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Charlottesville City Public Schools

General school information

Division: Charlottesville City Public Schools
Division Number: 104
Address: 1562 Dairy Rd Charlottesville, VA 22903-1304
Superintendent: Dr. Royal A. Gurley Jr.
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.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Burnley-Moran ElementaryAccredited
Clark ElementaryAccredited with Conditions
Greenbrier ElementaryAccredited
Jackson-Via ElementaryAccredited
Johnson ElementaryAccredited
Venable ElementaryAccredited
Walker Upper ElementaryAccredited with Conditions
Middle Schools
Buford MiddleAccredited with Conditions
High Schools
Charlottesville HighAccredited

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 42 60 40 16 47 63 37 17 48 65 35
Female 19 42 61 39 17 47 65 35 18 48 66 34
Male 18 41 59 41 16 46 62 38 16 48 64 36
Asian 20 39 59 41 12 54 67 33 10 45 54 46
Black 5 27 33 67 3 33 37 63 3 39 42 58
Hispanic 7 41 48 52 9 42 51 49 8 44 53 47
White 32 53 84 16 30 56 86 14 31 57 88 12
Multiple Races 18 42 60 40 12 50 62 38 11 45 55 45
Students with Disabilities 11 23 34 66 8 27 35 65 9 31 41 59
Students without Disabilities 20 45 65 35 18 50 68 32 18 51 69 31
Economically Disadvantaged 7 33 40 60 6 36 42 58 5 39 44 56
Not Economically Disadvantaged 33 53 86 14 28 58 86 14 30 58 88 12
English Learners 2 13 15 85 - 22 22 78 - 19 19 81
Homeless < < < < < < < < 4 36 40 60
Military Connected 38 38 77 23 < < 100 0 < < 100 0
Foster Care < < < < 20 30 50 50 < < < <
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 44 55 45 16 54 70 30 16 47 63 37
Female 11 45 55 45 16 56 73 27 16 51 67 33
Male 10 44 54 46 16 52 68 32 15 44 59 41
Asian 6 24 29 71 29 57 86 14 6 41 47 53
Black 4 21 25 75 2 38 40 60 3 35 37 63
Hispanic 6 45 52 48 10 57 67 33 5 43 49 51
White 16 62 78 22 24 65 88 12 29 57 86 14
Multiple Races 11 48 59 41 18 50 68 32 14 45 59 41
Students with Disabilities 7 22 28 72 7 36 44 56 12 30 42 58
Students without Disabilities 11 49 60 40 18 58 75 25 16 49 66 34
Economically Disadvantaged 4 23 27 73 5 42 46 54 4 37 41 59
Not Economically Disadvantaged 16 66 83 17 24 63 86 14 30 59 89 11
English Learners - 22 22 78 - 37 37 63 - 38 38 62
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 46 63 37 17 49 65 35 19 51 70 30
Female 19 46 65 35 18 49 68 32 21 53 74 26
Male 15 46 61 39 15 48 64 36 18 49 66 34
Asian 29 43 71 29 - 44 44 56 13 53 67 33
Black 7 35 41 59 3 31 34 66 2 42 44 56
Hispanic 8 34 42 58 9 49 57 43 13 48 61 39
White 28 61 89 11 29 58 88 13 31 57 88 12
Multiple Races 10 35 45 55 9 56 66 34 13 47 60 40
Students with Disabilities 21 18 39 61 8 19 27 73 10 35 44 56
Students without Disabilities 17 50 67 33 18 54 73 27 21 54 74 26
Economically Disadvantaged 7 34 41 59 5 31 36 64 4 43 47 53
Not Economically Disadvantaged 29 59 88 12 25 63 88 12 32 57 89 11
English Learners - 21 21 79 - 29 29 71 - 33 33 67
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 45 58 42 8 44 51 49 11 51 62 38
Female 16 43 60 40 7 45 52 48 12 50 61 39
Male 9 47 56 44 8 43 51 49 10 52 62 38
Asian 17 33 50 50 15 60 75 25 6 31 38 63
Black 1 22 23 77 2 23 26 74 1 29 30 70
Hispanic 5 40 45 55 2 29 31 69 - 55 55 45
White 21 64 84 16 14 64 79 21 21 63 85 15
Multiple Races 17 39 56 44 3 41 45 55 5 55 61 39
Students with Disabilities 3 26 29 71 7 19 26 74 2 33 36 64
Students without Disabilities 14 48 62 38 8 48 56 44 12 54 66 34
Economically Disadvantaged 7 37 44 56 3 28 30 70 3 33 36 64
Not Economically Disadvantaged 24 63 87 13 14 63 77 23 19 69 88 12
English Learners - 4 4 96 - 23 23 77 - 9 9 91
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 33 44 56 16 48 64 36 12 46 58 42
Female 7 34 41 59 17 47 64 36 15 44 58 42
Male 15 31 46 54 14 50 64 36 10 48 58 42
Asian 13 38 50 50 9 64 73 27 13 75 88 13
Black 1 18 19 81 4 29 33 67 4 35 39 61
Hispanic 7 27 33 67 10 44 54 46 - 45 45 55
White 25 53 78 22 27 59 86 14 29 59 88 12
Multiple Races 8 35 42 58 8 50 58 42 5 24 30 70
Students with Disabilities 3 14 17 83 7 23 30 70 10 28 38 63
Students without Disabilities 12 36 48 52 17 53 70 30 13 49 62 38
Economically Disadvantaged 2 24 26 74 10 42 52 49 4 37 41 59
Not Economically Disadvantaged 28 51 79 21 27 60 87 13 24 59 83 17
English Learners 4 - 4 96 - 7 7 93 - 23 23 77
Homeless < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 45 60 40 12 42 54 46 18 47 66 34
Female 12 51 63 37 8 43 51 49 21 45 66 34
Male 17 39 56 44 17 41 58 42 14 51 65 35
Asian 13 56 69 31 7 60 67 33 11 39 50 50
Black 6 26 31 69 3 27 30 70 5 36 40 60
Hispanic 5 55 61 39 11 31 42 58 15 38 54 46
White 28 56 84 16 26 56 82 18 32 59 91 9
Multiple Races 20 47 67 33 6 53 59 41 4 50 54 46
Students with Disabilities 12 33 45 55 5 29 34 66 12 28 40 60
Students without Disabilities 16 47 63 38 13 44 58 42 19 51 70 30
Economically Disadvantaged 3 37 41 59 3 31 34 66 7 38 45 55
Not Economically Disadvantaged 32 56 88 12 26 58 84 16 33 60 93 7
English Learners - 17 17 83 - 9 9 91 - 3 3 97
Homeless < < < < < < < < < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Grade 8 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 42 58 42 13 41 54 46 12 42 54 46
Female 19 43 62 38 15 46 62 38 9 46 54 46
Male 13 41 53 47 11 37 48 52 15 39 54 46
Asian < < < < 11 33 44 56 7 29 36 64
Black 6 33 39 61 4 26 30 70 1 38 39 61
Hispanic 3 42 45 55 4 45 49 51 8 35 43 57
White 28 51 79 21 27 55 82 18 28 56 84 16
Multiple Races 18 36 55 45 16 58 74 26 8 33 42 58
Students with Disabilities 14 11 24 76 9 22 31 69 6 19 25 75
Students without Disabilities 16 49 65 35 14 46 60 40 13 46 59 41
Economically Disadvantaged 7 32 39 61 4 28 32 68 4 37 40 60
Not Economically Disadvantaged 27 54 80 20 24 57 81 19 28 53 81 19
English Learners 7 - 7 93 - 9 9 91 - 3 3 97
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 47 36 82 18 35 47 82 18 30 51 80 20
Female 46 34 80 20 38 45 83 17 29 51 79 21
Male 48 37 85 15 31 49 80 20 30 51 81 19
Asian 35 40 75 25 19 63 81 19 < < < <
Black 18 47 65 35 5 62 67 33 7 56 63 37
Hispanic 15 45 61 39 29 50 79 21 20 46 66 34
White 67 26 93 7 59 35 94 6 46 47 93 7
Multiple Races 46 50 96 4 30 40 70 30 26 63 89 11
Students with Disabilities 17 38 55 45 15 47 62 38 15 45 60 40
Students without Disabilities 50 36 86 14 37 47 84 16 32 52 84 16
Economically Disadvantaged 21 46 68 32 10 56 66 34 11 53 64 36
Not Economically Disadvantaged 63 29 92 8 55 39 94 6 42 49 92 8
English Learners 15 8 23 77 - 30 30 70 - 4 4 96
Homeless < < < <
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 32 44 56 11 31 42 58
Female 16 36 53 47 11 32 43 57
Male 9 28 36 64 12 29 41 59
Asian 27 20 47 53 9 36 45 55
Black 1 17 18 82 1 14 16 84
Hispanic - 23 23 77 9 29 37 63
White 26 50 76 24 24 48 72 28
Multiple Races 17 39 56 44 10 31 41 59
Students with Disabilities 2 14 16 84 3 3 5 95
Students without Disabilities 14 36 50 50 13 36 49 51
Economically Disadvantaged 2 16 18 82 3 21 25 75
Not Economically Disadvantaged 25 50 75 25 24 46 70 30
English Learners - 5 5 95 - - - 100
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 32 44 56 12 31 43 57
Female 16 36 53 47 11 32 43 57
Male 9 28 37 63 12 30 43 57
Asian 27 20 47 53 9 36 45 55
Black 1 18 19 81 1 15 16 84
Hispanic - 23 23 77 9 29 37 63
White 26 50 76 24 24 49 73 27
Multiple Races 17 39 56 44 11 33 44 56
Students with Disabilities 2 15 17 83 3 3 6 94
Students without Disabilities 14 36 50 50 13 36 49 51
Economically Disadvantaged 2 17 19 81 3 22 25 75
Not Economically Disadvantaged 25 50 75 25 26 48 74 26
English Learners - 5 5 95 - - - 100
Homeless < < < <
Military Connected < < 100 0
Foster Care < < < < < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < <
Male < < < < < < < <
Black < < < < < < < <
White < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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.

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 37 42 58 8 47 55 45 12 48 60 40
Female 3 37 41 59 7 49 56 44 11 50 61 39
Male 7 36 43 57 10 44 55 45 13 47 60 40
American Indian < < 100 0
Asian 11 35 46 54 14 55 69 31 12 48 60 40
Black 2 14 16 84 - 24 25 75 2 32 34 66
Hispanic 1 26 27 73 3 40 44 56 4 49 53 47
Native Hawaiian < < 100 0
White 7 59 66 34 15 65 80 20 22 62 84 16
Multiple Races 7 32 38 62 8 44 52 48 9 40 49 51
Students with Disabilities 6 13 19 81 2 25 26 74 5 29 34 66
Students without Disabilities 5 41 46 54 10 50 60 40 13 52 65 35
Economically Disadvantaged 2 19 21 79 2 33 35 65 3 38 41 59
Not Economically Disadvantaged 9 60 69 31 15 61 75 25 23 61 84 16
English Learners 1 14 15 85 1 26 26 74 - 32 32 68
Homeless < < < < < < < < - 22 22 78
Military Connected 15 46 62 38 < < < < 27 64 91 9
Foster Care < < < < 9 27 36 64 < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 43 49 51 10 47 57 43 14 46 59 41
Female 4 45 49 51 7 48 55 45 13 46 59 41
Male 9 41 50 50 12 46 58 42 14 45 59 41
Asian 12 18 29 71 19 50 69 31 - 50 50 50
Black 2 11 13 87 - 17 17 83 3 26 28 72
Hispanic - 48 48 52 8 46 54 46 3 46 49 51
White 10 66 75 25 14 67 81 19 26 58 85 15
Multiple Races 11 46 57 43 16 40 56 44 9 40 49 51
Students with Disabilities 4 11 15 85 5 16 22 78 6 33 39 61
Students without Disabilities 7 49 56 44 11 53 64 36 14 47 61 39
Economically Disadvantaged 3 19 22 78 3 29 32 68 5 33 37 63
Not Economically Disadvantaged 10 68 78 22 14 59 73 27 24 61 85 15
English Learners - 19 19 81 - 29 29 71 2 31 33 67
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 42 50 50 14 42 56 44 18 46 64 36
Female 7 42 49 51 9 46 55 45 16 46 62 38
Male 9 42 52 48 17 39 57 43 19 46 65 35
Asian 20 33 53 47 11 33 44 56 33 40 73 27
Black 4 21 25 75 1 15 16 84 2 24 27 73
Hispanic 2 30 32 68 9 49 57 43 4 60 64 36
White 13 65 78 22 24 55 79 21 27 56 83 17
Multiple Races - 32 32 68 8 50 58 42 15 48 63 37
Students with Disabilities 11 18 29 71 2 13 15 85 8 21 29 71
Students without Disabilities 8 46 54 46 16 47 63 37 19 51 70 30
Economically Disadvantaged 2 24 26 74 3 25 28 72 4 32 36 64
Not Economically Disadvantaged 15 63 78 22 22 55 78 22 29 58 87 13
English Learners - 19 19 81 4 28 32 68 - 35 35 65
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 31 33 67 7 33 40 60 10 40 50 50
Female 1 28 28 72 4 35 39 61 7 42 50 50
Male 2 35 37 63 10 31 42 58 12 38 51 49
Asian - 39 39 61 22 43 65 35 6 44 50 50
Black - 7 7 93 1 16 18 82 1 17 18 82
Hispanic - 17 17 83 2 17 19 81 8 31 39 61
White 3 51 54 46 14 55 69 31 16 60 76 24
Multiple Races 5 19 24 76 - 24 24 76 9 27 36 64
Students with Disabilities - 12 12 88 - 23 23 77 2 18 20 80
Students without Disabilities 2 34 36 64 8 35 43 57 11 44 55 45
Economically Disadvantaged 2 20 22 78 1 20 21 79 1 23 24 76
Not Economically Disadvantaged - 55 55 45 14 48 62 38 19 58 78 22
English Learners - 3 3 97 - 11 11 89 - 10 10 90
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 22 27 73 11 45 56 44 13 36 49 51
Female 2 16 18 82 10 43 54 46 12 38 50 50
Male 8 28 36 64 12 46 59 41 14 34 48 52
Asian 13 38 50 50 13 54 67 33 10 48 57 43
Black - 3 3 97 - 16 16 84 4 24 28 72
Hispanic 3 7 10 90 5 43 48 53 2 31 33 67
White 12 43 55 45 19 61 81 19 30 52 83 17
Multiple Races - 31 31 69 14 45 59 41 8 21 28 72
Students with Disabilities 3 6 9 91 - 23 23 77 8 25 33 68
Students without Disabilities 5 25 30 70 13 48 61 39 14 38 52 48
Economically Disadvantaged 1 10 11 89 6 38 44 56 4 27 31 69
Not Economically Disadvantaged 13 45 59 41 20 57 77 23 26 48 74 26
English Learners 4 - 4 96 - 12 12 88 - 18 18 82
Homeless < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 13 16 84 1 36 37 63 6 51 57 43
Female - 17 17 83 1 36 37 63 7 52 59 41
Male 5 11 16 84 1 36 37 63 5 50 55 45
Asian - 9 9 91 8 62 69 31 - 53 53 47
Black 5 4 9 91 - 17 17 83 1 35 36 64
Hispanic - 14 14 86 - 25 25 75 3 47 50 50
White - 32 32 68 2 67 68 32 13 73 87 13
Multiple Races 9 - 9 91 - 38 38 62 4 32 36 64
Students with Disabilities 11 7 18 82 - 25 25 75 2 24 27 73
Students without Disabilities - 15 15 85 1 38 39 61 7 56 63 37
Economically Disadvantaged 3 7 10 90 1 24 25 75 3 39 42 58
Not Economically Disadvantaged 2 31 33 67 1 60 62 38 11 75 86 14
English Learners - - - 100 - 14 14 86 - 12 12 88
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 8 12 88 - 21 21 79 1 23 23 77
Female 5 9 14 86 - 23 23 77 - 26 26 74
Male 3 8 11 89 - 19 19 81 1 20 21 79
Asian < < < < < < < < - 17 17 83
Black 7 10 17 83 - 14 14 86 1 13 14 86
Hispanic - 8 8 92 - 20 20 80 - 29 29 71
White - - - 100 - 36 36 64 - 48 48 52
Multiple Races < < < < - 31 31 69 - 19 19 81
Students with Disabilities 7 7 15 85 - 22 22 78 3 19 22 78
Students without Disabilities - 9 9 91 - 21 21 79 - 24 24 76
Economically Disadvantaged 5 7 12 88 - 16 16 84 - 21 21 79
Not Economically Disadvantaged - 13 13 88 - 34 34 66 3 32 35 65
English Learners 7 - 7 93 - 14 14 86 - 13 13 87
Homeless < < < <
Foster Care < < < < < < < < < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 42 47 53 7 71 77 23 12 72 84 16
Female 6 47 53 47 5 75 81 19 15 73 88 12
Male 3 37 39 61 8 66 74 26 9 71 80 20
American Indian < < 100 0
Asian 25 67 92 8 6 88 94 6 20 65 85 15
Black 1 26 27 73 - 56 56 44 - 72 72 28
Hispanic - 32 32 68 2 77 79 21 6 79 85 15
White 6 59 65 35 14 75 88 12 24 68 91 9
Multiple Races 6 35 41 59 11 79 89 11 11 81 93 7
Students with Disabilities - 21 21 79 2 50 52 48 2 53 56 44
Students without Disabilities 5 46 51 49 8 74 82 18 13 75 88 12
Economically Disadvantaged 1 27 28 72 - 66 66 34 3 75 78 22
Not Economically Disadvantaged 9 63 73 27 13 74 87 13 24 67 91 9
English Learners - 52 52 48 - 86 86 14 - 87 87 13
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < <
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 57 62 38 17 65 81 19 12 66 78 22
Female 2 60 62 38 17 68 84 16 2 70 72 28
Male 9 54 62 38 16 61 77 23 20 62 82 18
Asian < < < < < < < < < < < <
Black - 26 26 74 - 67 67 33 - 36 36 64
Hispanic - 48 48 52 5 55 60 40 11 61 72 28
White 8 72 80 20 25 69 95 5 17 76 93 7
Multiple Races 7 43 50 50 14 57 71 29 10 50 60 40
Students with Disabilities - 31 31 69 < < < < 11 44 56 44
Students without Disabilities 6 59 65 35 18 66 84 16 13 69 81 19
Economically Disadvantaged - 33 33 67 - 67 67 33 - 50 50 50
Not Economically Disadvantaged 8 71 79 21 25 64 89 11 17 72 89 11
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 71 78 22 3 88 91 9 27 67 94 6
Female 7 78 85 15 2 88 90 10 24 73 98 2
Male 7 67 74 26 4 87 91 9 29 60 90 10
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < 100 0
White 5 78 83 17 3 89 92 8 28 66 94 6
Multiple Races < < < < < < < < 17 83 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities 7 72 79 21 3 88 91 9 27 68 95 5
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged 7 73 81 19 3 90 93 7 30 65 94 6
English Learners < < 100 0 < < 100 0
Homeless < < 100 0
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 38 47 53 12 41 53 47 13 43 56 44
Female 8 39 47 53 10 45 55 45 11 44 55 45
Male 11 37 47 53 13 37 51 49 15 42 57 43
American Indian < < 100 0 < < 100 0
Asian 8 38 45 55 8 49 58 42 7 35 42 58
Black 1 17 18 82 2 27 29 71 1 28 30 70
Hispanic 4 27 31 69 2 29 31 69 4 38 42 58
Native Hawaiian < < 100 0
White 17 55 72 28 24 57 81 19 24 58 83 18
Multiple Races 12 39 51 49 10 37 47 53 12 36 48 52
Students with Disabilities 3 20 23 77 9 24 33 67 5 24 30 70
Students without Disabilities 11 41 51 49 12 44 56 44 14 46 60 40
Economically Disadvantaged 2 23 25 75 2 28 30 70 1 31 32 68
Not Economically Disadvantaged 19 57 76 24 21 54 75 25 25 56 81 19
English Learners 2 5 7 93 - 10 10 90 1 18 19 81
Homeless < < < < 5 19 24 76
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 30 33 67 8 32 40 60 13 37 50 50
Female 2 32 34 66 7 32 39 61 9 39 47 53
Male 3 29 32 68 8 33 41 59 16 36 52 48
Asian - 28 28 72 13 48 61 39 - 25 25 75
Black - 7 7 93 2 13 15 85 3 13 16 84
Hispanic 2 10 12 88 2 12 13 87 3 32 34 66
White 5 50 56 44 15 59 74 26 25 55 80 20
Multiple Races - 40 40 60 3 18 21 79 7 34 41 59
Students with Disabilities - 15 15 85 7 19 26 74 7 14 21 79
Students without Disabilities 3 33 36 64 8 35 42 58 14 41 54 46
Economically Disadvantaged 2 17 19 81 2 18 19 81 1 22 24 76
Not Economically Disadvantaged 4 60 64 36 14 49 63 37 25 53 77 23
English Learners - - - 100 - 5 5 95 - 4 4 96
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Grade 8 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 35 44 56 7 40 47 53 6 36 42 58
Female 9 38 47 53 6 43 49 51 4 34 38 63
Male 9 32 41 59 8 37 45 55 8 39 47 53
Asian - 60 60 40 5 40 45 55 - 22 22 78
Black 3 17 19 81 3 20 23 77 1 20 21 79
Hispanic - 24 24 76 - 37 37 63 5 22 27 73
White 18 53 71 29 15 61 76 24 12 65 76 24
Multiple Races 17 25 42 58 10 45 55 45 6 31 36 64
Students with Disabilities 5 13 18 82 7 22 30 70 3 20 23 77
Students without Disabilities 10 40 50 50 7 44 51 49 6 39 45 55
Economically Disadvantaged 2 19 20 80 1 26 27 73 1 24 25 75
Not Economically Disadvantaged 18 54 72 28 14 57 71 29 15 59 75 25
English Learners - 7 7 93 - 5 5 95 - 2 2 98
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 47 64 36 20 48 68 32 18 52 70 30
Female 15 47 62 38 17 54 71 29 17 55 72 28
Male 19 48 67 33 24 41 65 35 18 49 67 33
American Indian < < 100 0
Asian 25 33 58 42 7 67 73 27 19 52 71 29
Black - 28 28 72 - 46 46 54 - 47 47 53
Hispanic 9 52 61 39 6 42 48 52 5 52 57 43
Native Hawaiian < < 100 0
White 27 59 87 13 40 48 88 12 31 56 87 13
Multiple Races 21 42 63 38 21 54 75 25 26 41 67 33
Students with Disabilities 3 34 37 63 6 32 38 62 4 34 38 62
Students without Disabilities 19 49 68 32 22 50 72 28 20 55 74 26
Economically Disadvantaged 2 36 38 62 3 44 47 53 2 46 48 52
Not Economically Disadvantaged 29 57 86 14 34 52 86 14 30 56 86 14
English Learners 6 12 18 82 - 20 20 80 - 42 42 58
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < 11 69 81 19 10 60 70 30
Female < < < < 5 79 84 16 < < < <
Male < < 100 0 18 59 76 24 9 64 73 27
Asian < < < < < < < <
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < < <
White < < 100 0 12 76 88 12 < < 100 0
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < 100 0 < < < <
Students without Disabilities < < < < 11 69 80 20 11 63 74 26
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < 13 77 90 10 13 75 88 13
English Learners < < < < < < < <
Military Connected < < 100 0
Earth Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < <
Male < < < < < < < < < < < <
Black < < < < < < < < < < < <
White < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
< = 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 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 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 44 55 45 15 36 51 49
Female 9 46 55 45 12 41 53 47
Male 13 41 55 45 18 32 50 50
Asian 13 49 62 38 15 38 54 46
Black 1 27 28 72 - 24 25 75
Hispanic 5 39 44 56 13 29 42 58
White 22 59 81 19 31 51 82 18
Multiple Races 13 40 53 47 14 36 50 50
Students with Disabilities 3 22 25 75 3 13 16 84
Students without Disabilities 13 47 60 40 18 41 59 41
Economically Disadvantaged 1 29 30 70 3 30 32 68
Not Economically Disadvantaged 22 59 81 19 34 46 80 20
English Learners - 16 16 84 - 17 17 83
Homeless < < < < 10 30 40 60
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 25 25 75 - 8 8 92
Female - 17 17 83 < < < <
Male - 33 33 67 < < < <
Asian < < < < < < < <
Black < < < < < < < <
Hispanic < < < < < < < <
White - 33 33 67 < < 100 0
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 28 28 72 < < < <
Economically Disadvantaged - 6 6 94 < < < <
Not Economically Disadvantaged < < < < < < < <
English Learners - 9 9 91 < < < <
Homeless < < < <
Foster Care < < < < < < < <
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Foster Care < < < <
World History II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 41 44 56 4 12 15 85
Female 8 31 38 62 - 14 14 86
Male - 48 48 52 8 8 17 83
Asian < < < < < < < <
Black - 14 14 86 < < < <
Hispanic 10 50 60 40 < < < <
White - 77 77 23 < < < <
Multiple Races 9 55 64 36 < < < <
Students with Disabilities - 50 50 50 < < < <
Students without Disabilities 4 39 43 57 5 15 20 80
Economically Disadvantaged - 24 24 76 - 9 9 91
Not Economically Disadvantaged 8 64 72 28 < < < <
English Learners < < < < < < < <
Homeless < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 69 31 1 19 20 80
Female 7 61 67 33 - 22 22 78
Male 18 52 70 30 2 17 19 81
Asian 6 56 63 38 < < < <
Black 1 42 43 57 - 8 8 92
Hispanic 2 49 51 49 - 33 33 67
White 22 68 90 10 - 38 38 62
Multiple Races 16 63 79 21 < < < <
Students with Disabilities 5 22 27 73 - 7 7 93
Students without Disabilities 13 62 74 26 1 24 26 74
Economically Disadvantaged 1 43 44 56 1 15 16 84
Not Economically Disadvantaged 20 69 89 11 - 41 41 59
English Learners - 19 19 81 - 14 14 86
Homeless < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 39 50 50 12 48 60 40
Female 12 44 56 44 6 53 59 41
Male 10 35 45 55 18 43 61 39
Asian 12 41 53 47 17 33 50 50
Black - 24 24 76 - 44 44 56
Hispanic 4 39 43 57 11 29 40 60
White 26 55 82 18 26 64 90 10
Multiple Races 10 35 45 55 7 47 53 47
Students with Disabilities 2 22 24 76 3 25 28 72
Students without Disabilities 13 43 55 45 13 52 65 35
Economically Disadvantaged - 26 26 74 2 44 46 54
Not Economically Disadvantaged 25 56 81 19 30 56 86 14
English Learners - 11 11 89 - 18 18 82
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 35 49 51 26 36 62 38
Female 11 32 43 57 24 39 63 37
Male 17 38 55 45 27 34 61 39
Asian 25 63 88 13 < < < <
Black 1 18 19 81 1 17 18 82
Hispanic 10 24 34 66 32 36 68 32
White 23 51 74 26 39 45 84 16
Multiple Races 15 23 38 62 21 43 64 36
Students with Disabilities 3 17 20 80 6 12 18 82
Students without Disabilities 16 38 54 46 29 40 68 32
Economically Disadvantaged 2 23 25 75 5 28 34 66
Not Economically Disadvantaged 26 48 74 26 41 42 83 17
English Learners - 27 27 73 < < 100 0
Homeless < < < <
Military Connected < < 100 0 < < < <
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

2020-20212021-20222022-2023
Division72337
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten215234213
Kindergarten302344311
Grade 1322339363
Grade 2315347335
Grade 3342316332
Grade 4339349311
Grade 5301318303
Grade 6322299304
Grade 7277302274
Grade 8322281287
Grade 9370437396
Grade 10302346412
Grade 11289291321
Grade 12272288282
Total Students4,2904,4914,444

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

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 2021-20222022-20232023-2024
All Students429044914444
Female207321972173
Male218422942271
American Indian232
Asian238238273
Black127412561165
Hispanic553587606
White176617951785
Multiple Races457611612
Students with Disabilities587562555
Students without Disabilities370339293889
Economically Disadvantaged200524042805
Not Economically Disadvantaged228520871639
English Learners626765862
Not English Learners366437263582
Homeless285677
Military Connected242031
Foster Care24815
< = 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 2023: 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 2022-2023 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 174 97 4 2 13 6
State 50941 37883 2120 845 5319 1819
Female Division 104 41 3 2 3 4
State 27811 16344 671 288 1971 747
Male Division 70 56 1 0 10 2
State 23072 21492 1448 557 3346 1069
American Indian Division < < < < 0 <
State 120 112 5 2 8 9
Asian Division 11 3 1 0 0 0
State 6009 1299 108 12 87 30
Black Division 29 54 2 0 4 4
State 8188 10171 708 177 1106 701
Hispanic Division 16 14 0 0 4 1
State 6685 7832 305 130 2570 425
White Division 105 18 0 1 2 1
State 26830 16390 881 458 1333 565
Multiple Races Division 13 7 1 1 3 0
State 3013 2017 112 65 212 87
Students with Disabilities Division 9 21 4 0 4 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 47 70 3 1 9 5
State 12376 19803 1180 475 2916 1248
English Learners Division 8 16 1 0 3 0
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 21 47 32
Foster Care Division < < < < 0 <
State 25 145 23 13 82 21
< = 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 Students2962759327794134
Female157148941509632
Male1391279112791107
American Indian<<100<10000
Asian15151001510000
Black938591859144
Hispanic3530863086411
White127123971249822
Multiple Races2521842288312
Students with Disabilities3834903490411
Economically Disadvantaged135120891219097
English Learners2925862586310
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<100<10000
< = 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 2020-20212021-20222022-2023
Advanced Placement Test Taken326 / 27.3%410 / 33.31%456 / 33.55%
Advanced Placement Course Enrollment522 / 43.72%496 / 40.29%520 / 38.26%
Dual Enrollment215 / 18.01%205 / 16.65%190 / 13.98%
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

2019-2020 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.
2019-2020 FGI cohort year (students entering high school in 2016)
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 StudentsDivision27017436
State87,31757,08135
FemaleDivision1349430
State43,70531,57728
MaleDivision1368041
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision743257
State18,62410,60143
HispanicDivision261735
State12,1106,62245
WhiteDivision14210526
State45,09830,84432
Multiple RacesDivision201335
State4,3802,92933
Students with DisabilitiesDivision241250
State8,1853,54857
Economically DisadvantagedDivision1085153
State30,33514,98751
English LearnersDivision221532
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = 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
2020-20212021-20222022-2023
Industry CertificationDivision153229237
 State51,68595,688100,255
Workplace ReadinessDivision52198172
 State16,88544,34841,819
Total Credentials EarnedDivision205436418
 State71,189143,862147,481
Students Earning One or More CredentialsDivision203393371
 State60,992115,682117,932
CTE CompletersDivision98130134
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision-99
 State1,0771,2361,563
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

< = 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

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
2019-2020Division$13,286$3,983$1,048
State$6,770$5,603$867
2020-2021Division$13,949$4,372$1,361
State$6,669$6,185$1,352
2021-2022Division$13,895$4,590$1,514
State$7,134$6,454$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 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 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,6283893,3097683,306895
Female1,8001671,6273731,627413
Male1,8122221,6823951,679482
American Indian<<<<<<
Asian23992001518330
Black1,022224804348785351
Hispanic47047399127408141
Native Hawaiian----<<
White1,571711,5611651,517221
Multiple Races32438343113410152
Students with Disabilities49991433155403147
Economically Disadvantaged1,8943462,2406791,531700
English Learners58852542125591215
Homeless10111374141
< = 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

2022-2023 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 5
Relationship Behaviors without Physical Harm 72
Behaviors of a Safety Concern 239
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 120
Behaviors used to determine Persistently Dangerous Schools 1

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.100.1
Asian65.65.31.1
Black3210029.772.12867.5
Hispanic13.212.911.813.16.3
Native Hawaiian----0
White39.741.27.44013.1
Multiple Races9.210.78.813.611.9
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.100.1
Asian65.65.3
Black3229.7752880
Hispanic13.212.913.120
Native Hawaiian0
White39.741.212.540
Multiple Races9.210.712.513.6
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.100.1
Asian65.65.3
Black3229.728100
Hispanic13.212.913.1
Native Hawaiian----0
White3