Virginia School Quality Profiles

Division: At-A-Glance

Source URL: http://schoolquality.virginia.gov/virginia-divisions/divsion-at-a-glance

General Information

Address:

Superintendent:

Region:

Enrollment: 1,262,262

Students with Disabilities: 14.4%
Economically Disadvantaged: 43.5%
English Learners: 14.1%

Fully Accredited Schools

This chart displays the percentage of schools meeting or exceeding expectations in English, mathematics, science, history/social science and graduation.

On-time Graduation Rate

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	98,639	91,578	93	92,638	94	4,438	5
Female	48,037	45,341	94	45,771	95	1,645	3
Male	50,451	46,094	91	46,723	93	2,789	6
American Indian	247	230	93	234	95	10	4
Asian	7,684	7,565	99	7,587	99	68	1
Black	21,342	19,291	90	19,550	92	1,119	5
Hispanic	18,117	15,767	87	15,996	88	1,858	10
Native Hawaiian	168	161	96	164	98	2	1
White	45,378	43,199	95	43,678	96	1,211	3
Multiple Races	5,703	5,365	94	5,429	95	170	3
Students with Disabilities	11,898	10,767	91	10,923	92	868	7
Economically Disadvantaged	39,070	35,010	90	35,604	91	2,352	6
English Learners	7,703	6,074	79	6,199	81	1,427	19
Migrant	<	<	100	<	100	0	0
Homeless	1,221	944	77	979	80	170	14
Military Connected	4,164	4,064	98	4,086	98	52	1
Foster Care	345	225	65	238	69	85	25
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

Fall Membership by Subgroups

2023 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	2022-2023	2023-2024
All Students	1263605	1262262
Female	611689	611031
Male	651072	650324
American Indian	3293	3292
Asian	94973	96415
Black	273624	271102
Hispanic	236811	244925
Native Hawaiian	1983	1966
White	568568	557874
Multiple Races	84353	86688
Students with Disabilities	174317	181085
Students without Disabilities	1089288	1081177
Economically Disadvantaged	556792	548519
Not Economically Disadvantaged	706813	713743
English Learners	172913	177975
Not English Learners	1090692	1084287
Migrant	207	218
Homeless	8998	10214
Military Connected	69555	70855
Foster Care	2831	2615
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Expenditures for Instruction

Percentage of Expenditures

Division Expenditures

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.

School Division - Percentage of Expenditures
	2020-2021	2021-2022	2022-2023
Percentage of fiscal year division operating expenditures for instructional costs	67.4	64.7	63.4

Instructional costs include the salaries and benefits for teachers, teacher aides, principals, assistant principals, librarians, and school counselors; expenditures for textbooks; and expenditures for regional and virtual instructional programs.

Absenteeism

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
	2021-2022		2022-2023		2023-2024
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	974,153	244,503	997,671	248,663	1,049,059	195,466
Female	472,969	118,653	483,900	120,703	509,567	93,932
Male	500,722	125,654	513,128	127,662	538,697	101,271
American Indian	2,314	773	2,405	799	2,620	661
Asian	81,724	10,474	80,912	13,812	85,784	10,510
Black	196,993	66,304	206,565	63,472	215,766	51,324
Hispanic	166,660	55,192	176,208	58,856	195,966	47,840
Native Hawaiian	1,598	386	1,581	384	1,698	273
White	461,815	95,629	463,298	94,370	475,404	71,076
Multiple Races	63,049	15,745	66,702	16,970	71,821	13,782
Students with Disabilities	122,664	43,780	128,508	45,193	139,185	38,059
Economically Disadvantaged	375,116	158,069	403,420	159,504	447,067	131,236
English Learners	130,603	38,023	138,281	42,523	153,124	34,278
Homeless	6,456	6,624	8,425	8,876	10,285	7,970
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

Advanced Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2023-2024 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia's public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth's public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.