Data for Researchers & Developers

FGI COHORT GRADUATE COUNT

The number of students in the cohort earning a federally recognized high school diploma.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

POSTSECONDARY UNKNOWN W/O DE COUNT

The number of students that earned college credits but cound not be determined due to the presence of missing grades, excluding dual enrollment.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

POSTSECONDARY CREDIT W/O DE COUNT

The number of students that earned one year of college credit within two years of enrollment, excluding dual enrollment.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

POSTSECONDARY UNKNOWN CREDIT DE COUNT

The number of students that earned college credits but cound not be determined due to the presence of missing grades, with dual enrollment.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

POSTSECONDARY CREDIT DE COUNT

The number of students that earned one year of college credit within two years of enrollment, with dual enrollment.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

POSTSECONDARY ENROLLMENT COUNT

The number of students who enrolled in the specified type of Institute of Higher Education within 16 months of earning a federally recognized high school diploma.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

POSTSECONDARY INSTITUTION TYPE
(CEDS elements name:  Level of Institution and Control of Institution)

Documents the number of high school graduates with a federally recognized high school diploma enrolled in postsecondary institutions nationwide. These reports provide the best available estimates and are based on data VDOE obtained from the National Student Clearinghouse (NSC).

Type of Institution of Higher Education (IHE) that the student last earned postsecondary college credit.

The valid values:
1 = 4-Year Public
2 = 2-Year College
3 = 4-Private

SAMPLE DATA: 1
DATA FORMAT: NUMBER(1)

DROPOUT RATE

A cohort dropout rate reflects the number of students who dropped out – and did not re-enroll – as their cohort moved through high school as a percentage of the total number of students in the cohort.

Students on long-term medical leave, emergency family leave and students who were expelled for one-year are not counted as dropouts unless they permanently exit high school without a credential and without completing the 12th grade.
Hence, a cohort dropout rate is not the inverse of a cohort graduation rate. In addition to graduates and dropouts, a cohort includes students who completed high school with a GED, students who are on long-term medical leave, students who completed high school without earning a state-recognized credential and students who are still enrolled.

SAMPLE DATA: 6.52
DATA FORMAT: NUMBER(5,2)

DIPLOMA RATE

A cohort “on-time” graduation rate is the percentage of students in a cohort who earn a diploma within four years of entering the ninth grade. In Virginia, this rate is known as the Virginia On-Time Graduation Rate (OGR). In this dataset it is referred to more generally as Diploma Rate.

SAMPLE DATA: 87.65
DATA FORMAT: NUMBER(5,2)

COHORT COUNT

The number of students in the cohort. Virginia's graduation cohorts are defined as: group of students who enter the ninth grade for the first time together with the expectation of graduating within four years. The Virginia Department of Education (VDOE) Educational Information Management System (EIMS) tracks students in a cohort from year to year during their high school career. Students who transfer to a new high school are subtracted from the cohort of their original school and added to the cohort of the receiving school. Students who leave the commonwealth’s public schools also are subtracted from the cohort.

The cohort for the 2010-2011 school year were first-time ninth graders in the 2007-2008 school year.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

HIGH SCHOOL COMPLETER COUNT

The number of students that were awarded a diploma or credential in recognition of completion of the curricular requirements.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

HIGH SCHOOL COMPLETER NAME

The name of the diploma or credential that is awarded to a person in recognition of completion of the curricular requirements.

The valid values are:
Standard Diploma
Advanced Studies Diploma
Special Diploma
Certificate of Program Completion
General Educational Development (GED)
Modified Standard Diploma
General Achievement Diploma

NULL values are used to indicate that the HS Completion Namem/HS Completion Num were not considered when compiling the aggregate count for the record. For example, when HS Completion Name is NULL, all the graduates and completers are in the HS Completer CNT regardless of the diploma or certificate earned.

SAMPLE DATA: Standard Diploma
DATA FORMAT: VARCHAR2(20)

HIGH SCHOOL COMPLETION NUMBER

A number that represents the diploma/credential that is awarded to a person in recognition of completion of the curricular requirements.

The valid values are:
1=Standard Diploma
2=Advanced Studies Diploma
3=Special Diploma
4=Certificate of Program Completion
5=General Educational Development (GED)
7=Modified Standard Diploma
9=General Achievement Diploma

NULL values are used to indicate that the HS Completion Num/HS Completion Name were not considered when compiling the aggregate count for the record. For example, when HS Completion Num is NULL, all the graduates and completers are in the HS Completer CNT regardless of the diploma or certificate earned.

SAMPLE DATA: 1
DATA FORMAT: NUMBER(2)

CTE COMPLETER COUNT

The number of graduates and completers that also finished a coherent sequence of courses that leads to a concentration as identifed in the course listings within virginia's Adminstrative Planning Guide (APG).

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

CTE PROGRAM NAME

The name of the CTE Program that identifies a coherent sequence of courses that leads to a concentration as identified in the course listings within Virginia's Administrative Planning Guide (APG).

NULL values are used to indicate that the CTE Program Name/CTE Program Num were not considered when compiling the aggregate count for the record. For example, when CTE Program Name is NULL, all the CTE Graduates are in the CTE Completer CNT regardless of the CTE Program.

SAMPLE DATA: Accounting
DATA FORMAT: VARCHAR2(250) or NULL

CTE PROGRAM NUMBER

A number that represents the CTE Program that identifies a coherent sequence of courses that leads to a concentration as identified in the course listings within Virginia's Administrative Planning Guide (APG).

NULL values are used to indicate that the CTE Program Num/CTE Program Name were not considered when compiling the aggregate count for the record. For example, when CTE Program Num is NULL, all the CTE Graduates are in the CTE Completer CNT regardless of the CTE Program.

SAMPLE DATA: 2110
DATA FORMAT: NUMBER(4) or NULL

FAIL RATE

The percent of tests with a Failing score. This includes math and reading tests with a proficiency score of Fail Basic and Fail Below Basic.

All tests as defined in Virginia's approved Federal Accountability Workbook are included in the calculation. Non-standardized test approved by the state board of education (VAAP, VGLA, VSEP and VMAST) are included as well as the standardized SOL tests.

Valid values range from 0 to 100. The rate is rounded to the nearest hundredth.

SAMPLE DATA: 27.68
DATA FORMAT: NUMBER(5,2)

PASS RATE

The percent of tests with a Passing score. Tests with a proficiency score of Passed Advanced and Passed Proficient are included in this rate.

All tests as defined in Virginia's approved Federal Accountability Workbook are included in the calculation. Non-standardized test approved by the state board of education (VAAP, VGLA, VSEP and VMAST) are included as well as the standardized SOL tests.

Valid values range from 0 to 100. The rate is rounded to the nearest hundredth.

SAMPLE DATA: 72.32
DATA FORMAT: NUMBER(5,2)

PASS PROFICIENT RATE

The percent of tests with a Passed Proficient score. This does not include tests with a Passed Advance score.

All tests as defined in Virginia's approved Federal Accountability Workbook are included in the calculation. Non-standardized test approved by the state board of education (VAAP, VGLA, VSEP and VMAST) are included as well as the standardized SOL tests.

Valid values range from 0 to 100. The rate is rounded to the nearest hundredth.

SAMPLE DATA: 27.29
DATA FORMAT: NUMBER(5,2)

PASS ADVANCED RATE

The percent of tests with a Passed Advanced score.

All tests as defined in Virginia's approved Federal Accountability Workbook are included in the calculation. Non-standardized test approved by the state board of education (VAAP, VGLA, VSEP and VMAST) are included as well as the standardized SOL tests.

Valid values range from 0 to 100. The rate is rounded to the nearest hundredth.

SAMPLE DATA: 45.03
DATA FORMAT: NUMBER(5,2)

AVERAGE SOL SCALED SCORE

The average scaled score of the standardized SOL (Standards of Learning) tests.

All tests as defined in Virginia's approved Federal Accountability Workbook are included in the calculation. Alternative/alternate tests approved by the state board of education (VAAP, VGLA, VSEP and VMAST) are not included because those tests do not use a scaled score range that is consistent with the standardized SOL tests.

Valid values range from 0 to 600.

NULL values are used to suppress results where there are fewer than 10 standardized SOL tests in the group.

SAMPLE DATA: 375
DATA FORMAT: NUMBER(3) or NULL

TEST LEVEL
(CEDS element name: Assessment Level for which Designed)

The grade in school or the level of the test in which the standards are taught. For grade-level tests, this element and Test should be coupled together. (For the results of the Grade 3 Reading test, filter for Test = English Reading and Test Level = 3.)

The valid values are:
3 = tests on Grade 3 standards
4 = tests on Grade 4 standards (Reading and Mathematics tests only)
5 = tests on Grade 5 standards
6 = tests on Grade 6 standards (Reading and Mathematics tests only)
7 = tests on Grade 7 standards (Reading and Mathematics tests only)
8 = tests on Grade 8 standards
EOC = End-of-Course tests, given at the conclusion of a course not a grade
CST = History tests, given at the conclusion of an elementary/middle school cirriculum not necessarily a grade

NULL values are used to indicate that the Test Level was not considered when compiling the aggregate counts and rates for the record. For example, when Test Level is NULL, all the tests are included in the Passed Advanced Rate regardless of the level of the test.

SAMPLE DATA: EOC
DATA FORMAT: VARCHAR2(3) or NULL

TEST

The name of the test. For grade-level tests, this element and Test Level should be coupled together. (For the results of the Grade 3 Reading test, filter for Test = English Reading and Test Level = 3.)

The valid values are:
English Reading
Writing
Mathematics, Algebra I, Geometry, Algebra II
Science, Earth Science, Biology, Chemistry
History, VA & US History, World History I, World History II, Geography
US History I, US History II, Civics & Econ, VA Studies

NULL values are used to indicate that Test was not considered in the scores or rates in the record. Choose NULL values to for Test to see Subject scores and rates. (For example, a school's pass rate in mathematics would require a NULL value for Test.)

SAMPLE DATA: English Reading
DATA FORMAT: VARCHAR2(20) or NULL

SUBJECT

The description of the academic content or subject area (e.g., arts, mathematics, reading, or a foreign language) being evaluated.

Board-approved Standards of Learning tests are administered in 5 subject areas. For four subjects (Reading, Mathematics, History and Science), there are standardized tests (SOL) and alternative/alternate tests available (VAAP, VGLA, VMAST and VSEP).

The valid values are:
ENGR = English Reading (CEDS value: 13372)
MATH = Mathematics (CEDS value: 01166)
HIST = History and Social Science (CEDS value: 13374)
SCI = Science (CEDS value: 00562)
ENGW = Writing (CEDS value: 01287)

SAMPLE DATA: ENGR
DATA FORMAT: VARCHAR2(5)

DECEMBER 1 COUNT

The number of school aged children with an IEP or special education services plan that were actively enrolled on December 1st of each school year.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

PRIMARY DISABILITY TYPE

The major or overriding disability condition that best describes a person's impairment.

The value values are:
AUT = Autism
DB = Deaf-blindness
DD=Developmental delay
EMN=Emotional disturbance
HI=Hearing impairment
ID=Intellectual Disability
MD=Multiple disabilities
OI=Orthopedic impairment
OHI=Other health impariment
SLD=Specific learning disability
SLI=Speech or language impairment
TBI=Traumatic brain injury
VI=Visual impairment

NULL values are used to indicate that Primary Disability Type was not considered when compiling the aggregate counts in the record. For example, when Primary Disability Type is NULL, all the students are in the Dec 1 Cnt regardless of the type of disability of the student.

SAMPLE DATA: OHI
DATA FORMAT: VARCHAR2(2) or NULL

FALL MEMBERSHIP COUNT

The number of students that were actively enrolled in Virginia Public Schools on September 30th of each school year.

SAMPLE DATA: 2345
DATA FORMAT: NUMBER(9)

DISADVANTAGED FLAG

A flag that identifies students as economically disadvantaged if they meet any one of the following: 1) is eligible for Free/Reduced Meals, or 2) receives TANF, or 3) is eligible for Medicaid, or 4) identified as either Migrant or experiencing Homelessness.

The valid values:
Y = Yes
N = No

NULL values are used to indicate that Disadvantaged Flag was not considered when compiling the aggregate counts or rates for the record.

SAMPLE DATA: Y
DATA FORMAT: CHAR(1) or NULL

LIMITED ENGLISH PROFICIENCY (LEP) FLAG

A person
(A) who are ages 3 through 21;
(B) who are enrolled or preparing to enroll in an elementary school or a secondary school;
(C ) (who are i, ii, or iii) (i) who were not born in the United States or whose native languages are languages other than English; (ii) (who are I and II) (I) who are a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who come from an environment where languages other than English have a significant impact on their level of language proficiency; or (iii) who are migratory, whose native languages are languages other than English, and who come from an environment where languages other than English are dominant; and
(D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individuals (who are denied i or ii or iii) (i) the ability to meet the state's proficient level of achievement on state assessments described in section 1111(b)(3); (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society

The valid values:
Y = Yes
N = No

NULL values are used to indicate that LEP Flag was not considered when compiling the aggregate counts or rates for the record.

SAMPLE DATA: Y
DATA FORMAT: CHAR(1) or NULL

DISABILITY FLAG

A person having intellectual disability; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance (hereafter referred to as emotional disturbance); orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program (IEP), Individual Family Service Plan (IFSP), or service plan.

The valid values:
Y = Yes
N = No

NULL values are used to indicate that IDEA Indicator was not considered when compiling the aggregate counts or rates for the record.

SAMPLE DATA: Y
DATA FORMAT: CHAR(1) or NULL

GENDER

The valid values are:
F=female
M=male

NULL values are used to indicate that Gender was not considered when compiling the aggreate counts or rates for the record.

SAMPLE DATA: M
DATA FORMAT: CHAR(1) or NULL

FEDERAL RACE CODE

The Federal Race Code identifies one of the racial categories that most clearly reflects the student's recognition of his or her community or with which the student most closely identifies.

This code was self reported by school divisions through the 2009-2010 school year. Beginning in the 2010-2011 school year, VDOE sets this code based on what is reported about the student' ethnicity (Hispanic, Yes or No) AND an identification of one or more races. VDOE fully complies with the race/ethnicity reporting standards adopted by USED in 2007.

The valid values are:
0=unspecified (used through the 2009-2010 school year)
1=American Indian/Alaska Native
2=Asian
3=Black or African/American
4=Hispanic of any race
5=White
6=Native Hawaiian/Other Pacific Islander
99=Two or more races, non-Hispanic (added in 2010-2011)

NULL values are used to indicate that Federal Race Code was not considered when compiling the aggreate counts or rates for the record.

SAMPLE DATA: 4
DATA FORMAT: VARCHAR2(2) or NULL

GRADE CODE

A code that identifies the grade level at which a student receives services during a given academic session.

The valid values are:
PS=Preschool
KG=Kindergarten
01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11 and 12

NULL values are used to indicate that the Grade Code was not considered when compiling the aggregate counts or rates for the record. For example, when Grade Code is NULL, all the students are in the CNT field regardless of the grades of the students.

SAMPLE DATA: 12
DATA FORMAT: VARCHAR2(2) or NULL

SCHOOL NAME

The name of the school.
NULL values are present for State-level and division-level data.

SAMPLE DATA: Flat Hat High
DATA FORMAT: VARCHAR2(80) or NULL

SCHOOL NUMBER
(CEDS element name: School Identifer)

Four-digit state_assigned number for a school within the school division.
NULL values are present for State-level and division-level data.

SAMPLE DATA: '0010
DATA FORMAT: VARCHAR2(4) or NULL

SCHOOL DIVISION NAME

The name of the locality of the school division.
NULL values are present for State-level data.

SAMPLE DATA: Jefferson County
DATA FORMAT: VARCHAR2(50) or NULL

SCHOOL DIVISION NUMBER

Three-digit state-assigned number for a division that reported the student data to the Virginia Department of Education. By definition, at least one of the following must be true about the student's enrollment in the school division:
A.) the student resides,
B.) attends a school through open enrollment
C.) tuition is waived,
D.) the student is served at a school, or
E.)any student with a disability for whom the division is legally responsible for providing a Free Appropriate Public Education (FAPE) (see Reporting Rule 1).

NULL values are present for State-level data.

SAMPLE DATA: '099
DATA FORMAT: VARCHAR2(3) or NULL

LEVEL CODE

Since each data set contains state-level, division-level and school-level data, this code represents what level of data is in the record.

The valid values are:
STATE = state-level data
DIV = division-level data (in Virginia, school districts are called divisions)
SCH = school-level-data

SAMPLE DATA: STATE
DATA FORMAT: VARCHAR2(5)

SCHOOL YEAR

Each school year is expressed as two years with a hyphen in between the two. The first of the two years represents the calendar year when the school year begins and the second of the two years represents the calendar year when the school year ends.

SAMPLE DATA: 2008-2009
DATA FORMAT: VARCHAR2(9)