Albemarle County Public Schools

General school information

Division: Albemarle County Public Schools
Division Number: 2
Address: 401 McIntire Road Charlottesville, VA 22902-4596
Superintendent: Dr. Matthew S. Haas
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Agnor-Hurt Elementary	Accredited
Baker-Butler Elem	Accredited
Broadus Wood Elementary	Accredited
Brownsville Elementary	Accredited
Crozet Elementary	Accredited
Hollymead Elementary	Accredited
Mary Carr Greer Elementary	Accredited with Conditions
Meriwether Lewis Elementary	Accredited
Mountain View Elementary	Accredited with Conditions
Red Hill Elementary	Accredited with Conditions
Scottsville Elementary	Accredited
Stone Robinson Elementary	Accredited
Stony Point Elementary	Accredited
Virginia L. Murray Elementary	Accredited
Woodbrook Elementary	Accredited with Conditions
Middle Schools
Jackson P. Burley Middle	Accredited
Joseph T. Henley Middle	Accredited
Journey Middle	Accredited
Lakeside Middle	Accredited
Leslie H. Walton Middle	Accredited
High Schools
Albemarle High	Accredited
Monticello High	Accredited
Western Albemarle High	Accredited
Combined Schools
Community Lab School	Accredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	56	77	23	20	55	75	25
Female	22	57	79	21	23	54	76	24
Male	20	54	75	25	18	56	74	26
American Indian	<	<	<	<	<	<	<	<
Asian	37	50	87	13	32	52	84	16
Black	11	43	54	46	5	45	50	50
Hispanic	5	42	47	53	7	44	51	49
Native Hawaiian	<	<	100	0	<	<	<	<
White	25	60	85	15	26	59	85	15
Multiple Races	18	59	77	23	19	59	78	22
Students with Disabilities	15	33	49	51	8	36	44	56
Students without Disabilities	22	59	80	20	22	57	80	20
Economically Disadvantaged	7	41	47	53	6	44	51	49
Not Economically Disadvantaged	27	61	88	12	26	59	85	15
English Learners	1	17	18	82	1	20	21	79
Migrant					<	<	<	<
Homeless	4	17	22	78	4	26	30	70
Military Connected	25	70	95	5	27	61	89	11
Foster Care	<	<	<	<	<	<	<	<
Grade 3 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	54	70	30	14	52	66	34
Female	18	55	73	27	15	51	66	34
Male	13	54	67	33	12	54	66	34
American Indian					<	<	100	0
Asian	24	55	78	22	16	61	77	23
Black	11	49	60	40	3	37	39	61
Hispanic	2	31	33	67	2	32	34	66
Native Hawaiian	<	<	100	0	<	<	<	<
White	19	61	79	21	18	60	78	22
Multiple Races	17	57	74	26	20	49	69	31
Students with Disabilities	18	39	57	43	2	29	31	69
Students without Disabilities	15	56	71	29	15	55	70	30
Economically Disadvantaged	3	38	41	59	4	33	37	63
Not Economically Disadvantaged	22	62	83	17	18	61	79	21
English Learners	-	22	22	78	1	19	20	80
Homeless	<	<	<	<	<	<	<	<
Military Connected	22	74	96	4	23	51	74	26
Foster Care					<	<	<	<
Grade 4 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	52	70	30	21	52	74	26
Female	20	55	75	25	23	50	73	27
Male	15	50	65	35	20	55	75	25
Asian	45	42	87	13	33	47	81	19
Black	8	36	44	56	9	44	53	47
Hispanic	4	40	44	56	8	40	47	53
Native Hawaiian					<	<	100	0
White	22	60	82	18	26	57	83	17
Multiple Races	13	52	65	35	21	58	79	21
Students with Disabilities	13	27	40	60	9	36	44	56
Students without Disabilities	18	56	75	25	23	54	78	22
Economically Disadvantaged	5	37	42	58	6	40	46	54
Not Economically Disadvantaged	24	60	84	16	28	57	85	15
English Learners	1	22	23	77	-	28	28	72
Homeless	<	<	<	<	<	<	<	<
Military Connected	24	68	92	8	26	69	94	6
Foster Care	<	<	<	<	<	<	100	0
Grade 5 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	58	73	27	12	60	72	28
Female	14	61	75	25	13	60	74	26
Male	17	55	72	28	10	60	70	30
American Indian					<	<	100	0
Asian	28	59	88	13	26	60	86	14
Black	8	31	39	61	3	42	45	55
Hispanic	9	41	51	49	5	41	46	54
White	18	64	81	19	15	68	83	17
Multiple Races	8	63	71	29	12	69	81	19
Students with Disabilities	14	32	46	54	7	36	43	57
Students without Disabilities	16	61	77	23	12	64	77	23
Economically Disadvantaged	5	37	42	58	4	43	47	53
Not Economically Disadvantaged	20	67	88	12	15	69	84	16
English Learners	-	17	17	83	-	19	19	81
Homeless	<	<	<	<	<	<	<	<
Military Connected	27	73	100	0	28	61	89	11
Foster Care	<	<	<	<	<	<	<	<
Grade 6 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	56	78	22	21	54	76	24
Female	20	60	80	20	21	53	74	26
Male	25	52	76	24	21	56	77	23
Asian	40	50	90	10	31	53	84	16
Black	11	29	39	61	5	41	45	55
Hispanic	9	42	51	49	9	47	57	43
Native Hawaiian	<	<	100	0	<	<	100	0
White	25	63	88	12	26	59	86	14
Multiple Races	22	65	87	13	19	49	68	32
Students with Disabilities	25	27	52	48	7	41	48	52
Students without Disabilities	22	60	82	18	23	57	80	20
Economically Disadvantaged	11	38	49	51	6	46	52	48
Not Economically Disadvantaged	27	63	91	9	27	58	86	14
English Learners	8	-	8	92	-	25	25	75
Migrant					<	<	<	<
Homeless	<	<	<	<	<	<	<	<
Military Connected	14	82	95	5	26	65	91	9
Foster Care	<	<	<	<	<	<	100	0
Grade 7 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	59	82	18	19	58	77	23
Female	27	57	84	16	21	57	77	23
Male	19	61	80	20	17	59	76	24
American Indian	<	<	<	<	<	<	100	0
Asian	42	45	87	13	31	53	84	16
Black	13	58	70	30	5	45	50	50
Hispanic	-	61	61	39	6	49	55	45
Native Hawaiian					<	<	100	0
White	27	61	88	12	25	61	86	14
Multiple Races	19	62	81	19	10	75	84	16
Students with Disabilities	11	36	47	53	10	33	43	57
Students without Disabilities	24	62	86	14	20	62	82	18
Economically Disadvantaged	4	53	57	43	7	48	55	45
Not Economically Disadvantaged	30	62	92	8	24	62	85	15
English Learners	4	16	20	80	2	18	19	81
Homeless	<	<	<	<	<	<	<	<
Military Connected	17	78	94	6	17	80	97	3
Foster Care					<	<	100	0
Grade 8 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	21	53	74	26	20	55	74	26
Female	23	53	76	24	23	55	78	22
Male	20	53	73	27	16	55	71	29
American Indian	<	<	<	<	<	<	<	<
Asian	52	39	91	9	43	43	86	14
Black	14	36	50	50	4	43	47	53
Hispanic	6	31	38	63	3	51	55	45
Native Hawaiian					<	<	100	0
White	22	61	82	18	25	58	84	16
Multiple Races	18	59	76	24	13	59	71	29
Students with Disabilities	15	22	37	63	8	31	39	61
Students without Disabilities	23	59	81	19	21	58	79	21
Economically Disadvantaged	8	37	45	55	5	44	50	50
Not Economically Disadvantaged	26	58	84	16	26	59	85	15
English Learners	-	13	13	88	2	11	13	87
Homeless	<	<	<	<	<	<	<	<
Military Connected	47	47	93	7	21	68	88	12
Foster Care	<	<	<	<	<	<	<	<
EOC English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	30	56	86	14	34	52	86	14
Female	30	56	86	14	38	51	90	10
Male	30	56	86	14	29	53	83	17
American Indian	<	<	<	<	<	<	100	0
Asian	36	53	89	11	40	49	89	11
Black	15	54	69	31	7	60	67	33
Hispanic	6	48	55	45	17	46	62	38
Native Hawaiian					<	<	100	0
White	35	57	93	7	41	52	93	7
Multiple Races	27	63	89	11	37	58	95	5
Students with Disabilities	15	42	56	44	10	47	57	43
Students without Disabilities	32	58	90	10	37	53	90	10
Economically Disadvantaged	12	48	60	40	13	55	68	32
Not Economically Disadvantaged	34	58	93	7	41	51	93	7
English Learners	-	8	8	92	1	15	16	84
Homeless	<	<	100	0	<	<	<	<
Military Connected	32	64	95	5	64	32	95	5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					24	43	67	33
Female					30	45	75	25
Male					18	40	58	42
American Indian					<	<	<	<
Asian					39	43	82	18
Black					6	24	29	71
Hispanic					6	47	54	46
Native Hawaiian					<	<	100	0
White					30	46	76	24
Multiple Races					20	40	60	40
Students with Disabilities					5	14	19	81
Students without Disabilities					26	46	73	27
Economically Disadvantaged					4	33	37	63
Not Economically Disadvantaged					31	46	78	22
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					31	49	80	20
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					24	43	66	34
Female					30	45	75	25
Male					17	40	58	42
American Indian					<	<	<	<
Asian					39	43	82	18
Black					6	24	30	70
Hispanic					6	47	53	47
Native Hawaiian					<	<	100	0
White					30	46	76	24
Multiple Races					18	41	59	41
Students with Disabilities					4	11	15	85
Students without Disabilities					26	47	72	28
Economically Disadvantaged					4	32	36	64
Not Economically Disadvantaged					31	47	77	23
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					31	49	80	20
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					33	41	73	27
Female					42	46	88	13
Male					28	38	65	35
American Indian					<	<	<	<
Black					<	<	<	<
Hispanic					<	<	<	<
White					35	42	77	23
Multiple Races					<	<	100	0
Students with Disabilities					17	42	58	42
Students without Disabilities					37	40	77	23
Economically Disadvantaged					6	44	50	50
Not Economically Disadvantaged					43	39	83	17
English Learners					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	54	65	35	12	54	66	34
Female	11	54	64	36	11	53	65	35
Male	12	55	66	34	14	54	68	32
American Indian	<	<	<	<	<	<	<	<
Asian	34	49	83	17	30	54	84	16
Black	7	30	36	64	2	36	38	62
Hispanic	3	32	35	65	3	41	45	55
Native Hawaiian	<	<	<	<	<	<	100	0
White	11	64	75	25	15	61	77	23
Multiple Races	12	50	62	38	12	50	62	38
Students with Disabilities	14	29	43	57	4	33	37	63
Students without Disabilities	11	57	68	32	14	57	71	29
Economically Disadvantaged	5	30	35	65	2	39	41	59
Not Economically Disadvantaged	14	64	78	22	17	60	77	23
English Learners	3	19	21	79	2	23	25	75
Migrant					<	<	<	<
Homeless	7	10	17	83	-	17	17	83
Military Connected	7	74	82	18	12	66	78	22
Foster Care	<	<	<	<	-	42	42	58
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	51	63	37	12	49	61	39
Female	11	48	59	41	10	46	56	44
Male	12	54	66	34	15	52	67	33
American Indian					<	<	100	0
Asian	25	48	73	27	22	63	86	14
Black	9	31	40	60	1	29	30	70
Hispanic	1	22	23	77	1	29	30	70
White	13	63	76	24	16	58	74	26
Multiple Races	11	51	62	38	17	41	58	42
Students with Disabilities	16	25	41	59	3	23	26	74
Students without Disabilities	11	54	65	35	14	53	66	34
Economically Disadvantaged	3	25	27	73	3	28	31	69
Not Economically Disadvantaged	16	64	80	20	17	58	75	25
English Learners	2	18	20	80	3	20	23	77
Homeless	<	<	<	<	-	18	18	82
Military Connected	7	78	85	15	12	65	77	23
Foster Care					<	<	<	<
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	48	58	42	17	49	66	34
Female	8	48	56	44	16	48	64	36
Male	11	48	59	41	18	50	68	32
Asian	47	31	78	22	31	47	78	22
Black	4	29	33	67	4	31	35	65
Hispanic	4	23	27	73	4	36	40	60
Native Hawaiian					<	<	100	0
White	9	60	69	31	21	57	78	22
Multiple Races	10	51	61	39	18	49	67	33
Students with Disabilities	11	31	41	59	4	32	37	63
Students without Disabilities	9	51	60	40	18	51	70	30
Economically Disadvantaged	4	23	27	73	3	32	35	65
Not Economically Disadvantaged	13	61	73	27	23	56	79	21
English Learners	2	15	17	83	2	21	23	77
Homeless	<	<	<	<	<	<	<	<
Military Connected	4	72	76	24	26	51	77	23
Foster Care	<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	48	64	36	13	50	63	37
Female	13	46	59	41	12	49	60	40
Male	19	50	69	31	15	51	66	34
American Indian					<	<	100	0
Asian	42	35	77	23	44	40	84	16
Black	6	15	21	79	2	30	32	68
Hispanic	2	31	33	67	4	33	37	63
White	18	57	75	25	16	60	76	24
Multiple Races	16	45	61	39	14	53	67	33
Students with Disabilities	11	30	41	59	3	34	36	64
Students without Disabilities	16	50	67	33	15	53	67	33
Economically Disadvantaged	4	23	26	74	2	35	37	63
Not Economically Disadvantaged	21	60	81	19	19	57	76	24
English Learners	-	9	9	91	2	20	21	79
Homeless	<	<	<	<	<	<	<	<
Military Connected	7	80	87	13	14	56	69	31
Foster Care	<	<	<	<	<	<	<	<
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	52	59	41	19	48	68	32
Female	4	53	57	43	17	48	65	35
Male	10	50	60	40	22	48	71	29
Asian	13	67	79	21	35	48	83	17
Black	9	26	34	66	3	31	34	66
Hispanic	9	30	39	61	7	44	51	49
White	6	65	71	29	25	54	79	21
Multiple Races	-	38	38	63	15	42	57	43
Students with Disabilities	23	20	43	57	5	34	39	61
Students without Disabilities	3	59	62	38	22	51	72	28
Economically Disadvantaged	10	26	36	64	3	39	42	58
Not Economically Disadvantaged	5	69	74	26	26	53	79	21
English Learners	8	12	20	80	-	21	21	79
Migrant					<	<	<	<
Homeless	<	<	<	<	-	-	-	100
Military Connected	-	71	71	29	23	59	82	18
Foster Care	<	<	<	<	<	<	100	0
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	55	68	32	2	53	56	44
Female	13	52	65	35	1	52	53	47
Male	13	58	71	29	4	54	58	42
American Indian	<	<	<	<	<	<	100	0
Asian	54	38	92	8	7	69	76	24
Black	3	29	32	68	1	38	39	61
Hispanic	-	37	37	63	3	41	44	56
Native Hawaiian					<	<	100	0
White	13	65	78	22	3	62	65	35
Multiple Races	11	53	63	37	-	51	51	49
Students with Disabilities	18	24	42	58	4	29	34	66
Students without Disabilities	12	59	72	28	2	59	61	39
Economically Disadvantaged	4	33	37	63	1	40	41	59
Not Economically Disadvantaged	17	66	83	17	3	63	66	34
English Learners	3	14	17	83	1	25	26	74
Homeless	<	<	<	<	<	<	<	<
Military Connected	-	85	85	15	-	75	75	25
Foster Care					<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	15	27	73	1	37	38	62
Female	13	10	23	77	1	36	37	63
Male	11	19	30	70	1	37	39	61
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	9	27	36	64
Black	24	6	29	71	1	16	18	82
Hispanic	5	-	5	95	-	27	27	73
White	13	32	45	55	2	48	50	50
Multiple Races	<	<	<	<	-	41	41	59
Students with Disabilities	27	6	33	67	4	19	23	77
Students without Disabilities	-	22	22	78	1	42	42	58
Economically Disadvantaged	10	12	22	78	1	23	25	75
Not Economically Disadvantaged	14	19	32	68	1	48	49	51
English Learners	7	-	7	93	-	10	10	90
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	30	30	70
Foster Care	<	<	<	<	<	<	<	<
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	56	66	34	10	67	77	23
Female	13	57	70	30	9	69	78	22
Male	8	54	62	38	10	65	75	25
American Indian	<	<	100	0	<	<	100	0
Asian	41	45	86	14	29	67	97	3
Black	5	36	41	59	1	64	66	34
Hispanic	5	42	47	53	3	62	66	34
Native Hawaiian	<	<	100	0
White	10	63	73	27	11	69	81	19
Multiple Races	15	56	71	29	11	63	74	26
Students with Disabilities	2	38	40	60	-	52	52	48
Students without Disabilities	12	58	69	31	11	69	80	20
Economically Disadvantaged	5	41	46	54	3	58	61	39
Not Economically Disadvantaged	13	61	74	26	12	71	83	17
English Learners	3	39	42	58	4	48	51	49
Migrant					<	<	<	<
Homeless	<	<	<	<	-	38	38	63
Military Connected	8	71	79	21	3	85	88	12
Foster Care	<	<	100	0	<	<	<	<
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	72	78	22	17	67	84	16
Female	6	75	81	19	17	66	83	17
Male	6	70	76	24	17	68	85	15
American Indian					<	<	100	0
Asian	30	64	93	7	36	54	90	10
Black	-	43	43	57	2	59	61	39
Hispanic	-	54	54	46	4	54	58	42
Native Hawaiian					<	<	100	0
White	5	79	83	17	18	72	90	10
Multiple Races	5	60	65	35	12	63	76	24
Students with Disabilities	7	50	57	43	4	63	67	33
Students without Disabilities	6	74	80	20	17	68	85	15
Economically Disadvantaged	2	52	55	45	2	61	63	37
Not Economically Disadvantaged	7	77	84	16	20	68	88	12
English Learners	<	<	<	<	6	24	29	71
Homeless					<	<	100	0
Military Connected	13	73	87	13	17	74	91	9
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	66	80	20	13	63	76	24
Female	15	63	79	21	13	63	76	24
Male	13	68	81	19	14	63	76	24
Asian	24	68	92	8	39	47	86	14
Black	-	57	57	43	7	29	36	64
Hispanic	11	56	67	33	-	57	57	43
Native Hawaiian					<	<	100	0
White	13	68	81	19	12	67	79	21
Multiple Races	25	50	75	25	5	52	57	43
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	14	66	81	19	13	63	77	23
Economically Disadvantaged	3	61	65	35	3	47	50	50
Not Economically Disadvantaged	15	67	82	18	14	64	79	21
English Learners	<	<	<	<	<	<	<	<
Homeless					<	<	<	<
Military Connected	17	75	92	8	6	83	89	11
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	55	65	35	9	53	62	38
Female	9	55	64	36	8	55	63	37
Male	11	54	66	34	10	52	61	39
American Indian	<	<	<	<	<	<	<	<
Asian	20	56	76	24	18	59	77	23
Black	4	32	36	64	2	30	33	67
Hispanic	3	30	33	67	2	32	35	65
Native Hawaiian	<	<	100	0	<	<	<	<
White	12	64	76	24	12	63	75	25
Multiple Races	8	52	60	40	11	50	61	39
Students with Disabilities	9	28	37	63	4	32	37	63
Students without Disabilities	10	59	69	31	10	56	66	34
Economically Disadvantaged	3	32	35	65	2	34	36	64
Not Economically Disadvantaged	13	63	76	24	12	62	74	26
English Learners	-	7	7	93	1	9	10	90
Homeless	-	-	-	100	-	16	16	84
Military Connected	14	62	76	24	13	61	75	25
Foster Care	<	<	<	<	<	<	<	<
Grade 5 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	45	55	45	9	45	54	46
Female	9	41	49	51	8	45	53	47
Male	11	49	60	40	11	44	55	45
American Indian					<	<	100	0
Asian	24	55	79	21	23	45	68	32
Black	4	13	17	83	4	21	26	74
Hispanic	6	17	23	77	3	21	24	76
White	11	54	65	35	11	56	67	33
Multiple Races	8	38	46	54	13	52	65	35
Students with Disabilities	10	21	30	70	6	29	35	65
Students without Disabilities	10	48	58	42	10	47	57	43
Economically Disadvantaged	2	20	22	78	2	23	26	74
Not Economically Disadvantaged	14	56	70	30	13	56	68	32
English Learners	-	2	2	98	-	8	8	92
Homeless	<	<	<	<	<	<	<	<
Military Connected	7	67	73	27	8	61	69	31
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	61	74	26	8	55	63	37
Female	9	64	73	27	7	57	64	36
Male	15	59	74	26	10	53	63	37
American Indian	<	<	<	<	<	<	<	<
Asian	32	56	88	12	18	59	76	24
Black	12	36	48	52	1	32	33	67
Hispanic	-	28	28	72	2	38	40	60
Native Hawaiian					<	<	100	0
White	13	72	84	16	11	65	76	24
Multiple Races	-	69	69	31	7	43	50	50
Students with Disabilities	15	23	38	62	4	32	36	64
Students without Disabilities	12	68	79	21	9	58	67	33
Economically Disadvantaged	4	27	31	69	1	32	33	67
Not Economically Disadvantaged	15	70	85	15	11	64	75	25
English Learners	<	<	<	<	1	9	11	89
Homeless	<	<	<	<	-	-	-	100
Military Connected	15	77	92	8	12	62	74	26
Foster Care	<	<	<	<	<	<	<	<
Biology Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	59	71	29	11	58	69	31
Female	11	61	72	28	11	62	73	27
Male	12	57	69	31	11	53	65	35
American Indian	<	<	<	<	<	<	100	0
Asian	15	58	73	27	15	67	81	19
Black	2	37	39	61	3	34	36	64
Hispanic	2	42	44	56	2	39	41	59
Native Hawaiian					<	<	<	<
White	14	66	80	20	14	66	80	20
Multiple Races	9	61	70	30	11	56	67	33
Students with Disabilities	5	33	38	63	3	33	36	64
Students without Disabilities	12	62	75	25	12	60	72	28
Economically Disadvantaged	3	40	43	57	2	42	44	56
Not Economically Disadvantaged	14	66	80	20	14	64	78	22
English Learners	-	10	10	90	-	3	3	97
Homeless	<	<	<	<	<	<	<	<
Military Connected	24	67	90	10	21	59	79	21
Foster Care	<	<	100	0	<	<	<	<
Chemistry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	26	38	64	36	21	56	77	23
Female	19	41	59	41	18	52	70	30
Male	35	35	70	30	25	61	86	14
Asian	<	<	<	<	<	<	<	<
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	<	<
White	28	38	66	34	20	61	80	20
Multiple Races	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	100	0
Students without Disabilities	26	39	65	35	21	56	77	23
Economically Disadvantaged	<	<	<	<	8	50	58	42
Not Economically Disadvantaged	29	40	69	31	24	58	82	18
English Learners					<	<	<	<
Military Connected	<	<	<	<	<	<	<	<
Earth Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	57	59	41	4	56	60	40
Female	1	58	59	41	5	53	58	42
Male	2	56	58	42	4	58	62	38
American Indian					<	<	<	<
Asian	-	58	58	42	7	71	79	21
Black	-	38	38	62	-	36	36	64
Hispanic	-	28	28	72	2	32	33	67
Native Hawaiian	<	<	100	0	<	<	100	0
White	3	73	76	24	6	71	78	22
Multiple Races	-	47	47	53	9	53	62	38
Students with Disabilities	-	33	33	67	1	39	40	60
Students without Disabilities	2	62	64	36	5	60	65	35
Economically Disadvantaged	-	40	40	60	1	41	42	58
Not Economically Disadvantaged	2	66	68	32	6	66	72	28
English Learners	-	9	9	91	-	16	16	84
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	9	73	82	18
Foster Care					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					16	51	67	33
Female					15	50	65	35
Male					16	52	68	32
American Indian					<	<	<	<
Asian					35	48	83	17
Black					3	31	34	66
Hispanic					6	41	46	54
Native Hawaiian					<	<	100	0
White					19	59	77	23
Multiple Races					16	43	59	41
Students with Disabilities					5	32	37	63
Students without Disabilities					17	54	71	29
Economically Disadvantaged					2	37	39	61
Not Economically Disadvantaged					21	57	78	22
English Learners					1	10	11	89
Homeless					-	25	25	75
Military Connected					15	69	85	15
Foster Care					<	<	<	<
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					6	36	43	57
Female					10	48	57	43
Male					4	27	31	69
Asian					<	<	<	<
Black					<	<	<	<
Hispanic					9	18	27	73
White					9	55	64	36
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					8	43	50	50
Economically Disadvantaged					4	17	22	78
Not Economically Disadvantaged					8	54	63	38
English Learners					-	10	10	90
Homeless					<	<	<	<
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	58	71	29
Female					12	57	69	31
Male					12	60	73	27
American Indian					<	<	<	<
Asian					31	60	90	10
Black					-	49	49	51
Hispanic					6	36	41	59
White					14	68	82	18
Multiple Races					12	43	55	45
Students with Disabilities					5	39	44	56
Students without Disabilities					13	61	73	27
Economically Disadvantaged					3	42	45	55
Not Economically Disadvantaged					15	65	80	20
English Learners					-	10	10	90
Homeless					-	23	23	77
Military Connected					20	73	93	7
Foster Care					<	<	<	<
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					3	34	37	63
Female					1	30	31	69
Male					4	37	41	59
Asian					<	<	<	<
Black					3	11	13	87
Hispanic					-	19	19	81
White					4	54	58	42
Multiple Races					<	<	<	<
Students with Disabilities					4	31	35	65
Students without Disabilities					3	34	37	63
Economically Disadvantaged					-	22	22	78
Not Economically Disadvantaged					5	44	49	51
English Learners					4	4	8	92
Homeless					<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					7	67	75	25
Female					6	67	73	27
Male					9	68	76	24
Asian					<	<	100	0
Black					-	47	47	53
Hispanic					-	51	51	49
Native Hawaiian					<	<	100	0
White					11	75	86	14
Multiple Races					5	50	55	45
Students with Disabilities					-	50	50	50
Students without Disabilities					8	70	79	21
Economically Disadvantaged					1	53	54	46
Not Economically Disadvantaged					10	73	83	17
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					23	50	73	27
Female					23	51	74	26
Male					23	50	73	27
American Indian					<	<	<	<
Asian					47	38	85	15
Black					6	31	38	62
Hispanic					6	57	63	38
Native Hawaiian					<	<	100	0
White					29	54	82	18
Multiple Races					21	44	65	35
Students with Disabilities					8	32	39	61
Students without Disabilities					25	52	78	22
Economically Disadvantaged					3	41	45	55
Not Economically Disadvantaged					31	53	84	16
English Learners					-	12	12	88
Homeless					<	<	<	<
Military Connected					17	69	86	14
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					15	44	59	41
Female					14	41	55	45
Male					17	46	63	37
American Indian					<	<	100	0
Asian					42	39	82	18
Black					4	20	24	76
Hispanic					11	29	40	60
White					16	51	67	33
Multiple Races					21	45	66	34
Students with Disabilities					3	24	28	72
Students without Disabilities					17	47	64	36
Economically Disadvantaged					2	29	31	69
Not Economically Disadvantaged					21	50	70	30
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					12	70	82	18
Foster Care					<	<	<	<
< = 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

	2020-2021	2021-2022
Division	30	89
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	219	258	307
Kindergarten	854	998	1,034
Grade 1	1,015	947	1,060
Grade 2	986	1,035	982
Grade 3	975	1,019	1,073
Grade 4	992	1,011	1,044
Grade 5	990	978	994
Grade 6	1,072	972	958
Grade 7	1,047	1,076	971
Grade 8	1,064	1,058	1,051
Grade 9	1,039	1,138	1,123
Grade 10	1,132	1,052	1,177
Grade 11	1,065	1,118	1,054
Grade 12	1,082	1,089	1,142
Total Students	13,532	13,749	13,970

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

Fall Membership by Subgroups

2022 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	2020-2021	2021-2022	2022-2023
All Students	13532	13749	13970
Female	6585	6707	6771
Male	6947	7035	7184
American Indian	16	19	12
Asian	763	752	808
Black	1525	1605	1667
Hispanic	2015	2095	2213
Native Hawaiian	14	14	10
White	8314	8318	8257
Multiple Races	885	946	1003
Students with Disabilities	1677	1705	1736
Students without Disabilities	11855	12044	12234
Economically Disadvantaged	4287	3783	4333
Not Economically Disadvantaged	9245	9966	9637
English Learners	1361	1397	1538
Not English Learners	12171	12352	12432
Migrant	1	1	-
Homeless	58	60	47
Military Connected	421	440	436
Foster Care	31	19	28
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	701	307	17	2	42	18
	State	52168	36669	2129	747	5100	1879
Female	Division	372	142	6	1	9	6
	State	28664	15798	666	263	1813	760
Male	Division	329	165	11	1	33	12
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	0	<
	State	99	75	3	1	20	7
Asian	Division	41	6	1	0	0	0
	State	6086	1308	81	11	85	37
Black	Division	43	56	3	0	8	3
	State	8347	9965	765	162	1156	730
Hispanic	Division	54	69	1	0	21	3
	State	6301	7054	289	79	2275	395
White	Division	524	152	11	2	12	10
	State	28377	16228	880	440	1364	623
Multiple Races	Division	38	23	1	0	1	2
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	37	79	17	1	7	3
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	82	144	7	0	18	10
	State	12248	19244	1249	413	2860	1292
English Learners	Division	14	48	1	0	21	1
	State	1452	3819	261	24	1863	151
Homeless	Division	1	8	0	0	1	0
	State	183	581	38	11	180	54
Military Connected	Division	20	6	0	0	0	0
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	<	<
	State	22	161	31	10	64	15
< = 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	1,087	1,025	94	1,027	95	42	4
Female	536	520	97	521	97	9	2
Male	551	505	92	506	92	33	6
American Indian	<	<	100	<	100	0	0
Asian	48	48	100	48	100	0	0
Black	113	102	90	102	90	8	7
Hispanic	148	124	84	124	84	21	14
White	711	687	97	689	97	12	2
Multiple Races	65	62	95	62	95	1	2
Students with Disabilities	144	133	92	134	93	7	5
Economically Disadvantaged	261	233	89	233	89	18	7
English Learners	85	63	74	63	74	21	25
Homeless	10	9	90	9	90	1	10
Military Connected	26	26	100	26	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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	531 / 11.94%	434 / 10.09%	1,084 / 24.75%
Advanced Placement Course Enrollment	1,653 / 37.15%	1,715 / 39.87%	1,547 / 35.33%
Dual Enrollment	941 / 21.15%	979 / 22.76%	953 / 21.76%
Governor's School Enrollment	-	-	-
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

2018-2019 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.

2018-2019 FGI cohort year (students entering high school in 2015)
	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	991	775	22
	State	86,211	59,463	31
Female	Division	488	416	15
	State	43,379	32,579	25
Male	Division	503	359	29
	State	42,832	26,884	37
Asian	Division	49	46	6
	State	6,380	5,553	13
Black	Division	100	63	37
	State	18,493	11,408	38
Hispanic	Division	94	54	43
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	702	575	18
	State	46,061	33,076	28
Multiple Races	Division	44	36	18
	State	4,134	2,891	30
Students with Disabilities	Division	89	52	42
	State	7,527	3,575	53
Economically Disadvantaged	Division	215	128	40
	State	28,169	15,215	46
English Learners	Division	60	30	50
	State	5,296	2,828	47
American Indian	Division	-	-	100
	State	220	135	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
		2019-2020	2020-2021	2021-2022
Industry Certification	Division	258	976	1,682
	State	43,660	51,685	95,688
Workplace Readiness	Division	216	465	756
	State	26,627	16,885	44,348
Total Credentials Earned	Division	474	1,456	2,473
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	403	1,142	1,860
	State	62,899	60,992	115,682
CTE Completers	Division	391	304	437
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	-
	State	511	1,542	2,590
State Licensures	Division	-	15	35
	State	333	1,077	1,236
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	917	302	761

< = 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

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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
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	67.2	67.7	66.5

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. 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
2018-2019	Division	$10,769	$3,408	$623
	State	$6,642	$5,388	$901
2019-2020	Division	$10,206	$3,540	$614
	State	$6,770	$5,603	$867
2020-2021	Division	$9,731	$4,297	$989
	State	$6,669	$6,185	$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
	2020-2021		2021-2022
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above
All Students	12,554	712	11,348	2,114
Female	6,102	367	5,515	1,054
Male	6,452	345	5,829	1,057
American Indian	15	0	18	1
Asian	727	11	684	60
Black	1,335	164	1,148	394
Hispanic	1,759	194	1,522	503
Native Hawaiian	6	5	12	2
White	7,890	295	7,185	993
Multiple Races	822	43	779	161
Students with Disabilities	1,559	135	1,301	376
Economically Disadvantaged	4,007	546	2,768	1,190
English Learners	1,262	131	1,051	389
Homeless	80	23	60	47
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	<
Disorderly or Disruptive Behavior Offenses	10
Other Offenses Against Persons	<
Weapons Offenses	<
Offenses Against Staff	<
Offenses Against Student	<
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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.1		0.1
Asian	5.1		5.7
Black	11	22.1	11.3
Hispanic	14	10.9	14.9	7.7
Native Hawaiian	0.1		0.1
White	63.5	59.1	61.6	84.6
Multiple Races	6.3	7.9	6.6	7.7
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.1		0.1
Asian	5.1		5.7
Black	11		11.3
Hispanic	14		14.9
Native Hawaiian	0.1		0.1
White	63.5	100	61.6
Multiple Races	6.3		6.6
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.1		0.1
Asian	5.1		5.7
Black	11		11.3
Hispanic	14		14.9
Native Hawaiian	0.1		0.1
White	63.5		61.6
Multiple Races	6.3		6.6
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	30	30	30
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	39.1	39.1	39.1
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	70.3	70.3	70.3
< = 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.

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 10.65 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 10.92 : 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: 2021-2022

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2019-2020	33%	63%	1%	3%
2020-2021	34%	63%	1%	2%
2021-2022	33%	63%	2%	2%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	75%	77%	75%	88%
Asian	84%	86%	91%	88%
Black	49%	53%	60%	88%
Hispanic	49%	53%	59%	88%
White	85%	86%	83%	88%
Multiple Races	77%	79%	81%	88%
Economically Disadvantaged	49%	53%	59%	88%
English Learners	36%	42%	47%	88%
Students with Disabilities	43%	42%	43%	88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	69%	77%	70%	85%
Asian	86%	90%	90%	85%
Black	40%	53%	51%	85%
Hispanic	47%	58%	53%	85%
White	79%	85%	79%	85%
Multiple Races	69%	75%	73%	85%
Economically Disadvantaged	43%	56%	52%	85%
English Learners	39%	55%	46%	85%
Students with Disabilities	39%	46%	40%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	63%
Asian	73%
Black	34%
Hispanic	32%
White	75%
Multiple Races	64%
Economically Disadvantaged	32%
English Learners	19%
Students with Disabilities	39%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	94%	84%	84%
Asian	100%	90%	84%
Black	93%	82%	84%
Hispanic	86%	82%	84%
White	96%	86%	84%
Multiple Races	93%	89%	84%
Economically Disadvantaged	87%	80%	84%
English Learners	83%	71%	84%
Students with Disabilities	82%	65%	84%
Homeless	<	-	-
Foster Care	<	-	-

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	16%	11%	13%	10%
Asian	8%	6%	10%	10%
Black	26%	15%	14%	10%
Hispanic	25%	17%	14%	10%
White	12%	9%	14%	10%
Multiple Races	17%	17%	15%	10%
Economically Disadvantaged	30%	20%	17%	10%
English Learners	27%	17%	13%	10%
Students with Disabilities	22%	17%	18%	10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	43%	50%	58%
English Learner Proficiency	6%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	344	794	43%
English Learner Proficiency	73	1186	6%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	97%	3%
Asian	100%	-	100%	-	93%	7%
Black	98%	2%	98%	2%	97%	3%
Hispanic	99%	1%	100%	-	99%	1%
White	99%	1%	99%	1%	97%	3%
Multiple Races	99%	1%	99%	1%	98%	2%
Economically Disadvantaged	98%	2%	98%	2%	98%	2%
Not Economically Disadvantaged	99%	1%	100%	-	100%	-
English Learners	99%	1%	100%	-	99%	1%
Students with Disabilities	97%	3%	98%	2%	96%	4%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	99%	1%	99%	1%	99%	1%
Male	99%	1%	99%	1%	99%	1%
Migrant	<	<	<	<	-	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	83%	80%
Asian	90%	91%
Black	67%	62%
Hispanic	71%	67%
White	89%	87%
Multiple Races	84%	80%
Economically Disadvantaged	69%	64%
English Learners	64%	65%
Students with Disabilities	64%	59%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience