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Essex County Public Schools

General school information

Division: Essex County Public Schools
Division Number: 28
Address: 109 N Cross St Tappahannock, VA 22560
Superintendent: Dr. Harry Thomas III
Region: 3
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

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Essex IntermediateAccredited
Tappahannock ElementaryAccredited
High Schools
Essex HighAccredited with Conditions

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.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 9 59 68 32 6 63 69 31
Female 12 62 74 26 9 63 72 28 5 66 72 28
Male 8 60 69 31 9 56 65 35 6 60 66 34
American Indian < < 100 0 < < 100 0 < < 100 0
Asian < < < < < < < < - 58 58 42
Black 8 58 65 35 7 57 64 36 4 58 62 38
Hispanic 4 71 75 25 7 72 79 21 3 68 70 30
White 16 64 80 20 13 61 74 26 9 70 80 20
Multiple Races 7 68 75 25 9 63 72 28 5 68 73 27
Students with Disabilities 8 25 33 67 10 25 34 66 11 18 29 71
Students without Disabilities 10 67 78 22 9 65 74 26 5 70 75 25
Economically Disadvantaged 7 59 66 34 9 56 65 35 5 58 63 37
Not Economically Disadvantaged 15 66 81 19 9 68 77 23 6 76 82 18
English Learners - 55 55 45 14 43 57 43 - 58 58 42
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
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 12 65 78 22 21 57 78 22 6 64 70 30
Female 9 65 74 26 20 63 82 18 5 68 73 28
Male 15 66 81 19 23 50 73 27 7 62 69 31
American Indian < < 100 0
Asian < < < < < < < < < < < <
Black 15 60 75 25 21 58 79 21 2 65 67 33
Hispanic < < 100 0 < < < < < < < <
White 12 64 76 24 21 58 79 21 18 68 86 14
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 25 25 50 50 21 50 71 29 - 27 27 73
Students without Disabilities 11 71 81 19 21 58 79 21 7 71 78 22
Economically Disadvantaged 12 58 70 30 22 51 73 27 4 59 63 37
Not Economically Disadvantaged 13 79 92 8 18 77 95 5 14 82 95 5
English Learners < < < < < < < < < < < <
Military Connected < < 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 8 58 66 34 7 50 57 43 10 51 61 39
Female 13 60 73 27 4 45 49 51 5 59 64 36
Male 2 56 58 42 9 55 64 36 17 40 57 43
Asian < < 100 0 < < < < < < 100 0
Black 3 56 59 41 9 44 53 47 4 51 55 45
Hispanic < < < < < < 100 0 < < < <
White 15 52 67 33 6 55 61 39 21 52 72 28
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 27 27 73 20 13 33 67 < < < <
Students without Disabilities 9 62 70 30 5 56 61 39 9 54 63 37
Economically Disadvantaged 7 55 62 38 9 43 51 49 9 50 59 41
Not Economically Disadvantaged 10 66 76 24 3 66 69 31 14 55 68 32
English Learners < < 100 0 < < < < < < < <
Homeless < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 48 60 40 7 60 67 33 9 65 74 26
Female 16 43 59 41 11 62 72 28 9 57 66 34
Male 7 55 61 39 2 59 61 39 10 72 82 18
Asian < < < < < < 100 0 < < < <
Black 11 41 52 48 2 60 62 38 12 61 74 26
Hispanic < < 100 0 < < < < < < < <
White 19 62 81 19 12 54 65 35 7 67 74 26
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 6 13 88 < < < < 17 25 42 58
Students without Disabilities 13 56 69 31 7 65 72 28 8 71 79 21
Economically Disadvantaged 10 47 57 43 6 57 63 37 10 59 69 31
Not Economically Disadvantaged 17 50 67 33 8 69 77 23 7 79 86 14
English Learners < < < < < < < <
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 13 56 69 31 11 60 71 29 1 69 70 30
Female 21 55 75 25 14 63 77 23 - 76 76 24
Male 6 57 62 38 7 56 63 37 2 61 63 37
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 8 54 62 38 5 61 66 34 - 60 60 40
Hispanic < < < < < < < < < < < <
White 23 58 80 20 28 60 88 12 4 74 78 22
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 15 25 75 5 37 42 58 - 10 10 90
Students without Disabilities 14 65 79 21 13 65 78 23 1 76 77 23
Economically Disadvantaged 9 60 69 31 11 57 68 32 - 64 64 36
Not Economically Disadvantaged 24 45 69 31 10 70 80 20 3 79 83 17
English Learners < < < < < < 100 0
Homeless < < 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 12 61 73 27 9 65 74 26 4 67 71 29
Female 12 62 74 26 11 74 85 15 8 67 75 25
Male 12 61 73 27 7 56 63 37 - 67 67 33
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 9 68 77 23 2 66 68 32 3 56 59 41
Hispanic < < 100 0 < < < < < < 100 0
White 16 56 71 29 14 69 83 17 9 83 91 9
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 6 31 38 63 6 13 19 81 10 20 30 70
Students without Disabilities 13 67 80 20 10 73 83 17 3 79 82 18
Economically Disadvantaged 6 63 69 31 8 63 71 29 4 62 66 34
Not Economically Disadvantaged 18 60 78 22 11 70 81 19 4 83 88 13
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 61 70 30 4 56 60 40 2 55 57 43
Female 10 65 75 25 2 62 64 36 4 64 68 32
Male 8 58 66 34 6 50 56 44 - 48 48 52
Black 3 55 59 41 2 57 59 41 - 54 54 46
Hispanic < < < < < < 100 0 < < < <
White 19 69 89 11 6 53 60 40 5 62 67 33
Multiple Races < < < < < < < < - 45 45 55
Students with Disabilities 7 20 27 73 - 11 11 89 6 13 19 81
Students without Disabilities 9 67 77 23 5 66 71 29 1 63 64 36
Economically Disadvantaged 4 51 54 46 - 52 52 48 1 51 53 47
Not Economically Disadvantaged 15 72 87 13 9 63 72 28 4 67 70 30
English Learners < < < < < < < < < < < <
Homeless < < 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 5 77 82 18 4 69 73 27 6 72 78 22
Female 3 84 87 13 2 70 72 28 6 74 80 20
Male 7 70 77 23 8 67 74 26 6 69 76 24
Asian < < < < < < < <
Black 5 73 77 23 6 58 64 36 5 61 66 34
Hispanic < < < < < < < < < < < <
White 8 85 93 8 4 80 84 16 6 89 94 6
Multiple Races - 73 73 27 < < 100 0 < < < <
Students with Disabilities 6 50 56 44 15 31 46 54 23 15 38 62
Students without Disabilities 5 82 87 13 3 75 78 22 3 80 84 16
Economically Disadvantaged 1 77 79 21 3 69 72 28 9 62 72 28
Not Economically Disadvantaged 10 77 88 13 8 67 75 25 2 83 85 15
English Learners < < < < < < < < < < < <
< = 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.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 65 35 7 51 58 42 6 48 54 46
Female 11 62 73 27 7 58 65 35 7 61 69 31
Male 11 45 57 43 6 45 51 49 5 37 42 58
Asian < < 100 0 < < < < < < 100 0
Black 5 50 55 45 3 46 49 51 2 48 50 50
Hispanic 8 69 77 23 7 64 71 29 < < < <
White 23 60 83 17 13 55 68 32 9 58 67 33
Multiple Races - 37 37 63 - 73 73 27 8 25 33 67
Students with Disabilities 9 18 26 74 6 16 22 78 10 14 24 76
Students without Disabilities 11 60 71 29 7 59 65 35 5 55 60 40
Economically Disadvantaged 2 52 54 46 4 46 51 49 6 44 49 51
Not Economically Disadvantaged 22 57 79 21 10 60 70 30 6 59 66 34
English Learners < < < < < < < < < < < <
Homeless < < < <
Foster Care < < < <
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 13 47 59 41 4 41 45 55 4 48 52 48
Female 19 48 67 33 6 49 55 45 6 63 69 31
Male 7 46 53 47 2 33 35 65 2 35 37 63
Black 5 44 49 51 2 39 41 59 - 47 47 53
Hispanic < < < < < < < < < < < <
White 26 55 82 18 6 43 49 51 8 58 65 35
Multiple Races < < < < < < < < 9 27 36 64
Students with Disabilities 6 13 19 81 - 16 16 84 - 12 12 88
Students without Disabilities 14 53 66 34 5 47 51 49 4 55 60 40
Economically Disadvantaged 5 40 45 55 - 32 32 68 3 43 46 54
Not Economically Disadvantaged 21 55 75 25 9 53 63 37 7 63 70 30
English Learners < < < < < < < < < < < <
Homeless < < < <
Foster Care < < < <
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 9 60 69 31 8 57 65 35 23 46 69 31
Female 3 74 77 23 8 63 71 29 < < < <
Male 16 45 61 39 8 51 59 41 < < < <
Asian < < < < < < 100 0
Black 5 55 60 40 4 49 52 48 < < < <
Hispanic < < < < 8 67 75 25 < < < <
White 20 65 85 15 17 65 83 17 < < 100 0
Multiple Races - 55 55 45 - 83 83 17 < < < <
Students with Disabilities 11 22 33 67 9 16 25 75 < < < <
Students without Disabilities 9 67 76 24 8 65 73 27 < < < <
Economically Disadvantaged - 61 61 39 6 53 60 40 < < < <
Not Economically Disadvantaged 24 59 83 17 11 64 74 26 < < < <
English Learners < < < < < < < < < < < <
< = 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.
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 64 68 32 4 54 58 42 4 61 65 35
Female 4 67 72 28 3 60 63 37 3 64 67 33
Male 4 62 65 35 5 48 53 47 5 58 63 38
American Indian < < < < < < < < < < 100 0
Asian - 77 77 23 8 42 50 50 15 85 100 0
Black 2 59 61 39 2 49 52 48 3 57 60 40
Hispanic - 80 80 20 8 58 66 34 3 76 79 21
White 7 69 77 23 6 61 67 33 5 62 67 33
Multiple Races 5 70 74 26 5 56 61 39 3 67 70 30
Students with Disabilities 6 21 27 73 10 19 29 71 10 19 29 71
Students without Disabilities 4 72 75 25 3 60 63 37 3 67 70 30
Economically Disadvantaged 2 61 63 37 4 48 52 48 4 57 61 39
Not Economically Disadvantaged 8 70 77 23 5 67 72 28 4 70 74 26
English Learners - 68 68 32 - 57 57 43 8 85 92 8
Homeless < < 100 0 - 55 55 45 - 60 60 40
Military Connected < < 100 0
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 4 66 70 30 13 59 72 28 5 75 80 20
Female 2 66 68 32 9 58 67 33 3 76 78 22
Male 6 66 72 28 17 60 77 23 7 75 82 18
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 66 66 34 8 63 71 29 2 72 74 26
Hispanic < < < < < < < < < < 100 0
White 12 64 76 24 14 59 73 27 14 71 86 14
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 42 50 50 14 57 71 29 - 27 27 73
Students without Disabilities 3 69 72 28 12 60 72 28 6 81 88 12
Economically Disadvantaged - 67 67 33 10 57 67 33 4 76 80 20
Not Economically Disadvantaged 11 65 76 24 23 68 91 9 9 73 82 18
English Learners < < 100 0 < < < < < < 100 0
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 4 66 70 30 6 43 49 51 6 54 60 40
Female 8 62 70 30 - 40 40 60 5 50 55 45
Male - 70 70 30 11 45 57 43 7 59 66 34
Asian < < 100 0 < < < < < < 100 0
Black 2 62 64 36 4 44 47 53 6 48 54 46
Hispanic < < < < < < < < < < < <
White 11 61 71 29 9 38 47 53 3 66 69 31
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 9 9 91 20 20 40 60 < < < <
Students without Disabilities 4 73 77 23 3 47 50 50 4 56 60 40
Economically Disadvantaged 4 58 62 38 6 37 42 58 5 48 53 47
Not Economically Disadvantaged 3 86 90 10 6 56 63 38 9 73 82 18
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 58 63 37 - 39 39 61 5 57 62 38
Female 4 67 72 28 - 49 49 51 2 57 60 40
Male 5 47 53 47 - 29 29 71 8 56 64 36
Asian < < 100 0 < < 100 0
Black 6 52 57 43 - 29 29 71 6 51 57 43
Hispanic < < < < < < < <
White 5 65 70 30 - 52 52 48 5 60 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 19 25 75 - - - 100 25 25 50 50
Students without Disabilities 4 68 72 28 - 44 44 56 1 62 64 36
Economically Disadvantaged 3 61 64 36 - 33 33 67 7 46 53 47
Not Economically Disadvantaged 9 52 61 39 - 55 55 45 - 86 86 14
English Learners < < 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 7 70 77 23 2 55 57 43 3 62 65 35
Female 9 79 88 12 4 62 65 35 2 69 71 29
Male 5 60 65 35 - 48 48 52 4 56 60 40
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 7 67 74 26 4 40 44 56 4 53 57 43
Hispanic < < < < < < 100 0 < < < <
White 8 76 84 16 - 83 83 17 3 74 77 23
Multiple Races < < < < - 64 64 36 < < < <
Students with Disabilities 10 15 25 75 10 15 25 75 < < < <
Students without Disabilities 7 82 88 12 - 66 66 34 3 66 70 30
Economically Disadvantaged 5 71 76 24 3 48 51 49 4 57 61 39
Not Economically Disadvantaged 13 67 80 20 - 81 81 19 - 74 74 26
English Learners < < 100 0 < < 100 0
Homeless < < < < < < 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 1 59 60 40 1 59 60 40 3 61 64 36
Female - 63 63 37 2 74 76 24 5 68 73 27
Male 3 55 58 43 - 46 46 54 - 54 54 46
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0
Black 3 66 68 32 - 53 53 47 4 51 55 45
Hispanic < < < < < < < < < < 100 0
White - 50 50 50 3 71 74 26 - 79 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 25 31 69 7 13 20 80 11 16 26 74
Students without Disabilities - 68 68 32 - 67 67 33 - 76 76 24
Economically Disadvantaged - 56 56 44 1 54 55 45 4 56 60 40
Not Economically Disadvantaged 3 63 67 33 - 78 78 22 - 76 76 24
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < 100 0
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 63 65 35 2 49 52 48 3 49 52 48
Female - 69 69 31 - 55 55 45 4 57 62 38
Male 4 56 60 40 4 43 48 52 2 42 44 56
Asian < < < < < < 100 0
Black 2 43 44 56 2 52 54 46 - 54 54 46
Hispanic < < < < < < < < < < < <
White 3 87 90 10 3 45 47 53 3 44 47 53
Multiple Races - 80 80 20 < < < < 9 36 45 55
Students with Disabilities 7 14 21 79 5 21 26 74 - 12 12 88
Students without Disabilities 1 70 71 29 1 56 58 43 3 56 60 40
Economically Disadvantaged - 47 47 53 3 41 44 56 3 48 50 50
Not Economically Disadvantaged 4 81 85 15 - 68 68 32 4 54 58 42
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < <
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 59 63 37 1 62 63 37 4 65 68 32
Female 4 65 70 30 1 65 66 34 3 73 77 23
Male 4 54 58 42 1 58 60 40 4 54 58 42
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 1 56 57 43 - 57 57 43 2 68 70 30
Hispanic < < < < < < < < < < 100 0
White 12 60 71 29 4 66 70 30 8 51 59 41
Multiple Races < < < < - 71 71 29 < < < <
Students with Disabilities - 19 19 81 - 11 11 89 - 14 14 86
Students without Disabilities 5 68 73 27 1 69 70 30 4 72 76 24
Economically Disadvantaged - 57 57 43 - 58 58 42 1 64 65 35
Not Economically Disadvantaged 11 63 73 27 3 69 72 28 8 66 74 26
English Learners < < < < < < < < < < 100 0
Homeless < < 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 2 64 66 34 4 40 43 57 - 52 52 48
Female 4 57 62 38 3 53 55 45 - 51 51 49
Male - 70 70 30 4 29 33 67 - 54 54 46
Asian < < 100 0 < < < <
Black - 51 51 49 2 31 33 67 - 33 33 67
Hispanic < < 100 0 < < < < < < 100 0
White 6 74 80 20 7 56 63 37 - 59 59 41
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 67 69 31 4 43 47 53 - 54 54 46
Economically Disadvantaged - 65 65 35 - 33 33 67 - 48 48 52
Not Economically Disadvantaged 5 62 68 32 8 48 55 45 - 56 56 44
English Learners < < 100 0 < < < < < < 100 0
Homeless < < 100 0
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 82 88 12 6 81 87 13 5 88 93 7
Female 7 80 87 13 10 81 90 10 - 91 91 9
Male 4 85 89 11 - 82 82 18 11 84 95 5
Asian < < < < < < 100 0
Black - 84 84 16 - 82 82 18 - 100 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 4 88 92 8 10 84 94 6 11 74 84 16
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 5 84 89 11 6 81 87 13 5 88 93 7
Economically Disadvantaged 3 77 81 19 8 74 82 18 - 94 94 6
Not Economically Disadvantaged 8 88 96 4 3 91 94 6 8 83 92 8
English Learners < < 100 0 < < < < < < 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.
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 61 66 34 5 54 59 41 6 58 65 35
Female 5 60 65 35 4 54 58 42 4 61 65 35
Male 7 61 68 32 6 54 60 40 9 55 64 36
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < < < < < < <
Black 1 56 57 43 3 44 47 53 2 52 54 46
Hispanic 4 57 61 39 - 58 58 42 6 53 59 41
White 14 71 86 14 8 70 78 22 12 67 80 20
Multiple Races 5 60 65 35 10 51 62 38 8 54 62 38
Students with Disabilities 3 25 28 72 5 17 22 78 10 16 26 74
Students without Disabilities 6 66 72 28 5 59 64 36 6 65 71 29
Economically Disadvantaged 3 54 57 43 3 46 50 50 5 51 56 44
Not Economically Disadvantaged 10 70 80 20 8 67 75 25 9 71 80 20
English Learners - 33 33 67 8 15 23 77 7 57 64 36
Homeless < < 100 0 < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 57 66 34 9 57 66 34 9 55 64 36
Female 7 60 67 33 9 62 70 30 2 49 51 49
Male 12 53 65 35 9 52 61 39 16 60 76 24
Asian < < < < < < 100 0 < < 100 0
Black 3 53 56 44 6 44 50 50 7 48 55 45
Hispanic < < 100 0 < < < < < < < <
White 26 63 89 11 7 79 86 14 18 57 75 25
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 13 13 88 - 20 20 80 33 17 50 50
Students without Disabilities 11 66 76 24 10 61 71 29 6 60 66 34
Economically Disadvantaged 4 59 63 37 6 52 58 42 10 46 56 44
Not Economically Disadvantaged 20 53 73 27 15 69 85 15 7 76 83 17
English Learners < < < < < < < <
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 72 79 21 7 51 58 42 9 54 63 38
Female 10 66 76 24 2 50 52 48 6 68 74 26
Male 3 78 81 19 12 52 63 37 11 42 53 47
Black - 67 67 33 7 46 52 48 - 59 59 41
Hispanic < < < < < < < < < < < <
White 16 78 95 5 9 54 63 37 15 60 75 25
Multiple Races < < < < < < < < 18 18 36 64
Students with Disabilities - 40 40 60 11 16 26 74 - 18 18 82
Students without Disabilities 7 78 85 15 6 59 65 35 10 61 71 29
Economically Disadvantaged 2 62 64 36 5 39 44 56 5 56 61 39
Not Economically Disadvantaged 11 83 94 6 9 67 77 23 19 48 67 33
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < <
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 67 69 31 4 60 64 36 2 61 62 38
Female 2 73 75 25 7 63 70 30 3 60 64 36
Male 2 61 63 37 2 57 59 41 - 61 61 39
Asian < < < < < < < < < < < <
Black - 64 64 36 - 43 43 57 - 47 47 53
Hispanic < < < < < < < < < < < <
White 8 80 88 12 6 85 91 9 5 78 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 - 18 18 82 - 15 15 85
Students without Disabilities 2 72 74 26 5 65 70 30 2 66 68 32
Economically Disadvantaged - 63 63 38 2 50 52 48 3 48 51 49
Not Economically Disadvantaged 8 81 88 12 7 70 77 23 - 78 78 22
English Learners < < < < < < < < < < < <
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 23 26 74 8 27 35 65 < < < <
Female - 19 19 81 3 28 31 69 < < < <
Male 8 28 36 64 15 25 40 60 < < < <
American Indian < < < <
Asian < < < <
Black - 21 21 79 - 21 21 79 < < < <
Hispanic < < < < < < < <
White 9 36 45 55 25 44 69 31
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities 3 23 26 74 8 27 35 65 < < < <
Economically Disadvantaged - 10 10 90 3 24 26 74 < < < <
Not Economically Disadvantaged 6 34 41 59 17 33 50 50
English Learners < < < <
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 68 74 26 1 61 61 39 5 64 69 31
Female 4 69 73 27 2 59 60 40 2 68 70 30
Male 7 67 75 25 - 63 63 38 9 60 68 32
American Indian < < 100 0
Asian < < < < < < < < < < < <
Black 2 53 55 45 - 53 53 47 - 56 56 44
Hispanic < < < < < < < < < < < <
White 8 88 95 5 2 78 80 20 14 70 84 16
Multiple Races 20 60 80 20 - 60 60 40 - 73 73 27
Students with Disabilities - 18 18 82 - 16 16 84 - 6 6 94
Students without Disabilities 7 78 84 16 1 68 69 31 6 73 80 20
Economically Disadvantaged 7 53 60 40 - 54 54 46 1 55 57 43
Not Economically Disadvantaged 4 86 90 10 2 74 76 24 12 77 88 12
English Learners < < < < < < < < < < < <
Homeless < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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

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

2016-20172017-20182018-2019
Division1--
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-kindergarten443637
Kindergarten898093
Grade 1919781
Grade 21108689
Grade 31079983
Grade 410310397
Grade 598102105
Grade 610199104
Grade 711197102
Grade 8104107104
Grade 9116105112
Grade 10108115109
Grade 1198101103
Grade 1212395101
Total Students1,4031,3221,320

< = 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 Students140313221320
Female679635638
Male724687682
American Indian878
Asian162222
Black728710694
Hispanic646571
Native Hawaiian111
White463402403
Multiple Races123115121
Students with Disabilities235203200
Students without Disabilities116811191120
Economically Disadvantaged980863877
Not Economically Disadvantaged423459443
English Learners504959
Not English Learners135312731261
Homeless31820
Foster Care1-5
< = 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 34 45 5 0 5 4
State 50720 36637 2725 1082 5474 1783
Female Division 21 24 0 0 0 2
State 27685 16172 922 354 1991 669
Male Division 13 21 5 0 5 2
State 23035 20465 1803 728 3483 1114
Asian Division < < < < 0 <
State 5184 1290 94 10 112 49
Black Division 15 28 5 0 2 3
State 7796 10875 1042 248 1355 657
Hispanic Division < < < < < <
State 5185 6274 356 120 2430 394
White Division 13 10 0 0 2 1
State 29846 16411 1115 641 1424 594
Multiple Races Division < < < < 0 <
State 2512 1634 110 58 133 77
Students with Disabilities Division 0 6 5 0 4 0
State 1137 6719 2725 157 1073 103
Economically Disadvantaged Division 19 39 5 0 3 4
State 10704 18183 1640 532 2851 1084
English Learners Division < < < < 0 <
State 1263 4111 307 32 2056 178
Homeless Division < < < < 0 <
State 206 692 68 31 302 66
< = 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 Students938490849055
Female474596459600
Male4639853985511
Asian<<100<10000
Black534891489124
Hispanic<<<<<<<
White262389238928
Multiple Races<<100<10000
Students with Disabilities1511731173427
Economically Disadvantaged706390639034
English Learners<<100<10000
Homeless<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2016-20172017-20182018-2019
Advanced Placement Test Taken55 / 13%34 / 7.64%12 / 2.88%
Advanced Placement Course Enrollment55 / 13%36 / 8.09%12 / 2.88%
Dual Enrollment54 / 12.77%38 / 8.54%60 / 14.42%
Governor's School Enrollment26 / 6.15%24 / 5.39%25 / 6.01%
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 StudentsDivision1064855
State85,89757,72633
FemaleDivision562850
State43,22331,59927
MaleDivision502060
State42,67426,12739
American IndianDivision<<100
State26516737
BlackDivision552555
State18,86711,29840
HispanicDivision<<100
State10,1015,82642
WhiteDivision352043
State46,44832,34130
Multiple RacesDivision10<100
State3,9902,71532
Students with DisabilitiesDivision13<100
State7,2153,25755
Economically DisadvantagedDivision692465
State27,32814,19048
English LearnersDivision<<100
State5,1812,82046
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 LicensuresDivision5113
 State2,2791,8812,231
Industry CertificationDivision18113589
 State109,275104,601107,234
Workplace ReadinessDivision1147184
 State42,31350,24144,892
Total Credentials EarnedDivision300217176
 State157,490160,248158,452
Students Earning One or More CredentialsDivision205168135
 State126,113128,672126,041
CTE CompletersDivision659868
 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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2018-2019 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Sources of Financial Support

Division

State

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.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2016-2017Division$5,537$5,804$1,121
State$6,248$5,052$871
2017-2018Division$6,134$6,049$1,169
State$6,462$5,219$867
2018-2019Division$6,057$6,479$1,277
State$6,642$5,388$901

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 Students1,2331441,1941391,112150
Female611706025454565
Male622745928556785
American Indian<<<<<<
Asian200150200
Black633756307060167
Hispanic552594567
Native Hawaiian--<<<<
White421483864733260
Multiple Races961995189516
Students with Disabilities173311763915139
Economically Disadvantaged820117823113761112
English Learners460492491
Homeless<<<<153
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses 17
Disorderly or Disruptive Behavior Offenses 86
Other Offenses Against Persons 60
All Other Offenses <
Property Offenses <
Weapons Offenses 14
Offenses Against Staff 14
Offenses Against Student 38
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 Indian0.60.60.50.5
Asian1.61.11.7
Black51.968.151.966.253.761
Hispanic3.634.62.94.94.3
Native Hawaiian--0.10.1
White34.218.1331930.426.2
Multiple Races810.88.811.48.78.5
< = 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 Indian0.60.60.5
Asian1.61.11.7
Black51.951.953.7
Hispanic3.64.64.9
Native Hawaiian0.10.1
White34.23330.4
Multiple Races88.88.7
< = 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 Indian0.60.60.5
Asian1.61.11.7
Black51.951.953.7
Hispanic3.64.64.9
Native Hawaiian--0.10.1
White34.21003330.4
Multiple Races88.81008.7
< = 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 6870.282.1
< = 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 60.367.351.5
< = 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 74.373.569.2
< = 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.

2015-2016 school data (CSV)
2015-2016 school data (Excel)
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Teacher Quality

Student-Teacher Ratio

2018-2019 Grades K-7 Student Teacher Ratio: 11.1 : 1

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2018-2019 Grades 8-12 Student Teacher Ratio: 10.77 : 1

student 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
  Poverty Level All Teachers Special Education 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 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
2016-201752%46%0%2%
2017-201853%44%1%2%
2018-201955%43%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 Students68%70%73%75%
Asian58%55%87%75%
Black62%64%60%75%
Hispanic67%71%63%75%
White78%77%81%75%
Economically Disadvantaged63%65%62%75%
English Learners59%61%53%75%
Students with Disabilities30%31%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. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students69%67%74%70%
Asian92%83%89%70%
Black64%61%60%70%
Hispanic77%69%64%70%
White73%73%81%70%
Economically Disadvantaged65%62%63%70%
English Learners85%71%57%70%
Students with Disabilities31%29%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. 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. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students65%
Asian<
Black59%
Hispanic50%
White78%
Economically Disadvantaged60%
English Learners58%
Students with Disabilities29%

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