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Poquoson City Public Schools

General school information

Division: Poquoson City Public Schools
Division Number: 142
Address: 500 City Hall Ave Room 219 Poquoson, VA 23662
Superintendent: Dr. Jennifer B. Parish
Region: 2
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
Poquoson ElementaryAccredited
Poquoson PrimaryAccredited
Middle Schools
Poquoson MiddleAccredited
High Schools
Poquoson 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.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 66 91 9 24 66 90 10 21 70 91 9
Female 28 64 92 8 26 65 91 9 25 67 92 8
Male 22 68 89 11 21 68 89 11 18 72 90 10
American Indian < < < < < < 100 0 < < < <
Asian 32 68 100 0 33 67 100 0 28 72 100 0
Black 40 50 90 10 15 77 92 8 10 60 70 30
Hispanic 22 74 96 4 17 75 92 8 21 76 97 3
Native Hawaiian < < < < < < < < < < < <
White 24 66 90 10 24 66 90 10 21 70 91 9
Multiple Races 32 64 96 4 24 71 94 6 28 66 93 7
Students with Disabilities 13 42 54 46 13 47 60 40 18 51 69 31
Students without Disabilities 26 69 95 5 25 69 94 6 22 72 93 7
Economically Disadvantaged 14 67 81 19 11 69 80 20 15 65 80 20
Not Economically Disadvantaged 27 66 93 7 27 66 92 8 22 71 93 7
English Learners < < 100 0 < < < < < < 100 0
Homeless 25 42 67 33 - 45 45 55 17 58 75 25
Military Connected 35 61 96 4 31 63 94 6
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 30 57 86 14 32 57 88 12 29 59 88 12
Female 32 52 84 16 31 56 87 13 28 64 92 8
Male 27 61 88 12 32 57 89 11 30 54 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < < <
White 30 56 86 14 32 57 89 11 29 60 90 10
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 15 8 23 77 19 50 69 31 29 50 79 21
Students without Disabilities 31 61 92 8 33 57 90 10 29 60 90 10
Economically Disadvantaged 29 54 83 17 23 58 81 19 5 67 71 29
Not Economically Disadvantaged 30 57 87 13 34 56 90 10 34 58 92 8
Homeless < < < < < < < <
Military Connected 31 58 88 12 39 52 91 9
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 25 66 91 9 34 54 88 12 22 66 89 11
Female 24 68 92 8 37 51 88 12 24 63 87 13
Male 25 65 90 10 31 57 88 12 20 69 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0
White 24 66 90 10 35 53 87 13 22 66 88 12
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 24 48 71 29 22 44 67 33 11 56 67 33
Students without Disabilities 25 69 94 6 36 55 91 9 24 68 91 9
Economically Disadvantaged 14 72 86 14 11 59 70 30 6 68 74 26
Not Economically Disadvantaged 28 64 92 8 41 52 93 7 26 66 92 8
English Learners < < 100 0 < < 100 0
Homeless < < < < < < < < < < 100 0
Military Connected 61 39 100 0 45 48 94 6
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 33 59 92 8 26 64 90 10 37 56 93 7
Female 32 61 94 6 30 58 88 12 46 44 90 10
Male 33 57 91 9 22 71 93 7 29 66 95 5
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < < < < < 100 0 < < 100 0
White 32 61 93 7 25 65 89 11 37 55 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 62 62 38 11 37 47 53 25 31 56 44
Students without Disabilities 38 59 97 3 28 68 96 4 38 58 96 4
Economically Disadvantaged 26 49 74 26 12 76 88 12 32 54 86 14
Not Economically Disadvantaged 35 62 97 3 30 61 91 9 38 57 94 6
Homeless < < < < < < 100 0 < < < <
Military Connected 44 50 94 6 44 48 92 8
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 28 61 89 11 24 68 91 9 16 74 90 10
Female 36 58 94 6 26 66 91 9 20 73 93 7
Male 21 63 84 16 22 70 91 9 11 75 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
White 28 60 88 12 23 68 91 9 16 74 89 11
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 30 35 65 35 - 63 63 37 17 42 58 42
Students without Disabilities 28 64 92 8 27 68 95 5 16 77 92 8
Economically Disadvantaged 11 59 70 30 10 68 77 23 10 72 83 17
Not Economically Disadvantaged 33 61 93 7 27 68 95 5 17 74 91 9
Homeless < < 100 0 < < < < < < 100 0
Military Connected 29 71 100 0 15 75 90 10
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 27 66 93 7 27 61 88 12 20 70 90 10
Female 33 62 95 5 33 61 94 6 24 68 92 8
Male 21 70 91 9 21 61 83 17 16 72 88 12
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < < <
White 27 66 93 7 26 61 87 13 19 71 90 10
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 60 60 40 25 33 58 42 - 60 60 40
Students without Disabilities 30 67 97 3 27 65 92 8 23 72 94 6
Economically Disadvantaged 6 81 88 13 9 65 74 26 22 52 74 26
Not Economically Disadvantaged 31 63 94 6 31 60 91 9 19 74 93 7
Military Connected 45 45 91 9 23 73 97 3
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 20 68 88 12 18 72 90 10 18 75 92 8
Female 22 68 91 9 23 72 95 5 21 73 94 6
Male 17 68 85 15 14 73 86 14 15 76 91 9
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 19 68 88 12 19 72 91 9 18 75 93 7
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 10 25 35 65 - 43 43 57 32 50 82 18
Students without Disabilities 21 74 95 5 21 76 97 3 16 78 94 6
Economically Disadvantaged 3 73 77 23 10 77 87 13 13 70 83 17
Not Economically Disadvantaged 23 67 90 10 20 71 91 9 19 75 94 6
Homeless < < < <
Military Connected 23 77 100 0 34 62 97 3
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 11 86 97 3 7 88 95 5 7 87 94 6
Female 11 85 96 4 4 92 96 4 7 86 93 7
Male 10 87 98 2 10 84 94 6 7 88 95 5
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 - 100 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 11 86 97 3 7 89 96 4 6 88 94 6
Multiple Races < < < < < < 100 0
Students with Disabilities 10 40 50 50 17 75 92 8 17 67 83 17
Students without Disabilities 11 89 100 0 6 89 96 4 6 89 95 5
Economically Disadvantaged 5 90 95 5 5 86 90 10 6 83 89 11
Not Economically Disadvantaged 12 85 97 3 7 89 96 4 7 88 95 5
Military Connected 8 92 100 0 13 87 100 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.
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 31 57 89 11 30 57 86 14 26 62 88 12
Female 34 57 91 9 39 55 93 7 37 57 93 7
Male 28 58 86 14 22 59 81 19 15 67 83 17
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 17 78 94 6 23 77 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 31 57 89 11 29 56 85 15 25 63 88 12
Multiple Races < < 100 0 20 70 90 10 < < < <
Students with Disabilities 6 36 42 58 6 38 44 56 22 41 62 38
Students without Disabilities 34 60 94 6 32 59 91 9 26 65 91 9
Economically Disadvantaged 18 53 71 29 23 57 79 21 14 55 69 31
Not Economically Disadvantaged 34 58 92 8 31 57 88 12 28 63 91 9
Homeless < < < < < < < <
Military Connected 32 59 91 9 41 52 93 7
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 29 54 83 17 26 55 81 19 23 61 84 16
Female 35 51 86 14 36 56 93 8 34 59 93 7
Male 23 57 81 19 17 55 72 28 13 62 75 25
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < < < < < 100 0
White 29 55 83 17 24 55 80 20 22 61 83 17
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 5 29 33 67 - 35 35 65 22 39 61 39
Students without Disabilities 32 58 90 10 29 58 87 13 23 64 87 13
Economically Disadvantaged 19 44 63 38 20 57 77 23 17 43 60 40
Not Economically Disadvantaged 31 57 88 12 27 55 82 18 24 64 88 12
Homeless < < < <
Military Connected 38 47 84 16 38 48 86 14
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 34 61 94 6 33 58 92 8 29 64 93 7
Female 34 63 97 3 41 53 94 6 40 53 94 6
Male 34 58 92 8 27 63 90 10 19 73 92 8
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 10 90 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0
White 34 60 94 6 34 58 91 9 28 65 93 7
Multiple Races < < < < < < 100 0
Students with Disabilities 8 50 58 42 14 43 57 43 21 43 64 36
Students without Disabilities 36 61 97 3 35 60 94 6 30 66 95 5
Economically Disadvantaged 17 65 83 17 26 57 83 17 10 71 81 19
Not Economically Disadvantaged 36 60 96 4 34 58 93 7 32 63 94 6
Military Connected 25 75 100 0 44 56 100 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.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 85 15 19 66 85 15 18 73 91 9
Female 18 69 86 14 19 68 87 13 19 73 92 8
Male 16 68 84 16 18 64 83 17 17 74 91 9
American Indian < < < < < < < < < < 100 0
Asian 28 69 97 3 30 70 100 0 38 62 100 0
Black 21 64 86 14 30 50 80 20 17 67 83 17
Hispanic 3 84 88 13 9 72 80 20 16 73 89 11
Native Hawaiian < < < < < < < < < < < <
White 17 68 85 15 19 66 84 16 18 73 91 9
Multiple Races 26 57 83 17 23 66 89 11 11 81 92 8
Students with Disabilities 10 46 56 44 12 43 56 44 13 53 66 34
Students without Disabilities 18 71 89 11 19 69 88 12 19 76 94 6
Economically Disadvantaged 12 62 75 25 15 54 69 31 13 70 83 17
Not Economically Disadvantaged 18 70 88 12 19 69 88 12 19 74 93 7
English Learners 27 64 91 9 < < < < < < < <
Homeless 14 71 86 14 - 42 42 58 33 42 75 25
Military Connected 31 60 91 9 24 69 93 7
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 27 60 87 13 22 66 89 11 35 60 95 5
Female 23 62 85 15 18 68 86 14 35 58 93 7
Male 31 57 88 12 26 65 91 9 36 63 98 2
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0
White 27 59 86 14 22 67 88 12 36 59 95 5
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 8 46 54 46 25 44 69 31 14 71 86 14
Students without Disabilities 29 61 90 10 22 69 91 9 38 59 97 3
Economically Disadvantaged 14 63 77 23 19 52 71 29 29 71 100 0
Not Economically Disadvantaged 31 59 90 10 23 70 93 7 37 58 94 6
Homeless < < < < < < 100 0
Military Connected 23 65 88 12 43 52 96 4
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 25 65 90 10 28 58 86 14 25 68 93 7
Female 25 68 93 7 30 53 83 17 21 70 91 9
Male 25 63 88 13 26 63 88 12 28 66 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0
White 26 63 89 11 28 58 86 14 25 68 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 14 43 57 43 22 33 56 44 11 50 61 39
Students without Disabilities 27 69 95 5 28 61 89 11 27 70 97 3
Economically Disadvantaged 19 64 83 17 16 51 68 32 19 65 84 16
Not Economically Disadvantaged 26 66 92 8 31 60 91 9 27 69 95 5
English Learners < < 100 0 < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected 44 44 89 11 29 68 97 3
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 34 59 93 7 34 55 89 11 37 58 96 4
Female 32 60 92 8 29 57 86 14 38 58 96 4
Male 36 59 95 5 39 54 93 7 37 58 95 5
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 33 61 94 6 32 56 88 12 38 58 96 4
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 5 62 67 33 11 26 37 63 25 56 81 19
Students without Disabilities 39 59 98 2 37 59 96 4 39 58 97 3
Economically Disadvantaged 34 51 86 14 32 50 82 18 24 62 86 14
Not Economically Disadvantaged 34 62 96 4 34 57 91 9 41 57 98 2
Homeless < < < < < < 100 0 < < < <
Military Connected 56 38 94 6 52 44 96 4
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 16 71 87 13 24 70 93 7 4 88 92 8
Female 17 70 88 12 22 71 93 7 5 88 93 7
Male 15 72 87 13 26 68 94 6 2 88 90 10
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 16 71 87 13 23 69 93 7 3 89 92 8
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 25 45 70 30 - 68 68 32 17 33 50 50
Students without Disabilities 15 75 90 10 27 70 97 3 2 95 97 3
Economically Disadvantaged 3 81 84 16 29 52 81 19 - 88 88 13
Not Economically Disadvantaged 20 69 88 12 23 74 96 4 5 88 93 7
Homeless < < 100 0 < < < < < < 100 0
Military Connected 42 58 100 0 8 92 100 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 2 68 71 29 13 69 81 19 1 81 82 18
Female 3 74 77 23 14 73 87 13 3 82 85 15
Male 1 63 65 35 11 66 77 23 - 80 80 20
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0
White 3 66 69 31 12 69 81 19 1 81 82 18
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 40 40 60 22 30 52 48 - 59 59 41
Students without Disabilities 3 74 76 24 11 75 86 14 2 88 89 11
Economically Disadvantaged - 66 66 34 6 56 62 38 - 63 63 38
Not Economically Disadvantaged 3 69 72 28 14 72 87 13 2 86 88 12
Military Connected 31 56 88 13 8 92 100 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 68 70 30 - 72 72 28 9 85 94 6
Female 3 68 71 29 - 83 83 17 6 91 97 3
Male 2 68 70 30 - 64 64 36 12 80 92 8
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 3 66 68 32 - 71 71 29 9 86 94 6
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 6 22 28 72 - 43 43 57 27 45 73 27
Students without Disabilities 2 80 82 18 - 79 79 21 7 90 97 3
Economically Disadvantaged - 58 58 42 - 67 67 33 11 71 83 17
Not Economically Disadvantaged 3 72 75 25 - 73 73 27 9 88 97 3
Homeless < < < <
Military Connected - 82 82 18 17 77 93 7
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 82 87 13 11 73 85 15 16 71 87 13
Female 6 81 87 13 14 76 90 10 21 67 88 12
Male 5 82 87 13 8 71 80 20 11 74 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < < <
Native Hawaiian < < 100 0 < < < < < < < <
White 6 82 87 13 12 74 86 14 16 71 87 13
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 55 55 45 9 64 73 27 - 48 48 52
Students without Disabilities 6 84 89 11 11 74 85 15 18 74 92 8
Economically Disadvantaged 5 67 71 29 - 55 55 45 11 69 81 19
Not Economically Disadvantaged 5 84 89 11 13 76 89 11 17 71 88 12
English Learners < < 100 0 < < 100 0
Military Connected 25 65 90 10 19 70 88 12
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 73 80 20 13 66 79 21 12 82 94 6
Female 8 73 81 19 14 69 83 17 16 77 93 7
Male 5 73 78 22 13 63 76 24 8 88 95 5
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < < < - 77 77 23 < < 100 0
Native Hawaiian < < 100 0
White 6 75 81 19 15 64 79 21 11 82 94 6
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 73 80 20 14 66 80 20 12 82 95 5
Economically Disadvantaged 5 48 52 48 13 50 63 38 6 81 88 13
Not Economically Disadvantaged 7 76 83 17 14 68 81 19 13 82 95 5
English Learners < < < < < < < <
Military Connected 26 63 89 11 17 76 93 7
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 29 65 95 5 14 70 84 16 8 75 83 17
Female 32 63 95 5 15 74 89 11 9 70 79 21
Male 27 68 95 5 13 67 80 20 6 80 86 14
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 28 66 94 6 14 70 84 16 7 76 83 17
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < < <
Students without Disabilities 29 65 95 5 14 70 84 16 8 75 83 17
Economically Disadvantaged 25 50 75 25 7 64 71 29 - 64 64 36
Not Economically Disadvantaged 30 67 97 3 14 71 86 14 9 76 85 15
Military Connected 23 69 92 8 11 67 78 22
< = 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 22 71 93 7 18 73 91 9 28 65 93 7
Female 20 72 92 8 17 75 92 8 29 65 94 6
Male 25 69 94 6 19 72 91 9 28 66 93 7
American Indian < < 100 0 < < 100 0 < < < <
Asian 29 67 95 5 31 63 94 6 47 53 100 0
Black < < < < < < 100 0 < < < <
Hispanic 10 90 100 0 17 73 90 10 24 76 100 0
Native Hawaiian < < < < < < < < < < < <
White 22 71 93 7 18 73 91 9 28 66 94 6
Multiple Races 32 63 95 5 30 65 95 5 43 48 90 10
Students with Disabilities 5 66 71 29 4 58 62 38 15 55 69 31
Students without Disabilities 24 71 96 4 20 75 94 6 30 67 96 4
Economically Disadvantaged 14 69 83 17 10 73 83 17 17 63 79 21
Not Economically Disadvantaged 24 71 95 5 20 73 93 7 30 66 96 4
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected 38 58 96 4 41 56 97 3
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 35 55 90 10 25 64 89 11 34 59 93 7
Female 31 58 88 12 23 67 89 11 30 62 92 8
Male 40 52 92 8 28 61 89 11 37 57 94 6
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
White 35 55 90 10 24 65 89 11 33 60 93 7
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 5 67 71 29 5 58 63 37 25 38 63 38
Students without Disabilities 40 53 93 7 28 65 93 7 34 61 96 4
Economically Disadvantaged 28 47 75 25 12 76 88 12 22 57 78 22
Not Economically Disadvantaged 38 57 95 5 29 61 89 11 37 60 97 3
Homeless < < < < < < 100 0 < < < <
Military Connected 56 38 94 6 56 44 100 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 20 70 91 9 16 73 89 11 35 59 95 5
Female 17 72 89 11 15 75 90 10 34 59 93 7
Male 23 69 92 8 17 71 87 13 36 60 96 4
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 21 70 91 9 17 71 88 12 34 60 94 6
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 5 57 62 38 - 43 43 57 32 41 73 27
Students without Disabilities 23 72 95 5 18 77 95 5 36 62 98 2
Economically Disadvantaged 9 69 78 22 10 72 83 17 20 63 83 17
Not Economically Disadvantaged 23 71 94 6 17 73 90 10 38 58 97 3
Homeless < < < <
Military Connected 36 64 100 0 55 38 93 7
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 75 94 6 25 69 93 7 28 64 92 8
Female 20 73 93 7 23 73 96 4 30 65 94 6
Male 18 78 96 4 26 66 91 9 26 63 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < < < < < < <
White 19 75 94 6 23 70 93 7 29 65 94 6
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 67 67 33 10 60 70 30 - 69 69 31
Students without Disabilities 21 76 97 3 25 69 95 5 31 63 94 6
Economically Disadvantaged 5 85 90 10 16 64 80 20 10 67 76 24
Not Economically Disadvantaged 21 74 95 5 26 70 96 4 31 64 95 5
English Learners < < < < < < 100 0
Military Connected 50 50 100 0 37 60 97 3
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 72 98 2 16 77 93 7 39 59 98 2
Female 21 78 98 2 17 78 94 6 52 48 100 0
Male 29 68 97 3 15 77 92 8 29 68 97 3
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
Native Hawaiian < < 100 0
White 25 72 97 3 15 80 95 5 38 60 98 2
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < 100 0 < < 100 0
Students without Disabilities 25 73 98 3 16 77 93 7 41 58 98 2
Economically Disadvantaged 13 80 93 7 < < < < < < 100 0
Not Economically Disadvantaged 27 71 98 2 16 78 94 6 40 59 98 2
Military Connected 33 50 83 17 < < 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 10 85 95 5 6 86 92 8 9 83 92 8
Female 7 87 94 6 5 84 89 11 8 85 94 6
Male 12 82 95 5 7 88 95 5 9 82 91 9
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < < <
White 10 85 95 5 6 85 92 8 8 85 92 8
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 7 79 86 14 5 62 67 33 - 68 68 32
Students without Disabilities 10 86 96 4 6 90 96 4 10 86 96 4
Economically Disadvantaged 6 83 89 11 - 79 79 21 10 67 76 24
Not Economically Disadvantaged 11 85 96 4 7 88 95 5 8 86 95 5
English Learners < < 100 0
Military Connected - 100 100 0 19 78 96 4
< = 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 36 57 93 7 31 62 92 8 36 57 93 7
Female 32 60 92 8 26 66 92 8 32 59 91 9
Male 40 54 94 6 35 58 93 7 39 55 94 6
American Indian < < 100 0 < < < < < < 100 0
Asian 39 56 94 6 35 60 95 5 38 46 85 15
Black < < < < 30 50 80 20 < < < <
Hispanic 36 64 100 0 30 67 97 3 24 72 96 4
Native Hawaiian < < < < < < < < < < 100 0
White 36 57 93 7 31 62 93 7 36 56 92 8
Multiple Races 38 56 94 6 33 57 90 10 38 63 100 0
Students with Disabilities 10 57 67 33 12 59 72 28 30 43 74 26
Students without Disabilities 39 57 96 4 33 62 94 6 36 58 95 5
Economically Disadvantaged 21 68 89 11 21 61 82 18 29 53 82 18
Not Economically Disadvantaged 39 55 94 6 33 62 94 6 37 57 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected 47 49 96 4 44 49 94 6
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 44 52 96 4 35 59 95 5 27 69 96 4
Female 41 54 94 6 27 66 94 6 21 76 97 3
Male 47 51 97 3 42 54 96 4 33 61 94 6
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < <
Hispanic < < 100 0 50 42 92 8 < < 100 0
Native Hawaiian < < 100 0
White 45 50 96 4 35 62 97 3 26 69 95 5
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < 100 0 < < < <
Students without Disabilities 46 53 99 1 37 57 94 6 28 69 97 3
Economically Disadvantaged 33 61 94 6 32 59 91 9 10 80 90 10
Not Economically Disadvantaged 45 51 96 4 36 59 95 5 30 67 97 3
English Learners < < < <
Military Connected 50 50 100 0 47 53 100 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 < < < < < < < <
Female < < 100 0
Male < < < < < < < <
White < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < <
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 38 53 91 9 14 76 91 9 35 59 94 6
Female 26 62 88 12 8 77 85 15 24 67 90 10
Male 50 44 94 6 20 75 95 5 44 52 97 3
Asian < < 100 0 < < 100 0 < < < <
Black < < < <
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 35 55 91 9 14 75 90 10 37 58 95 5
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 39 53 92 8 14 77 91 9 33 61 93 7
Economically Disadvantaged 27 60 87 13 8 85 92 8 25 67 92 8
Not Economically Disadvantaged 39 53 92 8 15 75 90 10 36 58 94 6
English Learners < < < <
Military Connected 40 60 100 0 38 54 92 8
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 73 93 7 18 74 92 8 18 72 90 10
Female 15 77 91 9 13 83 96 4 16 74 90 10
Male 24 70 94 6 22 66 88 12 20 71 91 9
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < 100 0 < < < < < < 100 0
White 20 73 93 7 18 74 93 7 18 71 89 11
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 6 69 75 25 - 72 72 28 5 55 60 40
Students without Disabilities 21 74 95 5 20 74 94 6 20 74 94 6
Economically Disadvantaged 9 70 78 22 16 61 77 23 16 64 80 20
Not Economically Disadvantaged 21 74 95 5 19 76 95 5 19 73 92 8
English Learners < < < <
Military Connected 37 53 89 11 26 66 92 8
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 32 61 93 7 33 60 93 7 43 53 96 4
Female 32 63 95 5 31 62 93 7 49 46 96 4
Male 33 59 91 9 35 58 93 7 37 60 97 3
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0 < < 100 0 < < 100 0
Native Hawaiian < < < < < < 100 0 < < 100 0
White 33 60 93 7 31 61 92 8 42 53 96 4
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 6 56 61 39 5 50 55 45 6 75 81 19
Students without Disabilities 35 61 97 3 37 61 97 3 47 51 98 2
Economically Disadvantaged 6 81 88 13 20 63 83 17 19 65 85 15
Not Economically Disadvantaged 38 56 94 6 36 59 95 5 47 51 98 2
English Learners < < 100 0
Homeless < < < <
Military Connected 45 55 100 0 56 41 96 4
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 51 42 93 7 48 44 92 8 51 38 89 11
Female 51 41 92 8 44 46 90 10 40 44 84 16
Male 51 43 94 6 52 42 94 6 60 32 92 8
American Indian < < < <
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
Native Hawaiian < < 100 0
White 50 42 93 7 49 43 92 8 53 36 89 11
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 16 53 68 32 14 50 64 36 47 18 65 35
Students without Disabilities 56 41 96 4 51 44 95 5 51 40 91 9
Economically Disadvantaged 33 61 94 6 27 51 78 22 47 27 73 27
Not Economically Disadvantaged 56 36 92 8 54 42 96 4 52 40 92 8
English Learners < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected 61 33 94 6 55 35 90 10
< = 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-kindergarten242022
Kindergarten137135137
Grade 1138149142
Grade 2127153154
Grade 3150128158
Grade 4168151135
Grade 5164182164
Grade 6163162182
Grade 7185162169
Grade 8175183166
Grade 9191194200
Grade 10168188177
Grade 11168163178
Grade 12171169153
Total Students2,1292,1392,137

< = 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 Students212921392137
Female103410321031
Male109511071106
American Indian1087
Asian413327
Black151620
Hispanic626880
Native Hawaiian9109
White194819461936
Multiple Races445858
Students with Disabilities246240229
Students without Disabilities188318991908
Economically Disadvantaged420375373
Not Economically Disadvantaged170917641764
English Learners171213
Not English Learners211221272124
Homeless171712
Military Connected333367320
< = 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 98 67 1 5 5 4
State 50720 36637 2725 1082 5474 1783
Female Division 48 30 1 2 4 1
State 27685 16172 922 354 1991 669
Male Division 50 37 0 3 1 3
State 23035 20465 1803 728 3483 1114
Asian Division < < < < 0 <
State 5184 1290 94 10 112 49
Black Division < < < < 0 <
State 7796 10875 1042 248 1355 657
Hispanic Division 7 3 0 0 0 0
State 5185 6274 356 120 2430 394
Native Hawaiian Division < < < < 0 <
State 83 41 6 2 3 3
White Division 80 61 1 4 4 3
State 29846 16411 1115 641 1424 594
Multiple Races Division < < < < < <
State 2512 1634 110 58 133 77
Students with Disabilities Division 0 11 1 1 1 0
State 1137 6719 2725 157 1073 103
Economically Disadvantaged Division 9 10 0 0 2 1
State 10704 18183 1640 532 2851 1084
Homeless Division < < < < 0 <
State 206 692 68 31 302 66
Military Connected Division 19 4 0 1 0 0
State 1928 1198 49 15 35 23
< = 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 Students180166921719553
Female867992819445
Male948793909611
Asian<<100<10000
Black<<100<10000
Hispanic10101001010000
Native Hawaiian<<100<10000
White153142931469543
Multiple Races<<<<<<<
Students with Disabilities151280138717
Economically Disadvantaged221986198629
Homeless<<100<10000
Military Connected2423962410000
< = 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 Taken136 / 19.48%134 / 19.2%135 / 18.91%
Advanced Placement Course Enrollment156 / 22.35%146 / 20.92%158 / 22.13%
Dual Enrollment14 / 2.01%2 / .29%49 / 6.86%
Governor's School Enrollment15 / 2.15%18 / 2.58%12 / 1.68%
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 StudentsDivision15211127
State85,89757,72633
FemaleDivision685322
State43,22331,59927
MaleDivision845831
State42,67426,12739
American IndianDivision<<100
State26516737
AsianDivision<<100
State6,0845,29213
HispanicDivision<<100
State10,1015,82642
WhiteDivision14210526
State46,44832,34130
Students with DisabilitiesDivision<<100
State7,2153,25755
Economically DisadvantagedDivision19<100
State27,32814,19048
BlackDivision--100
State18,86711,29840
Native HawaiianDivision--100
State1428739
Multiple RacesDivision--100
State3,9902,71532
English LearnersDivision--100
State5,1812,82046
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2016-20172017-20182018-2019
NOCTI AssessmentsDivision252521
 State3,6233,5254,095
Industry CertificationDivision145226226
 State109,275104,601107,234
Workplace ReadinessDivision82119100
 State42,31350,24144,892
Total Credentials EarnedDivision252370350
 State157,490160,248158,452
Students Earning One or More CredentialsDivision202287295
 State126,113128,672126,041
CTE CompletersDivision1147987
 State40,51641,43840,209
State LicensuresDivision--3
 State2,2791,8812,231
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,4311,5371,317

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

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
2015-2016Division$5,028$5,015$467
State$6,084$4,849$812
2016-2017Division$5,118$5,247$526
State$6,248$5,052$871
2017-2018Division$5,135$5,398$572
State$6,462$5,219$867

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 Students1,9101521,9631461,999129
Female934789497496667
Male976741,014721,03362
American Indian83100<<
Asian453420380
Black181141202
Hispanic452602691
Native Hawaiian<<<<100
White1,7501381,7841411,806122
Multiple Races355442512
Students with Disabilities203322093020025
Economically Disadvantaged324623126030655
English Learners171170141
Homeless214165135
< = 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 38
Disorderly or Disruptive Behavior Offenses 64
Other Offenses Against Persons 37
All Other Offenses 12
Property Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 35
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 Indian0.53.60.50.40.7
Asian2.33.61.91.71.6
Black10.70.90.82.1
Hispanic2.42.96.93.22.9
Native Hawaiian0.41.20.40.52.1
White92.386.992.581.991.886.4
Multiple Races24.82.18.62.75.7
< = 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 Indian0.50.50.4
Asian2.31.91.6
Black10.70.8
Hispanic2.42.93.2
Native Hawaiian0.40.40.5
White92.310092.510091.8100
Multiple Races22.12.7
< = 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 Indian0.50.50.4
Asian2.31.91.6
Black10.70.8
Hispanic2.42.93.2
Native Hawaiian0.40.40.5
White92.392.591.8
Multiple Races22.12.7
< = 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 16.318.114.9
< = 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 20.521.928.1
< = 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 65.463.961.9
< = 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

2017-2018 Grades K-7 Student Teacher Ratio: 14.47 : 1

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2017-2018 Grades 8-12 Student Teacher Ratio: 11.64 : 1

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Teacher Quality

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

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