Prince William County Public Schools

The Elementary Schools Gifted Program Participation by Ethnicity graph displays the percentage of students that participated in the gifted program for the most recent three years.

The percentage of Asian students that participated in 2016-17 was 32%, 2017-18 was 29%, and 2018-19 was 30%; the percentage of black students that participated in 2016-17 was 12%, 2017-18 was 12%, and 2018-19 was 12%; the percentage of Hispanic students that participated in 2016-17 was 11%, 2017-18 was 11%, and 2018-19 was 10%; the percentage of white students that participated in 2016-17 was 29%, 2017-18 was 28%, and 2018-19 was 28%.

The Elementary Schools Gifted Program Participation by Student Group graph displays the percentage of students that participated for the most recent three years.

The percentage of economically disadvantaged students that participated in 2016-17 was 9%, in 2017-18 was 9% and in 2018-19 was 10%; the non-economically disadvantaged students that participated in 2016-17 was 28%, in 2017-18 was 27% and in 2018-19 was 26%; the gap between the two groups in 2016-17 was 19%, in 2017-18 was 18% and in 2018-19 was 16%.

The percentage of EL students that participated in 2016-17 was 10%, 2017-18 was 9% and in 2018-19 was 10%; the non-EL students that participated in 2016-17 was 25%, in 2017-18 was 23% and in 2018-19 was 23%; the gap between the two groups in 2016-17 was 15%, in 2017-18 was 14% and in 2018-19 was 13%.

The percentage of Special Education students that participated in 2016-17 was 5%, 2017-18 was 4%, and 2018-19 was 4%; the non-Special Education students that participated in 2016-17 was 22%, 2017-18 was 21%, and 2018-19 was 21%; the gap between the two groups in 2016-17 was 17%, in 2017-18 was 17% and in 2018-19 was 17%.

The Elementary Schools Gifted Program Participation by Gender graph displays the percentage of students that participated for the most recent three years.

The percentage of male students that participated in 2016-17 was 19%, in 2017-18 was 19% and in 2018-19 was 19%; the female students that participated in 2016-17 was 20%, in 2017-18 was 18% and in 2018-19 was 19%; the gap between the two groups in 2016-17 was 1%, in 2017-18 was 1% and in 2018-19 was 0%.

The Elementary Schools Gifted Program Participation by Ethnicity for Five Year Increments graph displays the percentage of students that participated for the most recent five-year increments.

 The percentage of Asian students that participated in 2008-09 was 26%, in 2013-14 was 30% and in 2018-19 was 30%; the black students that participated in 2008-09 was 9%, in 2013-14 was 10% and in 2018-19 was 12%; the percentage of Hispanic students that participated in 2008-09 was 9%, in 2013-14 was 8% and in 2018-19 was 10%; the white students that participated in 2008-09 was 28%, in 2013-14 was 27% and in 2018-19 was 28%.

The Elementary Schools Gifted Program Participation by Student Group in Five Year Increments graph displays the percentage of students that participated for the most recent five-year increments.

The percentage of economically disadvantaged students that participated in 2008-09 was 7%, in 2013-14 was 7% and in 2018-19 was 10%; the non-economically disadvantaged students that participated in 2008-09 was 25%, in 2013-14 was 25% and in 2018-19 was 26%; the gap between the two groups in 2008-09 was 18%, in 2013-14 was 18% and in 2018-19 was 16%.

The percentage of EL students that participated in 2008-09 was 4%, in 2013-14 was 4% and in 2018-19 was 10%; the non-EL students that participated in 2008-09 was 23%, in 2013-14 was 23% and in 2018-19 was 23%; the gap between the two groups in 2008-09 was 19%, in 2013-14 was 19% and in 2018-19 was 13%.

The percentage of Special Education students that participated in 2008-09 was 5%, in 2013-14 was 5% and in 2018-19 was 4%; the non-Special Education students participated in 2008-09 was 21%, in 2013-14 was 19% and in 2018-19 was 21%; the gap between the two groups in 2008-09 was 16%, in 2013-14 was 14% and in 2018-19 was 17%.

The Elementary Schools Gifted Program Participation by Gender in Five Year Increments graph displays the percentage of students that participated for the most recent five-year increments.

The percentage of male students that participated in 2008-09 was 18%, in 2013-14 was 17% and in 2018-19 was 19%; the female students that participated in 2008-09 was 19%, in 2013-14 was 18% and in 2018-19 was 19%; the gap between the two groups in 2008-09 was 1%, in 2013-14 was 1% and in 2018-19 was 0%.

The Middle Schools Gifted Program Participation by Ethnicity graph displays the percentage of students that participated in the gifted program for the most recent three years.

The percentage of Asian students that participated in 2016-17 was 32%, 2017-18 was 33%, and 2018-19 was 33%; the percentage of black students that participated in 2016-17 was 11%, 2017-18 was 12%, and 2018-19 was 13%; the percentage of Hispanic students that participated in 2016-17 was 10%, 2017-18 was 11%, and 2018-19 was 11%; the percentage of white students that participated in 2016-17 was 29%, 2017-18 was 30%, and 2018-19 was 30%.

The Middle Schools Gifted Program Participation by Student Group graph displays the percentage of students that participated for the most recent three years.

The percentage of economically disadvantaged students that participated in 2016-17 was 9%, in 2017-18 was 10% and in 2018-19 was 10%; the non-economically disadvantaged students that participated in 2016-17 was 28%, in 2017-18 was 28% and in 2018-19 was 28%; the gap between the two groups in 2016-17 was 19%, in 2017-18 was 18% and in 2018-19 was 18%.

The percentage of EL students that participated in 2016-17 was 5%, 2017-18 was 6% and in 2018-19 was 6%; the non-EL students that participated in 2016-17 was 24%, in 2017-18 was 25% and in 2018-19 was 26%; the gap between the two groups in 2016-17 was 19%, in 2017-18 was 19% and in 2018-19 was 20%.

The percentage of Special Education students that participated in 2016-17 was 4%, 2017-18 was 4%, and 2018-19 was 4%; the non-Special Education students that participated in 2016-17 was 21%, 2017-18 was 22%, and 2018-19 was 23%; the gap between the two groups in 2016-17 was 17%, in 2017-18 was 18% and in 2018-19 was 19%.

The Middle Schools Gifted Program Participation by Gender graph displays the percentage of students that participated for the most recent three years.

The percentage of male students that participated in 2016-17 was 18%, in 2017-18 was 19% and in 2018-19 was 20%; the female students that participated in 2016-17 was 20%, in 2017-18 was 21% and in 2018-19 was 20%; the gap between the two groups in 2016-17 was 2%, in 2017-18 was 2% and in 2018-19 was 0%.

The High Schools Program Participation by Ethnicity graph displays the percentage by ethnicity of each program (gifted, advanced and CTE students) for the most recent three years.

In gifted, the percentage of Asian students that participated in 2016-17 was 28%, 2017-18 was 28%, and 2018-19 was 27%; the percentage of black students that participated in 2016-17 was 11%, 2017-18 was 10%, and 2018-19 was 11%; the percentage of Hispanic students that participated in 2016-17 was 9%, 2017-18 was 9%, and 2018-19 was 9%; the percentage of white students that participated in 2016-17 was 28%, 2017-18 was 28%, and 2018-19 was 29%.

In advanced, the percentage of Asian students that participated in 2016-17 was 42%, 2017-18 was 44%, and 2018-19 was 41%; the percentage of black students that participated in 2016-17 was 24%, 2017-18 was 23%, and 2018-19 was 22%; the percentage of Hispanic students that participated in 2016-17 was 17%, 2017-18 was 18%, and 2018-19 was 17%; the percentage of white students that participated in 2016-17 was 34%, 2017-18 was 33%, and 2018-19 was 33%.

In CTE, the percentage of Asian students that participated in 2016-17 was 54%, 2017-18 was 60%, and 2018-19 was 60%; the percentage of black students that participated in 2016-17 was 69%, 2017-18 was 69%, and 2018-19 was 67%; the percentage of Hispanic students that participated in 2016-17 was 62%, 2017-18 was 63%, and 2018-19 was 63%; the percentage of white students that participated in 2016-17 was 60%, 2017-18 was 61%, and 2018-19 was 59%.

The High Schools Gifted Program Participation by Student Group graph displays the percentage of students that participated for the most recent three years.

The percentage of economically disadvantaged students that participated in 2016-17 was 8%, in 2017-18 was 8% and in 2018-19 was 8%; the non-economically disadvantaged students that participated in 2016-17 was 24%, in 2017-18 was 25% and in 2018-19 was 25%; the gap between the two groups in 2016-17 was 16%, in 2017-18 was 17% and in 2018-19 was 17%.

The percentage of EL students that participated in 2016-17 was 1%, 2017-18 was 1% and in 2018-19 was 1%; the non-EL students that participated in 2016-17 was 21%, in 2017-18 was 21% and in 2018-19 was 21%; the gap between the two groups in 2016-17 was 20%, in 2017-18 was 20% and in 2018-19 was 20%.

The percentage of Special Education students that participated in 2016-17 was 3%, 2017-18 was 3%, and 2018-19 was 3%; the non-Special Education students that participated in 2016-17 was 20%, 2017-18 was 20%, and 2018-19 was 20%; the gap between the two groups in 2016-17 was 17%, in 2017-18 was 17% and in 2018-19 was 17%.

The High Schools Gifted Program Participation by Gender graph displays the percentage of students that participated for the most recent three years.

The percentage of male students that participated in 2016-17 was 17%, in 2017-18 was 17% and in 2018-19 was 17%; the female students that participated in 2016-17 was 19%, in 2017-18 was 19% and in 2018-19 was 19%; the gap between the two groups in 2016-17 was 2%, in 2017-18 was 2% and in 2018-19 was 2%.

The High Schools CTE Participation by Student Group graph displays the percentage of students that participated for the most recent three years.

The percentage of economically disadvantaged students that participated in 2016-17 was 65%, in 2017-18 was 65% and in 2018-19 was 65%; the non-economically disadvantaged students that participated in 2016-17 was 60%, in 2017-18 was 61% and in 2018-19 was 60%; the gap between the two groups in 2016-17 was 5%, in 2017-18 was 4% and in 2018-19 was 5%.

The percentage of EL students that participated in 2016-17 was 63%, 2017-18 was 64% and in 2018-19 was 62%; the non-EL students that participated in 2016-17 was 62%, in 2017-18 was 63% and in 2018-19 was 62%; the gap between the two groups in 2016-17 was 1%, in 2017-18 was 1% and in 2018-19 was 0%.

The percentage of Special Education students that participated in 2016-17 was 62%, 2017-18 was 63%, and 2018-19 was 64%; the non-Special Education students that participated in 2016-17 was 62%, 2017-18 was 63%, and 2018-19 was 62%; the gap between the two groups in 2016-17 was 0%, in 2017-18 was 0% and in 2018-19 was 2%.

The High Schools CTE Participation by Gender graph displays the percentage of students that participated for the most recent three years.

The percentage of male students that participated in 2016-17 was 69%, in 2017-18 was 70% and in 2018-19 was 69%; the female students that participated in 2016-17 was 55%, in 2017-18 was 55% and in 2018-19 was 55%; the gap between the two groups in 2016-17 was 14%, in 2017-18 was 15% and in 2018-19 was 14%.

The High Schools Advanced Course Participation by Student Group graph displays the percentage of students that participated for the most recent three years.

The percentage of economically disadvantaged students that participated in 2016-17 was 17%, in 2017-18 was 17% and in 2018-19 was 16%; the non-economically disadvantaged students that participated in 2016-17 was 33%, in 2017-18 was 34% and in 2018-19 was 31%; the gap between the two groups in 2016-17 was 16%, in 2017-18 was 17% and in 2018-19 was 15%.

The percentage of EL students that participated in 2016-17 was 8%, 2017-18 was 8% and in 2018-19 was 7%; the non-EL students that participated in 2016-17 was 31%, in 2017-18 was 31% and in 2018-19 was 28%; the gap between the two groups in 2016-17 was 23%, in 2017-18 was 23% and in 2018-19 was 21%.

The percentage of Special Education students that participated in 2016-17 was 3%, 2017-18 was 2%, and 2018-19 was 3%; the non-Special Education students that participated in 2016-17 was 30%, 2017-18 was 30%, and 2018-19 was 28%; the gap between the two groups in 2016-17 was 27%, in 2017-18 was 28% and in 2018-19 was 25%.

The High Schools Advanced Course Participation by Gender graph displays the percentage of students that participated for the most recent three years.

The percentage of male students that participated in 2016-17 was 22%, in 2017-18 was 22% and in 2018-19 was 21%; the female students that participated in 2016-17 was 32%, in 2017-18 was 32% and in 2018-19 was 30%; the gap between the two groups in 2016-17 was 10%, in 2017-18 was 10% and in 2018-19 was 9%.

The Percent of Students Identified for Special Education by Ethnicity graph displays the percentage of students that participated in the gifted program for the most recent three years.

The percentage of Asian students identified for Special Education in 2016-17 was 5%, 2017-18 was 5%, and 2018-19 was 5%; the percentage of black students identified for Special Education in 2016-17 was 13%, 2017-18 was 13%, and 2018-19 was 13%; the percentage of Hispanic students identified for Special Education in 2016-17 was 10%, 2017-18 was 10%, and 2018-19 was 10%; the percentage of white students identified for Special Education in 2016-17 was 10%, 2017-18 was 10%, and 2018-19 was 11%.

The Percent of Students Identified for Special Education by Student Group graph displays the percentage of students that participated for the most recent three years.

The percentage of economically disadvantaged students that identified for Special Education in 2016-17 was 12%, in 2017-18 was 12% and in 2018-19 was 12%; the non-economically disadvantaged students that identified for Special Education in 2016-17 was 9%, in 2017-18 was 9% and in 2018-19 was 9%; the gap between the two groups in 2016-17 was 3%, in 2017-18 was 3% and in 2018-19 was 3%.

The percentage of EL students that identified for Special Education in 2016-17 was 11%, 2017-18 was 12% and in 2018-19 was 12%; the non-EL students that identified for Special Education in 2016-17 was 10%, in 2017-18 was 10% and in 2018-19 was 9%; the gap between the two groups in 2016-17 was 1%, in 2017-18 was 2% and in 2018-19 was 3%.

The Percent of Students Identified for Special Education by Gender graph displays the percentage of students that participated for the most recent three years.

The percentage of male students that identified for Special Education in 2016-17 was 13%, in 2017-18 was 14% and in 2018-19 was 14%; the female students that identified for Special Education in 2016-17 was 7%, in 2017-18 was 7% and in 2018-19 was 7%; the gap between the two groups in 2016-17 was 6%, in 2017-18 was 7% and in 2018-19 was 7%.