < < < <
Students with Disabilities - 64 64 36 5 45 50 50 - 36 36 64
Students without Disabilities 20 74 94 6 10 83 93 7 20 64 84 16
Economically Disadvantaged 12 73 85 15 8 77 85 15 9 63 72 28
Not Economically Disadvantaged 24 73 97 3 12 79 91 9 28 52 80 20
Military Connected < < 100 0
Foster Care < < 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 58 38 95 5 69 24 93 7 66 29 95 5
Female 59 38 97 3 65 26 91 9 70 27 97 3
Male 56 37 94 6 75 22 96 4 63 31 94 6
Asian < < 100 0
Black 47 49 95 5 44 47 91 9 56 38 94 6
Hispanic < < 100 0 < < 100 0
White 66 29 95 5 79 15 93 7 70 25 95 5
Two or more races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 11 56 67 33 15 38 54 46 17 58 75 25
Students without Disabilities 65 35 100 0 76 22 98 2 72 26 97 3
Economically Disadvantaged 48 46 94 6 59 32 91 9 64 32 96 4
Not Economically Disadvantaged 74 23 98 2 86 11 98 2 69 25 94 6
Homeless < < 100 0
Military Connected < < 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
< = 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--2
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-kindergarten907971
Kindergarten121154124
Grade 1154136141
Grade 2129142129
Grade 3143121129
Grade 4140140115
Grade 5120137130
Grade 6145124130
Grade 7153142115
Grade 8155145135
Grade 9140164154
Grade 10124138150
Grade 11119113132
Grade 12148115108
Total Students1,8811,8501,763

< = 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 Students188118501763
Female918904863
Male963946900
American Indian212
Asian886
Black544515490
Hispanic424244
White117811661107
Two or more races107118114
Students with Disabilities260271256
Students without Disabilities162115791507
Economically Disadvantaged110310621018
Not Economically Disadvantaged778788745
English Learners131518
Not English Learners186818351745
Military Connected252824
Foster Care16136
< = 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 79 40 3 5 8 1
State 50715 36614 2715 1064 5504 1801
Female Division 41 17 0 0 3 1
State 27679 16161 917 351 2003 680
Male Division 38 23 3 5 5 0
State 23036 20453 1798 713 3501 1121
Black Division 22 10 0 1 4 1
State 7794 10864 1035 246 1353 673
Hispanic Division < < < < < <
State 5184 6274 354 116 2441 386
White Division 55 29 2 3 3 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 1 4 3 1 2 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 27 19 2 4 7 1
State 10701 18162 1634 523 2867 1096
English Learners Division < < < < < <
State 1263 4111 306 32 2060 159
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 Students136122901279386
Female625894589435
Male746487699357
Black3832843387411
Hispanic<<<<<<<
White928694899733
Two or more races<<<<<00
Students with Disabilities11873982218
Economically Disadvantaged6048805287712
English Learners<<<<<<<
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 - - 1 / .19%
Advanced Placement Course Enrollment1 / .18% - 1 / .19%
Dual Enrollment139 / 25.41%130 / 24.48%130 / 24.53%
Governor's School Enrollment19 / 3.47%19 / 3.58%20 / 3.77%
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 StudentsDivision1408043
State85,89957,72533
FemaleDivision724439
State43,22531,59927
MaleDivision683647
State42,67426,12639
BlackDivision472840
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision824841
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision11<100
State7,2163,25655
Economically DisadvantagedDivision673055
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
American IndianDivision--100
State26516737
AsianDivision--100
State6,0845,29213
Native HawaiianDivision--100
State1428739
< = 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 LicensuresDivision22243
 State2,2791,8812,231
Industry CertificationDivision299263241
 State109,275104,601107,234
Workplace ReadinessDivision283723
 State42,31350,24144,892
Total Credentials EarnedDivision349324267
 State157,490160,248158,452
Students Earning One or More CredentialsDivision248247207
 State126,113128,672126,041
CTE CompletersDivision10510493
 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
2015-2016Division2,193.008,609.001,137.00
State6,084.004,849.00812.00
2016-2017Division2,082.009,159.001,189.00
State6,248.005,052.00871.00
2017-2018Division1,943.009,737.001,101.00
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 Students1,5352911,3973931,479275
Female723138659207711145
Male812153738186768130
American Indian<<<<<<
Asian<<<<<<
Black4908341710040576
Hispanic33103013318
White938177866257944171
Two or more races662076229020
Students with Disabilities189591986420455
Economically Disadvantaged851217788267791200
English Learners120160141
Homeless--<<<<
< = 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 46
Disorderly or Disruptive Behavior Offenses 94
Other Offenses Against Persons 40
All Other Offenses <
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 21
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 Indian0.30.10.1
Asian0.40.40.4
Black30.642.628.943.227.837.6
Hispanic2.51.92.22.42.31.5
Native Hawaiian------
White61.451.662.746.46354.9
Two or more races4.93.95.786.46
< = 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 Indian0.30.10.1
Asian0.40.40.4
Black30.633.328.95027.857.1
Hispanic2.52.22.3
Native Hawaiian
White61.45062.7506342.9
Two or more races4.916.75.76.4
< = 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 Indian0.30.10.1
Asian0.40.40.4
Black30.628.927.8
Hispanic2.52.22.3
Native Hawaiian------
White61.462.763
Two or more races4.95.76.4
< = 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 53.356.457.3
< = 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 51.252.748.6
< = 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 64.563.562.6
< = 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: 13.52 : 1

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

2017-2018 Grades 8-12 Student Teacher Ratio: 6.7 : 1

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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
Division9.7%3.5%
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
2016-201749%46%1%4%
2017-201851%46%0%3%
2018-201952%45%0%3%
< = 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 Students80%80%73%75%
Asian<93%87%75%
Black71%69%60%75%
Hispanic88%83%63%75%
White84%84%81%75%
Economically Disadvantaged72%74%62%75%
English Learners<<53%75%
Students with Disabilities40%41%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 Students89%87%74%70%
Asian<100%89%70%
Black83%80%60%70%
Hispanic95%89%64%70%
White91%91%81%70%
Economically Disadvantaged84%82%63%70%
English Learners<<57%70%
Students with Disabilities50%48%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 Students83%
Asian<
Black74%
Hispanic<
White88%
Economically Disadvantaged78%
English Learners<
Students with Disabilities51%

< = 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 Students82%91%
Asian<<
Black74%87%
Hispanic87%95%
White84%92%
Economically Disadvantaged76%87%
English Learners<<
Students with Disabilities47%61%

< = 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 Students87%84%84%
Asian-90%84%
Black89%82%84%
Hispanic<81%84%
White88%86%84%
Economically Disadvantaged86%78%84%
English Learners<65%84%
Students with Disabilities46%56%84%

< = 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 Students16%18%9%10%
Asian<9%5%10%
Black16%16%9%10%
Hispanic21%25%9%10%
White15%18%9%10%
Economically Disadvantaged20%22%13%10%
English Learners7%2%8%10%
Students with Disabilities21%23%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 Proficiency8%--

< = 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 Proficiency1128%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
All Students99%99%99%
Asian<<<
Black99%100%99%
Hispanic100%100%<
White99%99%99%
Economically Disadvantaged99%99%98%
Not Economically Disadvantaged100%100%100%
English Learners<<<
Students with Disabilities99%100%98%
Students without Disabilities99%99%99%
Female100%100%99%
Male99%99%98%
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 60%
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 77%
State 81%
Charlotte County Public Schools to top