Prince William County Public Schools

The Percent of Graduates Earning a Qualifying Score by Ethnicity graph displays the percentage of students that earned a qualifying score for the most recent three years.

The percentage of Asian students that earned a qualifying score in 2016-17 was 52%, 2017-18 was 51%, and 2018-19 was 58%; the percentage of black students that earned a qualifying score in 2016-17 was 22%, 2017-18 was 24%, and 2018-19 was 21%; the percentage of Hispanic students that earned a qualifying score in 2016-17 was 24%, 2017-18 was 25%, and 2018-19 was 23%; the percentage of white students that earned a qualifying score in 2016-17 was 46%, 2017-18 was 44%, and 2018-19 was 49%.

The Percent of Graduates Earning Qualifying Score by Student Group graph displays the percentage of students that earned a qualifying score for the most recent three years.

The percentage of economically disadvantaged students that earned a qualifying score in 2016-17 was 20%, in 2017-18 was 20% and in 2018-19 was 21%; the non-economically disadvantaged students that earned a qualifying score in 2016-17 was 42%, in 2017-18 was 43% and in 2018-19 was 43%; the gap between the two groups in 2016-17 was 22%, in 2017-18 was 23% and in 2018-19 was 22%.

The percentage of EL students that earned a qualifying score in 2016-17 was 10%, in 2017-18 was 10% and in 2018-19 was 10%; the non-EL students that earned a qualifying score in 2016-17 was 39%, 2017-18 was 38% and in 2018-19 was 39%; the gap between the two groups in 2016-17 was 29%, in 2017-18 was 28% and in 2018-19 was 29%.

The percentage of Special Education students that earned a qualifying score in 2016-17 was 4%, 2017-18 was 4%, and 2018-19 was 3%; the non-Special Education students earned a qualifying score in 2016-17 was 39%, 2017-18 was 38%, and 2018-19 was 39%; the gap between the two groups in 2016-17 was 35%, in 2017-18 was 34% and in 2018-19 was 36%.

The Percent of Graduates Earning a Qualifying Score by Ethnicity in Five Year Increments graph displays the percentage of students that earned a qualifying score for the most recent five-year increments.

The percentage of Asian students that earned a qualifying score in 2008-09 was 40%, in 2013-14 was 53% and in 2018-19 was 58%; the black students that earned a qualifying score in 2008-09 was 14%, in 2013-14 was 18% and in 2018-19 was 21%; the percentage of Hispanic students that earned a qualifying score in 2008-09 was 20%, in 2013-14 was 22% and in 2018-19 was 23%; the white students that earned a qualifying score in 2008-09 was 39%, in 2013-14 was 45% and in 2018-19 was 49%.

The Percent of Graduates Earning a Qualifying Score by Student Group in Five Year Increments graph displays the percentage of graduate students that earned a qualifying score for the most recent five-year increments.

The percentage of economically disadvantaged graduate students that earned a qualifying score in 2008-09 was 13%, in 2013-14 was 20% and in 2018-19 was 21%; the non-economically disadvantaged students that earned a qualifying score in 2008-09 was 33%, in 2013-14 was 39% and in 2018-19 was 43%; the gap between the two groups in 2008-09 was 20%, in 2013-14 was 19% and in 2018-19 was 22%.

The percentage of EL graduate students that earned a qualifying score in 2008-09 was 6%, in 2013-14 was 9% and in 2018-19 was 10%; the non-EL students that earned a qualifying score in 2008-09 was 30%, in 2013-14 was 35% and in 2018-19 was 39%; the gap between the two groups in 2008-09 was 24%, in 2013-14 was 26% and in 2018-19 was 29%.

The percentage of Special Education graduate students that earned a qualifying score in 2008-09 was 2%, in 2013-14 was 2% and in 2018-19 was 3%; the non-Special Education students earned a qualifying score in 2008-09 was 32%, in 2013-14 was 37% and in 2018-19 was 39%; the gap between the two groups in 2008-09 was 30%, in 2013-14 was 35% and in 2018-19 was 36%.

The Percent of Graduating Seniors ACT Participation by Ethnicity graph displays the percentage of graduating senior students that participated in taking the ACT (a standardized test used for college admissions in the United States) for the most recent three years.

The percentage of graduating senior Asian students that participated in taking the ACT in 2016-17 was 20%, 2017-18 was 16%, and 2018-19 was 15%; the percentage of graduating senior black students that participated in taking the ACT in 2016-17 was 21%, 2017-18 was 16%, and 2018-19 was 14%; the percentage of graduating senior Hispanic students that participated in taking the ACT in 2016-17 was 8%, 2017-18 was 6%, and 2018-19 was 6%; the percentage of graduating senior white students that participated in taking the ACT in 2016-17 was 25%, 2017-18 was 17%, and 2018-19 was 17%.

The Graduating Seniors ACT Mean Scores by Ethnicity graph displays the mean scores for the ACT (a standardized test used for college admissions in the United States) for the most recent three years.

The mean score for graduating senior Asian students in 2016-17 was 25.6%, 2017-18 was 23.8%, and 2018-19 was 25.5%; the mean score for graduating senior black students in 2016-17 was 19.6%, 2017-18 was 19.4%, and 2018-19 was 19.7%; the mean score for graduating senior Hispanic students in 2016-17 was 22.1%, 2017-18 was 21.1%, and 2018-19 was 21.5%; the mean score for graduating senior white students in 2016-17 was 24.7%, 2017-18 was 24.5%, and 2018-19 was 24.4%.

The Percent of Graduating Seniors SAT Participation by Ethnicity graph displays the percentage of students that participated in taking the SAT (a standardized test used for college admissions in the United States) for the most recent three years.

The percentage of graduating senior Asian students that participated in taking the SAT in 2016-17 was 66%, 2017-18 was 67%, and 2018-19 was 69%; the percentage of graduating senior black students that participated in taking the SAT in 2016-17 was 61%, 2017-18 was 63%, and 2018-19 was 58%; the percentage of graduating senior Hispanic students that participated in taking the SAT in 2016-17 was 40%, 2017-18 was 39%, and 2018-19 was 40%; the percentage of graduating senior white students that participated in taking the SAT in 2016-17 was 65%, 2017-18 was 63%, and 2018-19 was 65%.

The Graduating Seniors SAT Scores by Ethnicity graph displays the average EBRW (Evidence-based Reading and Writing), Math and Total scores for the SAT (a standardized test used for college admissions in the United States) for the most recent three years.

The SAT average EBRW score for graduating senior Asian students in 2016-17 was 574, 2017-18 was 577, and 2018-19 was 592; the SAT average math score for graduating senior Asian students in 2016-17 was 577, 2017-18 was 586, and 2018-19 was 599; the SAT average total score for graduating senior Asian students in 2016-17 was 1150, 2017-18 was 1163, and 2018-19 was 1191;

The SAT average EBRW score for graduating senior black students in 2016-17 was 518, 2017-18 was 521, and 2018-19 was 518; the SAT average math score for graduating senior black students in 2016-17 was 496, 2017-18 was 496, and 2018-19 was 496; the SAT average total score for graduating senior black students in 2016-17 was 1015, 2017-18 was 1017, and 2018-19 was 1014;

The SAT average EBRW score for graduating senior Hispanic students in 2016-17 was 538, 2017-18 was 542, and 2018-19 was 536; the SAT average math score for graduating senior Hispanic students in 2016-17 was 518, 2017-18 was 527, and 2018-19 was 518; the SAT average total score for graduating senior Hispanic students in 2016-17 was 1056, 2017-18 was 1069, and 2018-19 was 1054;

The SAT average EBRW score for graduating senior white students in 2016-17 was 584, 2017-18 was 588, and 2018-19 was 593; the SAT average math score for graduating senior white students in 2016-17 was 568, 2017-18 was 571, and 2018-19 was 572; the SAT average total score for graduating senior white students in 2016-17 was 1152, 2017-18 was 1159, and 2018-19 was 1165.

The On-Time Graduation Rate by Ethnicity graph displays the percentage of students that graduated on-time for the most recent three years.

The percentage of Asian students that graduated on-time in 2016-17 was 98%, 2017-18 was 99%, and 2018-19 was 97%; the percentage of black students that graduated on-time in 2016-17 was 93%, 2017-18 was 94%, and 2018-19 was 95%; the percentage of Hispanic students that graduated on-time in 2016-17 was 84%, 2017-18 was 85%, and 2018-19 was 84%; the percentage of white students that graduated on-time in 2016-17 was 96%, 2017-18 was 96%, and 2018-19 was 97%.

The On-Time Graduation Rate by Student Group graph displays the percentage of students that graduated on-time for the most recent three years.

The percentage of economically disadvantaged students that graduated on-time in 2016-17 was 89%, in 2017-18 was 90% and in 2018-19 was 88%; the non-economically disadvantaged students that graduated on-time score in 2016-17 was 93%, in 2017-18 was 94% and in 2018-19 was 95%; the gap between the two groups in 2016-17 was 4%, in 2017-18 was 4% and in 2018-19 was 7%.

The percentage of EL students that graduated on-time in 2016-17 was 83%, in 2017-18 was 82% and in 2018-19 was 82%; the non-EL students that graduated on-time in 2016-17 was 93%, 2017-18 was 94% and in 2018-19 was 94%; the gap between the two groups in 2016-17 was 10%, in 2017-18 was 12% and in 2018-19 was 12%.

The percentage of Special Education students that graduated on-time in 2016-17 was 89%, 2017-18 was 89%, and 2018-19 was 91%; the non-Special Education students graduated on-time in 2016-17 was 92%, 2017-18 was 93%, and 2018-19 was 93%; the gap between the two groups in 2016-17 was 3%, in 2017-18 was 4% and in 2018-19 was 2%.

The Percent of On-Time Graduates Rates by Ethnicity in Five Year Increments graph displays the percentage of students that graduated on-time for the most recent five-year increments.

The percentage of Asian students that graduated on-time in 2008-09 was 92%, in 2013-14 was 96% and in 2018-19 was 97%; the black students that graduated on-time in 2008-09 was 85%, in 2013-14 was 89% and in 2018-19 was 95%; the percentage of Hispanic students that graduated on-time in 2008-09 was 68%, in 2013-14 was 84% and in 2018-19 was 84%; the white students that graduated on-time in 2008-09 was 90%, in 2013-14 was 95% and in 2018-19 was 97%.

The Percent of On-Time Graduates Rates by Student Group in Five Year Increments graph displays the percentage of students that graduated on-time for the most recent five-year increments.

The percentage of economically disadvantaged students that graduated on-time in 2008-09 was 73%, in 2013-14 was 85% and in 2018-19 was 88%; the non-economically disadvantaged students that graduated on-time in 2008-09 was 88%, in 2013-14 was 93% and in 2018-19 was 95%; the gap between the two groups in 2008-09 was 15%, in 2013-14 was 8% and in 2018-19 was 7%.

The percentage of EL students that graduated on-time in 2008-09 was 60%, in 2013-14 was 76% and in 2018-19 was 82%; the non-EL students that graduated on-time in 2008-09 was 86%, in 2013-14 was 92% and in 2018-19 was 94%; the gap between the two groups in 2008-09 was 26%, in 2013-14 was 16% and in 2018-19 was 12%.

The percentage of Special Education students that graduated on-time in 2008-09 was 86%, in 2013-14 was 85% and in 2018-19 was 91%; the non-Special Education students graduated on-time in 2008-09 was 84%, in 2013-14 was 91% and in 2018-19 was 93%; the gap between the two groups in 2008-09 was 2%, in 2013-14 was 6% and in 2018-19 was 2%.

The Percent of Advanced Diplomas by Ethnicity graph displays the percentage of students that earned an advanced diploma for the most recent three years.

The percentage of Asian students that earned an advanced diploma in 2016-17 was 67%, 2017-18 was 68%, and 2018-19 was 68%; the percentage of black students that earned an advanced diploma in 2016-17 was 43%, 2017-18 was 42%, and 2018-19 was 41%; the percentage of Hispanic students that earned an advanced diploma in 2016-17 was 36%, 2017-18 was 37%, and 2018-19 was 35%; the percentage of white students that earned an advanced diploma in 2016-17 was 65%, 2017-18 was 62%, and 2018-19 was 62%.

The Percent of Advanced Diplomas by Student Group graph displays the percentage of students that earned an advanced diploma for the most recent three years.

The percentage of economically disadvantaged students that earned an advanced diploma in 2016-17 was 34%, in 2017-18 was 34% and in 2018-19 was 33%; the non-economically disadvantaged students that earned an advanced diploma in 2016-17 was 60%, in 2017-18 was 61% and in 2018-19 was 59%; the gap between the two groups in 2016-17 was 26%, in 2017-18 was 27% and in 2018-19 was 26%.

The percentage of EL students that earned an advanced diploma in 2016-17 was 23%, in 2017-18 was 19% and in 2018-19 was 17%; the non-EL students that earned an advanced diploma in 2016-17 was 57%, 2017-18 was 55% and in 2018-19 was 55%; the gap between the two groups in 2016-17 was 34%, in 2017-18 was 36% and in 2018-19 was 38%.

The percentage of Special Education students that earned an advanced diploma in 2016-17 was 6%, 2017-18 was 7%, and 2018-19 was 7%; the non-Special Education students earned an advanced diploma in 2016-17 was 57%, 2017-18 was 56%, and 2018-19 was 55%; the gap between the two groups in 2016-17 was 51%, in 2017-18 was 49% and in 2018-19 was 48%.

The Drop-Out Rate by Ethnicity graph displays the percentage of students that dropped out for the most recent three years.

The percentage of Asian students that dropped out in 2016-17 was 1%, 2017-18 was 1%, and 2018-19 was 2%; the percentage of black students that dropped out in 2016-17 was 5%, 2017-18 was 3%, and 2018-19 was 3%; the percentage of Hispanic students that dropped out in 2016-17 was 14%, 2017-18 was 13%, and 2018-19 was 13%; the percentage of white students that dropped out in 2016-17 was 2%, 2017-18 was 2%, and 2018-19 was 2%.

The Drop-Out Rate by Student Group graph displays the percentage of students that dropped out for the most recent three years.

The percentage of economically disadvantaged students that dropped out in 2016-17 was 8%, in 2017-18 was 7% and in 2018-19 was 10%; the non-economically disadvantaged students that dropped out in 2016-17 was 5%, in 2017-18 was 4% and in 2018-19 was 4%; the gap between the two groups in 2016-17 was 3%, in 2017-18 was 3% and in 2018-19 was 6%.

The percentage of EL students that dropped out in 2016-17 was 16%, in 2017-18 was 18% and in 2018-19 was 18%; the non-EL students that dropped out in 2016-17 was 4%, 2017-18 was 4% and in 2018-19 was 4%; the gap between the two groups in 2016-17 was 12%, in 2017-18 was 14% and in 2018-19 was 14%.

The percentage of Special Education students that dropped out in 2016-17 was 10%, 2017-18 was 10%, and 2018-19 was 8%; the non-Special Education students dropped out in 2016-17 was 6%, 2017-18 was 5%, and 2018-19 was 6%; the gap between the two groups in 2016-17 was 4%, in 2017-18 was 5% and in 2018-19 was 2%.