Staunton City Public Schools

Accreditation

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

	Accreditation Status
Elementary Schools
Arthur R. Ware Elementary	Accreditation Waived
Bessie Weller Elementary	Accreditation Waived
Thomas C. McSwain Elementary	Accreditation Waived
Middle Schools
Shelburne Middle	Accreditation Waived
High Schools
Staunton High	Accreditation Waived

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

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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	27	50	77	23	25	47	73	27	19	47	65	35
Female	32	55	87	13	30	49	79	21	25	51	76	24
Male	23	45	67	33	21	46	67	33	12	42	54	46
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	4	54	59	41	13	54	67	33	6	37	43	57
Hispanic	27	40	67	33	11	42	53	47	20	60	80	20
White	32	47	80	20	30	47	76	24	23	48	71	29
Multiple Races	13	75	88	13	21	48	69	31	12	47	59	41
Students with Disabilities	18	26	44	56	20	35	55	45	7	9	16	84
Students without Disabilities	29	53	81	19	26	49	75	25	20	51	72	28
Economically Disadvantaged	16	48	64	36	14	49	63	37	9	44	53	47
Not Economically Disadvantaged	35	50	85	15	33	47	80	20	28	49	77	23
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
Grade 8 Writing Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	45	60	40	18	43	61	39	13	35	48	52
Female	22	53	75	25	24	45	69	31	18	42	60	40
Male	9	38	47	53	12	42	54	46	9	28	38	62
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	27	27	73	4	46	50	50	3	21	23	77
Hispanic	<	<	<	<	15	31	46	54	<	<	<	<
White	21	46	66	34	21	44	65	35	17	38	55	45
Multiple Races	-	79	79	21	18	41	59	41	7	43	50	50
Students with Disabilities	-	15	15	85	6	39	45	55	3	6	9	91
Students without Disabilities	18	49	67	33	20	44	64	36	15	40	56	44
Economically Disadvantaged	8	37	45	55	8	42	50	50	5	29	33	67
Not Economically Disadvantaged	22	52	74	26	26	44	70	30	23	42	64	36
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
EOC Writing Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	39	54	93	7	36	53	89	11	25	60	85	15
Female	42	56	99	1	38	55	93	7	33	61	94	6
Male	36	52	88	12	33	51	84	16	16	59	76	24
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	8	79	88	13	21	61	82	18	12	62	73	27
Hispanic	<	<	100	0	<	<	<	<	18	82	100	0
White	44	49	93	7	42	50	92	8	30	59	89	11
Multiple Races	30	70	100	0	25	58	83	17	17	52	70	30
Students with Disabilities	37	37	74	26	<	<	<	<	18	18	36	64
Students without Disabilities	39	56	96	4	34	55	89	11	25	63	88	12
Economically Disadvantaged	26	64	91	9	23	58	82	18	15	64	79	21
Not Economically Disadvantaged	45	49	94	6	44	49	93	7	32	57	89	11
English Learners	<	<	100	0					<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

select test

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	15	61	76	24	14	56	70	30	12	68	81	19
Female	16	62	78	22	13	59	72	28	11	71	83	17
Male	15	59	74	26	15	52	67	33	13	66	79	21
American Indian	<	<	<	<	<	<	100	0	<	<	100	0
Asian	45	36	82	18	38	44	81	19	32	58	89	11
Black	4	60	64	36	5	52	56	44	3	65	68	32
Hispanic	16	58	74	26	15	47	62	38	8	71	79	21
Native Hawaiian									<	<	100	0
White	19	60	79	21	17	58	74	26	16	68	84	16
Multiple Races	8	66	74	26	12	56	68	32	6	73	80	20
Students with Disabilities	12	32	44	56	11	27	38	62	8	53	61	39
Students without Disabilities	16	65	81	19	15	60	75	25	13	71	84	16
Economically Disadvantaged	9	58	67	33	9	54	63	37	6	68	75	25
Not Economically Disadvantaged	21	63	85	15	19	58	76	24	18	69	87	13
English Learners	9	52	61	39	8	38	46	54	4	61	64	36
Migrant					<	<	<	<	<	<	<	<
Homeless	-	60	60	40	7	39	46	54	-	67	67	33
Military Connected					<	<	<	<	<	<	<	<
Foster Care					-	60	60	40	<	<	<	<
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	20	57	77	23	20	51	71	29	19	65	83	17
Female	15	60	75	25	16	57	73	27	14	67	80	20
Male	25	53	78	22	23	47	70	30	23	63	86	14
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	8	49	57	43	10	45	55	45	4	52	56	44
Hispanic	36	36	71	29	<	<	<	<	23	62	85	15
Native Hawaiian									<	<	100	0
White	25	58	83	17	24	53	77	23	22	65	87	13
Multiple Races	9	66	75	25	13	47	60	40	11	83	94	6
Students with Disabilities	15	38	54	46	20	28	48	52	7	61	68	32
Students without Disabilities	21	59	80	20	20	55	74	26	21	65	86	14
Economically Disadvantaged	13	53	67	33	11	47	59	41	10	65	76	24
Not Economically Disadvantaged	28	61	89	11	28	55	83	17	26	64	90	10
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care									<	<	100	0
Grade 4 Mathematics Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	24	62	86	14	31	53	84	16	18	71	89	11
Female	25	62	87	13	26	59	85	15	15	74	89	11
Male	24	61	85	15	35	48	83	18	20	69	89	11
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	-	78	78	22	11	63	74	26	-	71	71	29
Hispanic	29	64	93	7	29	53	82	18	<	<	<	<
White	31	55	87	13	39	48	86	14	23	73	95	5
Multiple Races	17	71	88	13	24	59	82	18	19	68	87	13
Students with Disabilities	26	26	52	48	16	45	61	39	15	69	85	15
Students without Disabilities	24	67	91	9	34	54	87	13	18	72	90	10
Economically Disadvantaged	19	64	83	17	20	60	80	20	9	76	84	16
Not Economically Disadvantaged	31	59	89	11	42	45	87	13	27	67	94	6
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
Grade 5 Mathematics Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	27	51	78	22	26	54	80	20	21	64	85	15
Female	30	46	77	23	23	59	82	18	17	70	86	14
Male	24	56	80	20	29	49	78	22	26	59	85	15
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	10	47	57	43	4	79	82	18	7	69	76	24
Hispanic	25	50	75	25	14	43	57	43	20	73	93	7
White	32	49	81	19	31	51	82	18	28	59	86	14
Multiple Races	14	77	91	9	27	54	81	19	12	76	88	12
Students with Disabilities	3	35	38	62	14	24	38	62	13	68	81	19
Students without Disabilities	31	54	86	14	28	60	88	12	23	64	86	14
Economically Disadvantaged	18	58	75	25	19	58	76	24	13	67	80	20
Not Economically Disadvantaged	37	44	82	18	34	51	84	16	31	61	92	8
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Grade 6 Mathematics Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	68	71	29	2	55	56	44	3	68	71	29
Female	5	73	78	22	3	56	58	42	2	76	79	21
Male	-	64	64	36	1	54	55	45	3	58	61	39
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	-	76	76	24	-	45	45	55	-	50	50	50
Hispanic	<	<	<	<	8	62	69	31	-	58	58	42
White	4	64	68	33	2	55	57	43	1	77	78	22
Multiple Races	-	67	67	33	-	67	67	33	5	64	68	32
Students with Disabilities	6	32	39	61	6	29	35	65	4	36	40	60
Students without Disabilities	2	78	79	21	1	61	62	38	2	74	77	23
Economically Disadvantaged	1	64	65	35	-	56	56	44	1	62	63	37
Not Economically Disadvantaged	6	75	81	19	4	53	57	43	4	74	78	22
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Migrant									<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	100	0
Foster Care					<	<	100	0	<	<	100	0
Grade 7 Mathematics Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	53	59	41	7	45	51	49	10	61	71	29
Female	4	58	61	39	9	45	54	46	13	59	72	28
Male	7	50	57	43	4	44	49	51	7	64	71	29
American Indian									<	<	100	0
Asian	<	<	<	<	<	<	100	0	<	<	100	0
Black	-	54	54	46	-	30	30	70	-	62	62	38
Hispanic	<	<	<	<	8	58	67	33	8	62	69	31
White	7	57	64	36	10	46	56	44	15	55	70	30
Multiple Races	7	40	47	53	-	48	48	52	-	90	90	10
Students with Disabilities	13	23	37	63	4	7	11	89	9	50	59	41
Students without Disabilities	4	59	63	37	7	50	57	43	10	64	75	25
Economically Disadvantaged	2	42	44	56	3	39	42	58	7	63	69	31
Not Economically Disadvantaged	10	67	76	24	10	50	60	40	14	60	74	26
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	-	65	65	35	1	55	56	44	3	71	74	26
Female	-	76	76	24	-	60	60	40	2	75	77	23
Male	-	56	56	44	1	50	51	49	4	67	71	29
Asian					<	<	<	<	<	<	<	<
Black	-	43	43	57	-	59	59	41	-	74	74	26
Hispanic	-	50	50	50	-	40	40	60	-	83	83	17
White	-	71	71	29	1	55	56	44	5	71	76	24
Multiple Races	-	75	75	25	-	60	60	40	-	60	60	40
Students with Disabilities	-	6	6	94	3	33	36	64	3	40	43	57
Students without Disabilities	-	74	74	26	-	60	60	40	3	77	80	20
Economically Disadvantaged	-	52	52	48	1	50	51	49	-	69	69	31
Not Economically Disadvantaged	-	78	78	22	-	60	60	40	8	74	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
Foster Care									<	<	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	6	73	79	21	2	75	77	23	7	77	84	16
Female	8	70	78	22	3	81	84	16	8	82	90	10
Male	4	77	81	19	2	70	72	28	6	72	79	21
Asian	<	<	100	0					<	<	<	<
Black	-	74	74	26	-	56	56	44	3	75	78	22
Hispanic	13	75	88	13	-	64	64	36	-	81	81	19
White	7	73	80	20	3	80	84	16	10	76	86	14
Multiple Races	5	67	71	29	-	70	70	30	-	86	86	14
Students with Disabilities	-	61	61	39	-	23	23	77	-	56	56	44
Students without Disabilities	7	75	82	18	3	81	84	16	8	80	88	12
Economically Disadvantaged	4	68	71	29	-	65	65	35	3	78	81	19
Not Economically Disadvantaged	8	79	88	12	4	83	87	13	11	75	87	13
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	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	7	63	70	30	3	53	57	43	7	68	75	25
Female	7	64	71	29	2	53	55	45	7	70	77	23
Male	7	62	69	31	5	53	58	42	7	66	73	27
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	49	51	49	-	29	29	71	-	57	57	43
Hispanic	-	57	57	43	7	27	33	67	<	<	<	<
White	9	71	80	20	4	64	68	32	10	72	82	18
Multiple Races	8	46	54	46	-	56	56	44	-	56	56	44
Students with Disabilities	-	36	36	64	-	29	29	71	-	33	33	67
Students without Disabilities	8	65	73	27	4	55	59	41	8	70	78	22
Economically Disadvantaged	1	57	59	41	2	47	49	51	4	59	63	37
Not Economically Disadvantaged	12	68	80	20	4	59	63	37	9	74	83	17
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	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	38	57	96	4	33	65	98	2	22	71	93	7
Female	40	57	97	3	29	68	97	3	30	66	95	5
Male	36	58	94	6	37	61	98	2	11	80	91	9
Asian	<	<	100	0	<	<	100	0
Black	14	77	91	9	5	95	100	0	-	83	83	17
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	46	50	96	4	32	65	97	3	29	64	93	7
Multiple Races	<	<	100	0	40	60	100	0	-	100	100	0
Students with Disabilities	<	<	<	<	<	<	100	0	<	<	100	0
Students without Disabilities	39	58	97	3	33	65	98	2	21	72	93	7
Economically Disadvantaged	21	74	95	5	25	72	96	4	10	80	90	10
Not Economically Disadvantaged	45	51	96	4	38	61	99	1	29	66	95	5
English Learners	<	<	100	0	<	<	100	0	<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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	15	66	81	19	12	65	77	23	13	61	74	26
Female	14	66	80	20	13	66	79	21	11	66	77	23
Male	16	66	82	18	11	64	75	25	14	56	70	30
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	25	58	83	17	17	67	83	17
Black	5	57	62	38	2	59	61	39	1	56	57	43
Hispanic	5	69	74	26	11	52	63	38	16	53	69	31
White	19	67	86	14	15	67	82	18	17	61	78	22
Multiple Races	6	77	83	17	7	67	75	25	3	69	71	29
Students with Disabilities	4	36	40	60	4	36	40	60	9	29	38	62
Students without Disabilities	16	71	87	13	13	69	83	17	13	66	79	21
Economically Disadvantaged	8	64	72	28	6	63	69	31	5	58	63	37
Not Economically Disadvantaged	20	68	89	11	18	66	84	16	20	64	84	16
English Learners	-	53	53	47	-	46	46	54	8	42	50	50
Homeless	<	<	<	<	14	50	64	36	-	46	46	54
Military Connected					<	<	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	19	61	80	20	14	62	76	24	24	53	77	23
Female	20	55	75	25	14	62	76	24	20	58	78	22
Male	19	66	85	15	13	62	75	25	27	48	75	25
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	60	63	37	-	70	70	30	2	62	64	36
Hispanic	8	58	67	33	14	36	50	50	27	53	80	20
White	25	58	83	17	16	61	78	22	34	45	79	21
Multiple Races	9	82	91	9	12	73	85	15	6	74	79	21
Students with Disabilities	-	47	47	53	7	28	34	66	19	34	53	47
Students without Disabilities	23	63	87	13	15	69	83	17	24	56	81	19
Economically Disadvantaged	15	61	76	24	7	67	74	26	10	59	69	31
Not Economically Disadvantaged	24	61	85	15	20	57	78	22	38	46	85	15
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	68	73	27	3	63	66	34	5	54	59	41
Female	7	68	75	25	2	68	70	30	5	61	66	34
Male	4	69	72	28	5	58	63	38	6	47	53	47
Asian	<	<	100	0	<	<	<	<	<	<	<	<
Black	-	38	38	62	-	46	46	54	-	37	37	63
Hispanic	-	64	64	36	7	29	36	64	8	46	54	46
White	7	72	79	21	4	70	74	26	7	61	68	32
Multiple Races	-	85	85	15	-	59	59	41	4	50	54	46
Students with Disabilities	-	32	32	68	3	35	39	61	3	15	18	82
Students without Disabilities	6	73	79	21	3	68	71	29	6	62	67	33
Economically Disadvantaged	-	56	56	44	3	49	52	48	1	47	48	52
Not Economically Disadvantaged	9	79	88	12	4	74	77	23	10	62	72	28
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
Biology Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	62	80	20	13	65	78	22	13	65	78	22
Female	15	65	79	21	16	65	81	19	12	67	79	21
Male	23	59	82	18	11	65	76	24	14	63	77	23
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	6	65	71	29	3	55	58	42	-	58	58	42
Hispanic	7	57	64	36	-	90	90	10	<	<	<	<
White	24	63	87	13	18	66	84	16	18	66	84	16
Multiple Races	13	56	69	31	4	62	65	35	-	70	70	30
Students with Disabilities	-	10	10	90	-	42	42	58	8	38	46	54
Students without Disabilities	21	69	89	11	15	68	83	17	13	67	81	19
Economically Disadvantaged	4	69	73	27	6	66	72	28	6	60	65	35
Not Economically Disadvantaged	29	57	86	14	19	65	84	16	19	69	88	12
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0
Chemistry Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	69	95	5	30	67	97	3	19	74	94	6
Female	22	73	95	5	33	62	94	6	25	63	88	13
Male	30	65	95	5	27	73	100	0	13	87	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	17	74	91	9	6	75	81	19	<	<	<	<
Hispanic	<	<	100	0	<	<	100	0	<	<	100	0
White	32	63	95	5	35	65	100	0	25	70	95	5
Multiple Races	<	<	100	0	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<
Students without Disabilities	26	71	96	4	30	67	97	3	19	74	94	6
Economically Disadvantaged	21	73	94	6	12	82	94	6	<	<	<	<
Not Economically Disadvantaged	28	67	95	5	40	58	98	2	26	74	100	0
English Learners									<	<	100	0
Homeless					<	<	100	0	<	<	100	0
Military Connected									<	<	100	0
Earth Science Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	73	81	19	9	68	78	22	7	71	78	22
Female	7	76	83	17	9	71	79	21	6	77	84	16
Male	9	71	80	20	10	66	76	24	8	64	72	28
Asian	<	<	100	0	<	<	100	0	<	<	<	<
Black	-	50	50	50	-	56	56	44	-	68	68	32
Hispanic	-	86	86	14	8	58	67	33	13	53	67	33
White	11	78	89	11	12	71	83	17	9	72	81	19
Multiple Races	5	76	81	19	6	72	78	22	-	79	79	21
Students with Disabilities	5	40	45	55	-	35	35	65	3	35	39	61
Students without Disabilities	8	77	85	15	11	74	85	15	8	77	84	16
Economically Disadvantaged	4	67	71	29	3	63	67	33	4	65	69	31
Not Economically Disadvantaged	12	79	91	9	15	73	88	13	10	77	87	13
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	17	59	75	25	16	60	76	24	12	52	64	36
Female	14	61	75	25	14	59	72	28	12	50	62	38
Male	19	56	76	24	18	61	79	21	12	54	66	34
American Indian	<	<	100	0	<	<	100	0	<	<	100	0
Asian	<	<	100	0	<	<	<	<	10	90	100	0
Black	4	54	58	42	6	54	60	40	1	38	39	61
Hispanic	18	55	73	27	19	60	79	21	4	56	60	40
White	19	60	79	21	20	61	80	20	16	53	69	31
Multiple Races	16	60	77	23	9	62	71	29	9	62	71	29
Students with Disabilities	8	35	44	56	8	34	42	58	7	35	41	59
Students without Disabilities	18	62	79	21	17	64	81	19	13	55	68	32
Economically Disadvantaged	9	55	64	36	9	59	68	32	6	46	52	48
Not Economically Disadvantaged	23	62	85	15	22	60	82	18	17	58	76	24
English Learners	25	44	69	31	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	-	53	53	47	10	30	40	60
Military Connected					<	<	100	0	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
VA & US History Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	71	80	20	4	77	81	19	1	52	53	47
Female	3	73	76	24	2	75	78	22	2	52	53	47
Male	15	69	84	16	6	78	84	16	-	53	53	47
Asian	<	<	100	0	<	<	<	<	<	<	100	0
Black	5	53	58	42	-	69	69	31	-	39	39	61
Hispanic	-	70	70	30	-	82	82	18	<	<	<	<
White	12	74	86	14	6	80	86	14	2	51	53	47
Multiple Races	-	93	93	7	6	69	75	25	-	69	69	31
Students with Disabilities	-	43	43	57	-	40	40	60	-	29	29	71
Students without Disabilities	11	75	85	15	5	82	86	14	1	56	57	43
Economically Disadvantaged	4	69	73	27	3	68	71	29	-	43	43	57
Not Economically Disadvantaged	13	72	85	15	5	84	89	11	2	63	65	35
English Learners	<	<	100	0	<	<	100	0	<	<	<	<
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Foster Care					<	<	<	<
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	61	67	33	5	65	70	30	4	56	60	40
Female	6	62	68	32	3	65	68	32	4	55	59	41
Male	6	60	66	34	7	64	71	29	4	58	62	38
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	45	45	55	-	57	57	43	-	36	36	64
Hispanic	-	71	71	29	<	<	<	<	-	60	60	40
White	7	64	71	29	7	69	76	24	5	59	64	36
Multiple Races	5	64	68	32	-	44	44	56	-	56	56	44
Students with Disabilities	11	17	28	72	-	19	19	81	-	39	39	61
Students without Disabilities	5	65	71	29	6	70	76	24	4	59	63	37
Economically Disadvantaged	2	51	53	47	4	58	62	38	1	45	47	53
Not Economically Disadvantaged	9	69	78	22	6	71	77	23	6	67	73	27
English Learners	<	<	<	<	<	<	100	0	<	<	100	0
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
Foster Care					<	<	<	<
World History II Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	54	74	26	14	53	67	33	14	47	61	39
Female	15	60	74	26	9	54	63	37	14	44	58	42
Male	27	48	75	25	20	52	72	28	13	51	64	36
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	3	56	59	41	4	32	36	64	-	17	17	83
Hispanic	10	50	60	40	-	64	64	36	<	<	<	<
White	26	54	80	20	18	52	71	29	18	53	70	30
Multiple Races	14	57	71	29	-	88	88	13	9	45	55	45
Students with Disabilities	-	9	9	91	7	29	36	64	8	17	25	75
Students without Disabilities	22	58	79	21	14	55	70	30	14	50	64	36
Economically Disadvantaged	8	48	55	45	6	47	53	47	7	35	42	58
Not Economically Disadvantaged	28	59	87	13	20	59	79	21	18	57	75	25
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	<	100	0	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
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	15	54	69	31	14	63	76	24	6	54	60	40
Female	16	55	71	29	16	58	74	26	6	52	58	42
Male	14	53	67	33	12	67	79	21	5	56	62	38
American Indian									<	<	100	0
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	46	46	54	5	56	61	39	-	33	33	67
Hispanic	17	50	67	33	18	73	91	9	-	62	62	38
White	18	56	74	26	18	63	81	19	9	54	63	37
Multiple Races	18	47	65	35	7	64	71	29	-	73	73	27
Students with Disabilities	-	32	32	68	3	29	32	68	-	26	26	74
Students without Disabilities	17	57	74	26	16	68	84	16	7	58	65	35
Economically Disadvantaged	7	48	55	45	5	67	72	28	3	45	48	52
Not Economically Disadvantaged	24	60	84	16	21	59	80	20	9	64	73	27
English Learners	<	<	100	0	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	100	0	<	<	<	<
VA Studies Performance	2016-2017				2017-2018				2018-2019
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	33	52	85	15	36	45	81	19	30	49	79	21
Female	30	53	83	17	31	45	77	23	30	47	76	24
Male	37	51	88	12	40	44	85	15	30	50	81	19
American Indian					<	<	100	0	<	<	100	0
Asian	<	<	100	0					<	<	100	0
Black	12	69	81	19	17	46	63	37	4	54	57	43
Hispanic	57	36	93	7	56	31	88	13	<	<	<	<
White	34	51	84	16	42	45	87	13	37	46	83	17
Multiple Races	38	50	88	13	21	53	74	26	23	60	83	17
Students with Disabilities	14	48	62	38	14	34	48	52	20	40	60	40
Students without Disabilities	36	53	88	12	40	47	86	14	31	50	81	19
Economically Disadvantaged	23	57	81	19	22	55	77	23	17	52	69	31
Not Economically Disadvantaged	45	46	90	10	50	35	85	15	42	46	88	12
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected									<	<	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									<	<	<	<
Female									<	<	<	<
White									<	<	<	<
Students with Disabilities									<	<	<	<
Not Economically Disadvantaged									<	<	<	<
< = 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

	2016-2017	2017-2018	2018-2019
Division	2	2	3
State	4,227	2,762	3,719
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	2018-2019	2019-2020	2020-2021
Pre-kindergarten	91	90	81
Kindergarten	190	209	172
Grade 1	215	200	203
Grade 2	228	207	173
Grade 3	186	224	191
Grade 4	198	187	212
Grade 5	230	194	187
Grade 6	187	226	190
Grade 7	215	193	225
Grade 8	216	215	185
Grade 9	210	209	208
Grade 10	170	216	215
Grade 11	200	166	206
Grade 12	192	202	159
Total Students	2,728	2,738	2,607

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

Fall Membership by Subgroups

2020 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	2018-2019	2019-2020	2020-2021
All Students	2728	2738	2607
Female	1334	1323	1246
Male	1394	1415	1361
American Indian	5	8	11
Asian	33	42	37
Black	431	447	399
Hispanic	160	170	174
Native Hawaiian	1	1	1
White	1753	1723	1644
Multiple Races	345	347	341
Students with Disabilities	386	349	318
Students without Disabilities	2342	2389	2289
Economically Disadvantaged	1268	1068	1143
Not Economically Disadvantaged	1460	1670	1464
English Learners	59	71	81
Not English Learners	2669	2667	2526
Migrant	3	-	-
Homeless	25	52	25
Military Connected	9	23	26
Foster Care	15	15	15
< = 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 2020: 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 2019-2020 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	110	79	2	3	4	10
	State	50981	37565	2393	953	5062	1527
Female	Division	60	36	0	1	2	5
	State	28032	16195	772	327	1870	537
Male	Division	50	43	2	2	2	5
	State	22949	21370	1621	626	3192	990
Asian	Division	<	<	<	<	0	<
	State	5504	1382	99	13	87	34
Black	Division	14	17	2	0	0	2
	State	7857	10933	899	202	1084	601
Hispanic	Division	9	5	0	0	0	0
	State	5873	7010	283	119	2545	241
White	Division	76	46	0	2	3	6
	State	28901	16318	1003	543	1194	573
Multiple Races	Division	9	9	0	1	1	2
	State	2639	1760	97	71	138	70
Students with Disabilities	Division	2	12	2	1	2	1
	State	1176	7391	2393	128	922	89
Economically Disadvantaged	Division	34	39	2	2	1	7
	State	11627	19512	1409	505	2495	997
English Learners	Division	<	<	<	<	<	<
	State	1295	4669	241	28	2167	60
Homeless	Division	<	<	<	<	0	<
	State	183	628	54	22	301	49
Military Connected	Division	<	<	<	<	0	<
	State	2014	1262	47	21	39	14
Foster Care	Division	<	<	<	<	<	<
	State	23	186	32	21	88	20
< = 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 Students	208	191	92	194	93	4	2
Female	104	96	92	97	93	2	2
Male	104	95	91	97	93	2	2
Asian	<	<	100	<	100	0	0
Black	35	33	94	33	94	0	0
Hispanic	14	14	100	14	100	0	0
White	133	122	92	124	93	3	2
Multiple Races	22	18	82	19	86	1	5
Students with Disabilities	20	16	80	17	85	2	10
Economically Disadvantaged	85	75	88	77	91	1	1
English Learners	<	<	<	<	<	<	<
Homeless	<	<	<	<	<	0	0
Military Connected	<	<	100	<	100	0	0
Foster Care	<	<	<	<	<	<	<
< = 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	2017-2018	2018-2019	2019-2020
Advanced Placement Test Taken	62 / 8.21%	56 / 7.26%	76 / 9.6%
Advanced Placement Course Enrollment	63 / 8.34%	56 / 7.26%	79 / 9.97%
Dual Enrollment	175 / 23.18%	148 / 19.2%	117 / 14.77%
Governor's School Enrollment	38 / 5.03%	41 / 5.32%	39 / 4.92%
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 Students	Division	171	110	36
	State	85,897	57,726	33
Female	Division	81	58	28
	State	43,223	31,599	27
Male	Division	90	52	42
	State	42,674	26,127	39
American Indian	Division	<	<	100
	State	265	167	37
Asian	Division	<	<	100
	State	6,084	5,292	13
Black	Division	37	18	51
	State	18,867	11,298	40
Hispanic	Division	<	<	100
	State	10,101	5,826	42
White	Division	110	74	33
	State	46,448	32,341	30
Multiple Races	Division	11	<	100
	State	3,990	2,715	32
Students with Disabilities	Division	15	<	100
	State	7,215	3,257	55
Economically Disadvantaged	Division	72	36	50
	State	27,328	14,190	48
English Learners	Division	<	<	100
	State	5,181	2,820	46
Native Hawaiian	Division	-	-	100
	State	142	87	39
< = 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
		2016-2017	2017-2018	2018-2019
NOCTI Assessments	Division	13	19	16
	State	3,623	3,525	4,095
State Licensures	Division	3	7	2
	State	2,279	1,881	2,231
Industry Certification	Division	152	106	113
	State	109,275	104,601	107,234
Workplace Readiness	Division	98	116	161
	State	42,313	50,241	44,892
Total Credentials Earned	Division	266	248	292
	State	157,490	160,248	158,452
Students Earning One or More Credentials	Division	215	225	248
	State	126,113	128,672	126,041
CTE Completers	Division	72	85	86
	State	40,516	41,438	40,209
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	1,431	1,537	1,317

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2016-2017	2017-2018	2018-2019
Percentage of fiscal year state operating expenditures for instructional costs	67.2	66.9	66.9
Percentage of fiscal year division operating expenditures for instructional costs	72	72.1	71.6

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
2016-2017	Division	$4,526	$5,764	$996
	State	$6,248	$5,052	$871
2017-2018	Division	$4,504	$5,915	$1,064
	State	$6,462	$5,219	$867
2018-2019	Division	$4,500	$6,101	$1,014
	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 Students	2,268	317	2,273	320	2,298	324
Female	1,075	155	1,099	150	1,109	168
Male	1,193	162	1,174	170	1,189	156
American Indian	<	<	<	<	<	<
Asian	17	0	20	3	29	1
Black	354	53	357	50	347	58
Hispanic	131	18	126	16	136	18
Native Hawaiian	<	<	<	<	<	<
White	1,507	210	1,494	216	1,500	198
Multiple Races	252	35	272	34	278	49
Students with Disabilities	305	73	308	61	301	68
Economically Disadvantaged	1,124	197	1,052	185	1,188	245
English Learners	47	6	46	4	53	7
Homeless	17	14	34	19	26	27
< = 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	80
Disorderly or Disruptive Behavior Offenses	150
Other Offenses Against Persons	75
All Other Offenses	<
Property Offenses	<
Weapons Offenses	<
Offenses Against Staff	<
Offenses Against Student	41
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
	2016-2017		2017-2018		2018-2019
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	0.7		1.1		1.2
Black	15.9	36.1	15.7	22.4	15.8	24.3
Hispanic	5.6	6.7	5.5	8.2	5.9	5.8
Native Hawaiian	0		0		0
White	66	40.1	65.8	44.7	64.3	53.2
Multiple Races	11.4	17.1	11.7	24.7	12.7	16.8
< = 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
	2016-2017		2017-2018		2018-2019
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.2
Asian	0.7		1.1		1.2
Black	15.9		15.7		15.8
Hispanic	5.6		5.5		5.9
Native Hawaiian	0		0		0
White	66	50	65.8		64.3
Multiple Races	11.4	50	11.7		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
	2016-2017		2017-2018		2018-2019
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.2
Asian	0.7		1.1		1.2
Black	15.9		15.7		15.8
Hispanic	5.6		5.5		5.9
Native Hawaiian	0		0		0
White	66		65.8		64.3
Multiple Races	11.4		11.7		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
	2017-2018	2018-2019	2019-2020
	Percentage	Percentage	Percentage
All Students	55.1	54.7	57.9
< = 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
	2017-2018	2018-2019	2019-2020
	Percentage	Percentage	Percentage
All Students	54	59.1	65.1
< = 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
	2017-2018	2018-2019	2019-2020
	Percentage	Percentage	Percentage
All Students	71.3	68.8	78.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

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: 11.85 : 1

2018-2019 Grades 8-12 Student Teacher Ratio: 10.87 : 1

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: 2019-2020

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2017-2018	46%	53%	0%	1%
2018-2019	46%	52%	0%	2%
2019-2020	50%	47%	0%	3%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.