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Clarke County Public Schools

General school information

Division: Clarke County Public Schools
Division Number: 22
Address: 317 W Main St, Ste A Berryville, VA 22611
Superintendent: Dr. Chuck Bishop
Region: 4
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
Boyce ElementaryAccredited
D.G. Cooley ElementaryAccredited
Middle Schools
Johnson-Williams MiddleAccredited
High Schools
Clarke 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 14 65 79 21 14 63 77 23 13 60 72 28
Female 17 66 83 17 17 62 79 21 15 58 73 27
Male 11 64 75 25 12 63 75 25 11 61 72 28
Asian 13 75 88 13 29 53 82 18 - 50 50 50
Black 17 51 68 32 13 45 58 43 10 52 61 39
Hispanic 12 54 66 34 2 62 64 36 7 49 56 44
White 14 67 81 19 16 64 80 20 14 62 76 24
Two or more races 11 60 71 29 13 58 70 30 8 54 62 38
Students with Disabilities 4 34 38 62 9 27 36 64 8 28 36 64
Students without Disabilities 15 69 84 16 15 68 83 17 13 63 77 23
Economically Disadvantaged 3 57 60 40 6 54 60 40 5 44 50 50
Not Economically Disadvantaged 16 67 83 17 17 65 82 18 15 64 79 21
English Learners 4 41 44 56 7 23 30 70 6 9 16 84
Homeless < < < < < < < < < < < <
Military Connected 17 78 94 6 16 58 74 26
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 6 60 66 34 18 44 62 38 9 49 58 42
Female 5 58 63 37 23 35 58 42 9 47 56 44
Male 6 62 68 32 13 53 66 34 10 51 60 40
Black < < < < < < < < < < < <
Hispanic 9 36 45 55 - 45 45 55 - 27 27 73
White 6 63 69 31 20 44 64 36 11 55 66 34
Two or more races < < < < 10 60 70 30 11 33 44 56
Students with Disabilities 6 38 44 56 20 13 33 67 6 22 28 72
Students without Disabilities 6 63 69 31 17 48 65 35 10 54 64 36
Economically Disadvantaged - 64 64 36 10 29 39 61 3 30 33 67
Not Economically Disadvantaged 7 59 66 34 20 49 69 31 11 56 68 32
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
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 59 77 23 13 54 67 33 20 51 71 29
Female 17 60 78 22 16 45 61 39 28 42 70 30
Male 18 57 75 25 11 61 72 28 13 59 72 28
Asian < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 17 33 50 50 - 54 54 46 9 36 45 55
White 17 63 79 21 15 57 72 28 22 54 76 24
Two or more races 8 77 85 15 < < < < < < < <
Students with Disabilities - 26 26 74 - 47 47 53 9 18 27 73
Students without Disabilities 20 64 85 15 15 55 70 30 20 54 75 25
Economically Disadvantaged 3 53 55 45 6 44 50 50 13 37 50 50
Not Economically Disadvantaged 24 62 85 15 16 57 73 27 21 56 77 23
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 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 22 58 80 20 23 57 80 20 14 51 65 35
Female 27 58 85 15 24 55 79 21 11 52 63 37
Male 17 59 76 24 22 60 82 18 16 51 67 33
Asian < < 100 0 < < < < < < < <
Black < < 100 0 < < < < < < < <
Hispanic 23 38 62 38 - 64 64 36 8 62 69 31
White 21 61 82 18 25 58 83 17 16 51 67 33
Two or more races 20 53 73 27 18 65 82 18 < < < <
Students with Disabilities 6 41 47 53 5 18 23 77 7 36 43 57
Students without Disabilities 23 60 84 16 26 64 89 11 15 53 68 32
Economically Disadvantaged 11 54 66 34 7 56 62 38 2 46 49 51
Not Economically Disadvantaged 24 60 84 16 29 58 87 13 18 53 72 28
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 20 57 77 23 14 67 81 19 11 59 71 29
Female 26 62 88 12 18 66 84 16 15 56 70 30
Male 14 52 67 33 11 68 79 21 7 64 71 29
Asian < < < < < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 20 67 87 13 13 60 73 27 20 20 40 60
White 21 57 78 22 12 71 83 17 11 66 76 24
Two or more races < < < < 19 50 69 31 7 67 73 27
Students with Disabilities 10 40 50 50 15 25 40 60 5 5 10 90
Students without Disabilities 22 60 82 18 14 73 86 14 12 68 80 20
Economically Disadvantaged 4 44 48 52 3 65 68 32 5 38 43 58
Not Economically Disadvantaged 24 60 84 16 17 68 85 15 14 67 81 19
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 14 67 81 19 18 64 82 18 17 61 78 22
Female 19 67 87 13 19 71 90 10 21 56 78 23
Male 8 66 73 27 17 58 75 25 13 66 78 22
Black < < < < < < < < < < 100 0
Hispanic 8 75 83 17 - 82 82 18 14 57 71 29
White 15 68 83 17 20 61 81 19 17 61 79 21
Two or more races 17 50 67 33 < < < < 13 63 75 25
Students with Disabilities - 38 38 63 11 42 53 47 19 44 63 38
Students without Disabilities 16 70 86 14 19 68 87 13 17 63 80 20
Economically Disadvantaged - 61 61 39 6 66 72 28 6 58 64 36
Not Economically Disadvantaged 18 68 86 14 21 64 85 15 19 62 81 19
English Learners < < < < < < < < < < 100 0
Military Connected < < 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 10 69 79 21 8 65 73 27
Female 11 73 84 16 15 72 86 14 7 73 81 19
Male 11 58 69 31 5 65 70 30 8 58 67 33
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 5 50 55 45 - 55 55 45 - 65 65 35
White 13 68 81 19 13 71 83 17 10 63 73 27
Two or more races 8 62 69 31 9 64 73 27 < < 100 0
Students with Disabilities - 6 6 94 - 38 38 63 - 40 40 60
Students without Disabilities 13 72 84 16 12 72 84 16 9 69 77 23
Economically Disadvantaged - 59 59 41 3 55 59 41 - 53 53 47
Not Economically Disadvantaged 15 67 82 18 12 72 84 16 10 69 79 21
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 88 93 7 7 77 84 16 9 75 85 15
Female 7 85 93 7 7 81 88 12 13 76 88 12
Male 4 89 94 6 7 72 79 21 6 75 81 19
Black < < < < < < < < < < 100 0
Hispanic < < < < - 65 65 35 6 56 61 39
White 6 89 95 5 8 79 87 13 11 79 89 11
Two or more races < < < < < < < < - 60 60 40
Students with Disabilities 8 54 62 38 14 10 24 76 14 36 50 50
Students without Disabilities 5 90 96 4 6 85 92 8 9 79 88 12
Economically Disadvantaged 8 77 85 15 5 62 68 32 10 48 59 41
Not Economically Disadvantaged 5 88 94 6 7 81 88 12 9 81 90 10
English Learners < < < < < < < <
Homeless < < < < < < < <
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 23 54 77 23 23 54 77 23 22 54 75 25
Female 32 53 84 16 29 57 86 14 33 53 86 14
Male 17 55 72 28 15 50 65 35 10 55 65 35
Asian < < < < < < < < < < 100 0
Black 17 58 75 25 - 75 75 25 < < < <
Hispanic 10 53 63 37 - 64 64 36 9 50 59 41
White 24 56 80 20 27 52 79 21 24 55 80 20
Two or more races 29 33 62 38 6 63 69 31 6 38 44 56
Students with Disabilities 4 18 21 79 7 12 20 80 6 23 29 71
Students without Disabilities 25 58 83 17 25 59 84 16 23 57 81 19
Economically Disadvantaged 12 44 56 44 8 38 46 54 7 38 44 56
Not Economically Disadvantaged 25 56 81 19 26 57 83 17 25 58 83 17
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < < < < < < <
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 17 49 66 34 23 46 69 31 19 54 74 26
Female 30 48 78 22 32 50 82 18 29 61 89 11
Male 7 49 57 43 10 42 52 48 10 49 59 41
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 10 48 57 43 - 64 64 36 6 59 65 35
White 16 55 71 29 28 43 71 29 21 55 76 24
Two or more races 36 14 50 50 9 55 64 36 < < < <
Students with Disabilities - 6 6 94 - - - 100 7 21 29 71
Students without Disabilities 19 54 74 26 26 53 78 22 20 58 79 21
Economically Disadvantaged 11 34 45 55 7 38 45 55 3 38 41 59
Not Economically Disadvantaged 20 54 74 26 27 48 75 25 24 60 84 16
English Learners < < < < < < < < < < < <
Homeless < < < <
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 28 59 86 14 23 59 82 18 24 53 77 23
Female 34 57 91 9 26 63 88 12 37 47 84 16
Male 24 60 84 16 19 56 75 25 10 60 70 30
Black < < 100 0 < < < < < < 100 0
Hispanic < < < < - 65 65 35 12 41 53 47
White 30 56 87 13 26 58 84 16 27 56 83 17
Two or more races < < < < < < < < - 30 30 70
Students with Disabilities 8 33 42 58 13 22 35 65 6 24 29 71
Students without Disabilities 29 61 90 10 24 64 89 11 25 57 82 18
Economically Disadvantaged 17 75 92 8 9 38 47 53 10 38 48 52
Not Economically Disadvantaged 28 58 86 14 26 64 90 10 26 57 83 17
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 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 65 78 22 13 64 77 23 10 70 80 20
Female 13 68 81 19 11 66 77 23 10 70 81 19
Male 14 62 76 24 15 63 78 22 10 69 79 21
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 20 53 73 27 29 53 82 18 8 69 77 23
Black 7 58 65 35 12 58 70 30 5 67 72 28
Hispanic 8 65 73 27 6 62 67 33 4 69 73 27
White 15 66 81 19 14 65 80 20 11 71 82 18
Two or more races 11 55 66 34 7 63 70 30 9 59 69 31
Students with Disabilities 5 38 43 57 9 35 44 56 5 44 50 50
Students without Disabilities 15 68 83 17 13 68 82 18 11 73 83 17
Economically Disadvantaged 8 55 62 38 6 52 58 42 4 62 65 35
Not Economically Disadvantaged 15 67 83 17 15 68 83 17 12 72 84 16
English Learners 9 56 66 34 10 30 40 60 6 42 47 53
Homeless < < < < < < < < < < < <
Military Connected 18 71 88 12 12 73 85 15
Foster Care < < < < < < < <
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 9 56 65 35 24 49 73 27 16 57 73 28
Female 8 52 60 40 21 44 65 35 12 54 67 33
Male 9 59 68 32 27 53 80 20 19 59 78 22
Black < < < < < < < < < < < <
Hispanic - 55 55 45 27 9 36 64 9 45 55 45
White 10 58 68 32 24 54 78 22 19 60 79 21
Two or more races < < < < 10 60 70 30 11 44 56 44
Students with Disabilities - 44 44 56 13 33 47 53 - 33 33 67
Students without Disabilities 10 58 67 33 26 50 76 24 19 61 79 21
Economically Disadvantaged 7 39 46 54 16 29 45 55 6 48 55 45
Not Economically Disadvantaged 9 60 69 31 27 54 81 19 20 60 79 21
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 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 23 53 76 24 20 49 69 31 21 64 85 15
Female 17 56 73 27 11 53 64 36 22 62 83 17
Male 31 49 80 20 28 46 74 26 21 65 86 14
Asian < < < < < < < <
Black < < < < < < < < < < < <
Hispanic 17 67 83 17 8 38 46 54 9 55 64 36
White 25 52 77 23 24 52 76 24 22 65 88 13
Two or more races 15 46 62 38 < < < < < < 100 0
Students with Disabilities 5 16 21 79 12 41 53 47 18 27 45 55
Students without Disabilities 26 59 85 15 21 50 72 28 21 67 88 12
Economically Disadvantaged 5 53 58 43 8 35 43 57 7 60 67 33
Not Economically Disadvantaged 30 53 83 17 24 54 79 21 25 65 90 10
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
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 28 57 84 16 20 54 74 26 9 61 70 30
Female 29 59 88 12 20 47 67 33 6 65 70 30
Male 27 55 82 18 20 63 83 17 11 58 70 30
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic 23 46 69 31 - 57 57 43 8 77 85 15
White 27 61 87 13 24 54 78 22 10 63 73 27
Two or more races 40 40 80 20 6 53 59 41 < < < <
Students with Disabilities 18 41 59 41 5 27 32 68 - 36 36 64
Students without Disabilities 29 58 87 13 23 58 81 19 10 64 74 26
Economically Disadvantaged 20 51 71 29 4 47 51 49 2 56 59 41
Not Economically Disadvantaged 30 58 88 12 27 57 83 17 11 63 74 26
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 4 74 79 21 9 79 88 12 8 67 75 25
Female 2 87 89 11 7 81 88 12 8 68 75 25
Male 7 60 67 33 10 78 88 12 8 67 74 26
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < - 83 83 17 < < < <
White 4 75 79 21 10 80 89 11 7 70 78 22
Two or more races < < < < < < < < 10 60 70 30
Students with Disabilities 6 44 50 50 11 37 47 53 5 35 40 60
Students without Disabilities 4 82 86 14 9 88 97 3 8 76 85 15
Economically Disadvantaged 9 57 65 35 3 80 83 17 3 53 56 44
Not Economically Disadvantaged 3 80 83 17 11 79 90 10 10 76 86 14
English Learners < < 100 0 < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 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 18 60 79 21 5 55 60 40 5 78 83 17
Female 17 64 81 19 4 68 72 28 5 77 81 19
Male 20 57 77 23 7 39 46 54 5 79 84 16
Black < < < < < < < < < < 100 0
Hispanic 6 75 81 19 10 40 50 50 7 73 80 20
White 22 58 81 19 4 54 58 42 4 80 84 16
Two or more races 9 55 64 36 < < < < 7 67 73 27
Students with Disabilities - 22 22 78 12 18 29 71 19 38 56 44
Students without Disabilities 21 66 87 13 4 62 66 34 3 83 86 14
Economically Disadvantaged 7 70 77 23 3 32 35 65 6 61 67 33
Not Economically Disadvantaged 22 58 79 21 6 65 71 29 4 83 88 12
English Learners < < < < < < < < < < 100 0
Military Connected < < < <
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 76 78 22 6 82 87 13 3 81 84 16
Female - 82 82 18 4 88 91 9 4 79 82 18
Male 3 71 75 25 7 77 84 16 3 84 86 14
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic - 69 69 31 - 88 88 13 - 69 69 31
White 3 78 81 19 6 81 87 13 2 85 87 13
Two or more races - 70 70 30 < < < < 19 63 81 19
Students with Disabilities - 46 46 54 - 73 73 27 - 84 84 16
Students without Disabilities 2 80 82 18 6 83 89 11 3 81 84 16
Economically Disadvantaged - 58 58 42 - 76 76 24 3 62 66 34
Not Economically Disadvantaged 2 81 84 16 8 84 91 9 3 85 88 12
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 77 81 19 9 66 76 24 9 66 75 25
Female 4 80 84 16 6 70 76 24 14 71 84 16
Male 5 74 78 22 12 63 75 25 4 62 65 35
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic - 71 71 29 8 60 68 32 - 75 75 25
White 5 79 84 16 9 68 77 23 11 66 77 23
Two or more races - 73 73 27 13 69 81 19 < < < <
Students with Disabilities < < < < - 9 9 91 - - - 100
Students without Disabilities 4 79 83 17 10 70 80 20 10 75 85 15
Economically Disadvantaged - 56 56 44 7 51 58 42 - 65 65 35
Not Economically Disadvantaged 5 82 87 13 10 70 81 19 11 66 78 23
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 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 20 64 84 16 8 66 74 26 6 70 76 24
Female 22 65 87 13 5 71 76 24 5 77 82 18
Male 15 63 78 22 11 61 72 28 7 64 71 29
American Indian < < 100 0
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 15 62 77 23 - 64 64 36 - 74 74 26
White 21 66 87 13 9 70 79 21 7 70 77 23
Two or more races < < < < 8 38 46 54 8 69 77 23
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 20 64 85 15 9 68 76 24 6 71 77 23
Economically Disadvantaged 13 58 71 29 4 44 48 52 - 64 64 36
Not Economically Disadvantaged 21 65 86 14 9 71 80 20 7 71 78 22
English Learners < < < < < < < <
Homeless < < < <
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 10 83 93 7 19 77 97 3
Female 12 82 94 6 24 74 98 2
Male 7 84 91 9 15 81 95 5
Asian < < < < < < 100 0
Black < < 100 0 < < 100 0
Hispanic - 100 100 0 - 100 100 0
White 10 81 92 8 23 74 96 4
Two or more races 13 81 94 6 < < 100 0
Students with Disabilities - 58 58 42 - 92 92 8
Students without Disabilities 11 87 98 2 22 76 97 3
Economically Disadvantaged 4 83 88 13 3 91 94 6
Not Economically Disadvantaged 11 83 93 7 25 73 98 2
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

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 69 84 16 8 73 81 19 12 70 82 18
Female 13 70 83 17 6 72 78 22 11 72 83 17
Male 16 69 84 16 10 74 84 16 13 68 81 19
American Indian < < < < < < 100 0 < < 100 0
Asian - 90 90 10 < < < < 10 60 70 30
Black - 67 67 33 4 64 68 32 - 91 91 9
Hispanic 7 67 74 26 4 66 70 30 - 75 75 25
White 16 71 87 13 9 74 83 17 15 69 84 16
Two or more races 16 54 70 30 7 70 77 23 13 56 69 31
Students with Disabilities 1 42 43 57 4 36 40 60 3 48 51 49
Students without Disabilities 16 72 88 12 9 77 85 15 13 73 86 14
Economically Disadvantaged 8 60 67 33 4 63 67 33 3 63 66 34
Not Economically Disadvantaged 16 72 88 12 9 76 85 15 15 72 87 13
English Learners 8 46 54 46 5 32 37 63 - 17 17 83
Homeless < < < < < < < < < < < <
Military Connected 10 80 90 10 36 50 86 14
Foster Care < < < < < < < <
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 33 55 88 12 11 62 73 27 19 57 77 23
Female 33 51 84 16 10 57 67 33 14 58 72 28
Male 33 59 91 9 12 69 82 18 24 57 81 19
Asian < < 100 0 < < < < < < < <
Black < < 100 0 < < < < < < < <
Hispanic 23 54 77 23 7 43 50 50 - 69 69 31
White 35 54 89 11 10 65 76 24 23 57 81 19
Two or more races 40 47 87 13 18 65 82 18 < < < <
Students with Disabilities 6 59 65 35 5 23 27 73 7 43 50 50
Students without Disabilities 36 55 91 9 12 69 81 19 21 59 79 21
Economically Disadvantaged 23 54 77 23 7 49 56 44 5 56 61 39
Not Economically Disadvantaged 36 55 91 9 13 68 81 19 25 58 83 17
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 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 6 76 83 17 9 76 85 15 15 68 83 17
Female 6 75 81 19 8 76 84 16 15 71 86 14
Male 6 78 84 16 11 76 86 14 15 64 79 21
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 5 59 64 36 9 64 73 27 - 76 76 24
White 8 81 89 11 10 78 88 12 17 66 84 16
Two or more races - 77 77 23 9 55 64 36 < < < <
Students with Disabilities - 25 25 75 - 44 44 56 7 40 47 53
Students without Disabilities 7 83 90 10 10 80 90 10 16 71 87 13
Economically Disadvantaged 3 56 59 41 - 79 79 21 3 56 59 41
Not Economically Disadvantaged 8 84 91 9 11 75 86 14 19 71 90 10
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 17 60 77 23 10 77 87 13 14 75 89 11
Female 14 68 82 18 6 80 86 14 15 79 93 7
Male 21 49 71 29 12 75 88 12 13 71 85 15
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 6 65 71 29 - 84 84 16 - 79 79 21
White 20 61 80 20 13 75 88 12 16 74 89 11
Two or more races < < < < - 81 81 19 27 64 91 9
Students with Disabilities - 17 17 83 - 36 36 64 - 47 47 53
Students without Disabilities 19 65 84 16 10 81 92 8 15 78 93 7
Economically Disadvantaged 6 40 46 54 - 76 76 24 3 69 71 29
Not Economically Disadvantaged 20 65 85 15 12 78 90 10 17 77 94 6
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 77 85 15 7 68 75 25 7 72 79 21
Female 7 75 82 18 5 68 73 27 7 70 77 23
Male 11 78 89 11 10 69 79 21 8 74 82 18
American Indian < < < <
Asian < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 9 64 73 27 < < 100 0
White 10 78 88 12 7 69 76 24 9 69 78 22
Two or more races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 9 76 85 15 7 70 77 23 7 73 80 20
Economically Disadvantaged - 80 80 20 14 50 64 36 < < 100 0
Not Economically Disadvantaged 10 76 86 14 6 71 77 23 8 70 78 22
Military Connected < < < < < < 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 2 85 88 13 1 81 82 18 2 80 82 18
Female 2 87 89 11 - 84 84 16 2 83 85 15
Male 3 84 86 14 1 78 79 21 3 77 80 20
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black < < 100 0 < < < < < < < <
Hispanic - 81 81 19 - 67 67 33 - 67 67 33
White 2 89 91 9 1 86 87 13 2 85 87 13
Two or more races 8 54 62 38 < < < < < < < <
Students with Disabilities - 53 53 47 - 50 50 50 - 57 57 43
Students without Disabilities 3 90 92 8 1 85 86 14 3 85 88 12
Economically Disadvantaged - 92 92 8 - 61 61 39 - 68 68 32
Not Economically Disadvantaged 3 84 87 13 1 90 91 9 3 84 87 13
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
overall Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 65 86 14 21 68 90 10 20 63 83 17
Female 21 62 83 17 17 73 89 11 19 65 84 16
Male 21 68 89 11 26 64 90 10 21 61 83 17
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < 100 0 30 60 90 10 < < 100 0
Black 20 60 80 20 23 62 85 15 19 62 81 19
Hispanic 9 75 84 16 11 77 89 11 7 73 81 19
White 23 65 87 13 24 67 91 9 22 62 84 16
Two or more races 18 55 73 27 8 73 81 19 15 66 80 20
Students with Disabilities 4 40 44 56 5 62 67 33 3 46 49 51
Students without Disabilities 23 68 91 9 24 69 92 8 22 65 87 13
Economically Disadvantaged 8 65 73 27 7 72 80 20 5 65 70 30
Not Economically Disadvantaged 24 65 89 11 26 67 92 8 24 63 87 13
English Learners 7 73 80 20 - 71 71 29 - 57 57 43
Homeless < < < < < < < < < < < <
Military Connected 33 67 100 0 18 65 82 18
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 13 82 95 5 16 78 95 5 12 75 87 13
Female 17 73 91 9 12 83 95 5 3 81 84 16
Male 10 89 99 1 21 73 94 6 22 67 90 10
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < - 100 100 0 10 50 60 40
White 14 83 97 3 19 74 93 7 13 78 91 9
Two or more races < < < < < < 100 0 < < < <
Students with Disabilities < < < < - 74 74 26 < < < <
Students without Disabilities 13 83 97 3 18 79 97 3 13 78 91 9
Economically Disadvantaged - 91 91 9 6 81 88 13 - 58 58 42
Not Economically Disadvantaged 14 82 96 4 19 77 96 4 14 78 92 8
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 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 < < < < < < 100 0 < < 100 0
Female < < < < < < 100 0 < < 100 0
Male < < < < < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < < <
White < < < < < < 100 0
Two or more races < < < < < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Military Connected < < 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 20 69 88 12 21 68 90 10 21 59 80 20
Female 17 72 90 10 13 74 87 13 23 60 83 17
Male 23 64 87 13 28 64 92 8 18 58 76 24
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic 6 78 83 17 16 76 92 8 6 78 83 17
White 22 67 89 11 22 69 91 9 23 57 80 20
Two or more races < < < < 11 61 72 28 27 64 91 9
Students with Disabilities - 39 39 61 - 58 58 42 - 31 31 69
Students without Disabilities 22 71 93 7 23 69 92 8 22 62 84 16
Economically Disadvantaged 2 71 73 27 5 83 88 13 3 67 70 30
Not Economically Disadvantaged 24 68 92 8 26 64 90 10 25 58 82 18
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < < <
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 86 87 13 3 79 82 18 8 80 88 12
Female - 78 78 22 - 80 80 20 7 78 84 16
Male 2 89 91 9 4 78 83 17 9 81 91 9
Asian < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic - 100 100 0 - 71 71 29 8 75 83 17
White 2 84 86 14 4 83 87 13 5 82 88 12
Two or more races < < < < < < < < < < < <
Students with Disabilities - 67 67 33 - 67 67 33 - 72 72 28
Students without Disabilities 2 89 91 9 4 82 86 14 10 81 91 9
Economically Disadvantaged 6 88 94 6 - 68 68 32 - 71 71 29
Not Economically Disadvantaged - 85 85 15 5 86 91 9 11 83 94 6
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
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 26 56 82 18 24 69 93 7 21 62 83 17
Female 29 56 84 16 26 69 95 5 23 63 86 14
Male 25 56 80 20 21 70 91 9 19 60 79 21
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 9 68 77 23 18 73 91 9 - 88 88 12
White 31 55 86 14 26 69 95 5 24 58 82 18
Two or more races 15 54 69 31 18 73 91 9 < < < <
Students with Disabilities - 25 25 75 - 63 63 38 7 47 53 47
Students without Disabilities 30 59 89 11 27 70 97 3 23 63 86 14
Economically Disadvantaged 13 54 67 33 10 69 79 21 3 69 72 28
Not Economically Disadvantaged 31 56 88 12 27 69 97 3 26 59 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < 100 0 < < 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 36 42 78 22 36 47 82 18 36 46 81 19
Female 32 39 71 29 22 56 78 22 37 44 81 19
Male 41 46 87 13 47 39 86 14 35 47 81 19
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 27 64 91 9 25 58 83 17 20 60 80 20
White 36 40 76 24 38 45 83 17 38 43 81 19
Two or more races 38 38 77 23 < < < < < < < <
Students with Disabilities 6 24 29 71 24 41 65 35 < < < <
Students without Disabilities 40 45 85 15 38 48 85 15 38 47 85 15
Economically Disadvantaged 13 51 64 36 14 57 71 29 18 57 75 25
Not Economically Disadvantaged 45 39 83 17 43 43 86 14 41 42 83 17
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 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
Division231
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-kindergarten444036
Kindergarten111117105
Grade 1134110119
Grade 2119139110
Grade 3133117139
Grade 4144138127
Grade 5147146141
Grade 6170153154
Grade 7144174149
Grade 8158147180
Grade 9165174155
Grade 10170163176
Grade 11183172167
Grade 12156181168
Total Students1,9781,9711,926

< = 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 Students197819711926
Female966981950
Male1012990976
American Indian421
Asian272218
Black595358
Hispanic176188193
Native Hawaiian2--
White156315541490
Two or more races147152166
Students with Disabilities233225209
Students without Disabilities174517461717
Economically Disadvantaged484477462
Not Economically Disadvantaged149414941464
English Learners697985
Not English Learners190918921841
Homeless437
Military Connected273234
Foster Care771
< = 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 126 48 3 2 0 1
State 50715 36614 2715 1064 5504 1801
Female Division 72 23 2 0 0 0
State 27679 16161 917 351 2003 680
Male Division 54 25 1 2 0 1
State 23036 20453 1798 713 3501 1121
American Indian Division < < < < 0 <
State 114 112 2 3 17 9
Asian Division < < < < 0 <
State 5184 1290 96 10 113 46
Black Division < < < < 0 <
State 7794 10864 1035 246 1353 673
Hispanic Division 9 6 0 0 0 0
State 5184 6274 354 116 2441 386
White Division 110 36 3 1 0 1
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 14 3 2 0 0
State 1140 6715 2715 154 1081 103
Economically Disadvantaged Division 12 14 2 1 0 0
State 10701 18162 1634 523 2867 1096
Military Connected Division < < < < 0 <
State 1928 1197 49 15 36 24
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 Students180177981799900
Female97971009710000
Male838096829900
American Indian<<100<10000
Asian<<100<10000
Black<<<<<00
Hispanic15151001510000
White151149991509900
Two or more races<<100<10000
Students with Disabilities2018902010000
Economically Disadvantaged2928972910000
Military Connected<<100<10000
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 Taken60 / 8.61%64 / 9.51%58 / 8.45%
Advanced Placement Course Enrollment153 / 21.95%191 / 28.38%162 / 23.62%
Dual Enrollment145 / 20.8%154 / 22.88%169 / 24.64%
Governor's School Enrollment8 / 1.15%8 / 1.19%8 / 1.17%
IB Course Enrollment322 / 46.2%319 / 47.4%309 / 45.04%
Senior Enrolled in IB Program9 / 1.29%9 / 1.34%9 / 1.31%

< = 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 StudentsDivision15210034
State85,89957,72533
FemaleDivision644628
State43,22531,59927
MaleDivision885439
State42,67426,12639
American IndianDivision<<100
State26516737
AsianDivision<<100
State6,0845,29213
BlackDivision<<100
State18,86811,29840
HispanicDivision<<100
State10,1025,82642
WhiteDivision1298336
State46,44832,34030
Two or more racesDivision<<100
State3,9902,71532
Students with DisabilitiesDivision<<100
State7,2163,25655
Economically DisadvantagedDivision17<100
State27,32914,19048
English LearnersDivision<<100
State5,1822,82046
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 LicensuresDivision231314
 State2,2791,8812,231
Industry CertificationDivision213224253
 State109,275104,601107,234
Workplace ReadinessDivision8510932
 State42,31350,24144,892
Total Credentials EarnedDivision321346299
 State157,490160,248158,452
Students Earning One or More CredentialsDivision279269247
 State126,113128,672126,041
CTE CompletersDivision605883
 State40,51641,43840,209
NOCTI AssessmentsDivision---
 State3,6233,5254,095
Armed Services Vocational Aptitude Battery ExaminationDivision-11-
 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
2015-2016Division6,339.004,424.00489.00
State6,084.004,849.00812.00
2016-2017Division6,682.004,377.00573.00
State6,248.005,052.00871.00
2017-2018Division6,959.004,559.00518.00
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 Students1,6972651,7162051,660244
Female821141846103824127
Male876124870102836117
American Indian<<<<<<
Asian262252201
Black5510574437
Hispanic148181631215629
White1,3492081,3471671,318187
Two or more races118261221812120
Students with Disabilities174431794215747
Economically Disadvantaged366983667435285
English Learners5266967011
Homeless103<<82
< = 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 34
Disorderly or Disruptive Behavior Offenses <
Other Offenses Against Persons 19
Property 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 Indian0.10.20.1
Asian1.41.41.1
Black3.31032.78.3
Hispanic8.68.99.6
Native Hawaiian--0.1--
White79.28079.277.87983.3
Two or more races7.5107.422.27.78.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.20.1
Asian1.41.41.1
Black3.332.7
Hispanic8.68.9209.6
Native Hawaiian0.1
White79.210079.2807966.7
Two or more races7.57.47.733.3
< = 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 Indian0.10.20.1
Asian1.41.41.1
Black3.332.7
Hispanic8.68.99.6
Native Hawaiian--0.1--
White79.279.279
Two or more races7.57.47.7
< = 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 19.721.721.6
< = 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 33.720.830.4
< = 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 71.470.467.5
< = 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: 12.42 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11.41 : 1

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

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  All Teachers Special Education Teachers
Division6.4%2.9%
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
2016-201734%65%0%1%
2017-201836%62%1%1%
2018-201935%63%1%1%
< = 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%77%73%75%
Asian62%74%87%75%
Black60%63%60%75%
Hispanic58%63%63%75%
White76%79%81%75%
Economically Disadvantaged51%58%62%75%
English Learners23%32%53%75%
Students with Disabilities32%37%39%75%

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