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Colonial Beach Public Schools

General school information

Division: Colonial Beach Public Schools
Division Number: 202
Address: 400 Lincoln Avenue Colonial Beach, VA 22443-2324
Superintendent: Dr. Clint Mitchell
Region: 3
Division Website (opens new window)
Schools in this Division (opens new window)

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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
Colonial Beach ElementaryAccredited
High Schools
Colonial Beach HighAccredited with Conditions

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 9 55 64 36 8 65 73 27 9 62 71 29
Female 11 60 71 29 11 63 74 26 10 62 72 28
Male 7 48 56 44 4 67 71 29 9 62 71 29
American Indian < < < < < < 100 0 < < 100 0
Black 2 36 38 62 2 56 58 42 5 41 46 54
Hispanic < < < < < < < < 13 67 80 20
White 13 65 78 22 12 66 78 22 11 70 82 18
Multiple Races 8 44 52 48 3 72 75 25 7 53 60 40
Students with Disabilities 3 31 33 67 4 36 40 60 2 33 35 65
Students without Disabilities 11 60 71 29 9 71 79 21 11 69 80 20
Economically Disadvantaged 7 53 60 40 7 64 71 29 8 62 70 30
Not Economically Disadvantaged 21 65 85 15 16 76 92 8 26 61 87 13
English Learners < < < < < < < <
Homeless - 57 57 43 - 54 54 46 5 32 37 63
Military Connected < < < < < < < < < < < <
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 3 65 68 32 9 79 88 12 6 75 81 19
Female 4 74 78 22 13 83 96 4 - 85 85 15
Male - 50 50 50 5 74 79 21 9 70 78 22
Black - 58 58 42 - 77 77 23 < < < <
Hispanic < < 100 0 < < < <
White - 79 79 21 17 75 92 8 10 80 90 10
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 3 64 67 33 11 81 92 8 7 75 82 18
Economically Disadvantaged 3 65 68 32 9 79 88 12 6 74 80 20
Not Economically Disadvantaged < < < < < < 100 0
English Learners < < < <
Homeless < < < < < < < <
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 - 61 61 39 7 64 71 29 15 70 85 15
Female - 64 64 36 8 58 67 33 20 64 84 16
Male - 56 56 44 6 72 78 22 9 77 86 14
Black < < < < < < < < 10 60 70 30
Hispanic < < < < < < 100 0 < < 100 0
White - 78 78 22 13 58 71 29 22 78 100 0
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 72 72 28 5 65 70 30 18 67 85 15
Economically Disadvantaged - 52 52 48 5 63 68 32 13 71 84 16
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < <
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 15 48 63 37 7 66 73 27 3 72 74 26
Female 18 41 59 41 13 65 78 22 4 68 72 28
Male 13 54 67 33 - 67 67 33 - 79 79 21
Black - 30 30 70 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 18 61 79 21 8 77 85 15 - 82 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 40 50 50 < < < < < < < <
Students without Disabilities 17 50 67 33 6 80 86 14 - 79 79 21
Economically Disadvantaged 13 47 61 39 5 67 72 28 - 72 72 28
Not Economically Disadvantaged < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
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 10 45 55 45 9 52 61 39 11 59 70 30
Female 13 56 69 31 10 55 65 35 7 59 67 33
Male 8 38 46 54 8 50 58 42 16 58 74 26
American Indian < < < < < < 100 0
Black < < < < - 36 36 64 < < < <
Hispanic < < 100 0 < < < < < < < <
White 12 52 64 36 12 65 77 23 11 68 79 21
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < < < - 36 36 64 < < < <
Students without Disabilities 12 55 67 33 12 58 70 30 14 73 86 14
Economically Disadvantaged 6 47 53 47 10 49 59 41 10 56 66 34
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
English Learners < < 100 0
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < < < < 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 13 59 72 28 6 65 71 29 10 51 62 38
Female 17 61 78 22 18 53 71 29 13 60 73 27
Male 6 56 63 38 - 72 72 28 8 46 54 46
Black - 45 45 55 - 64 64 36 9 9 18 82
Hispanic < < 100 0 < < < <
White 20 68 88 12 9 59 69 31 12 72 84 16
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 25 25 75
Students without Disabilities 16 65 81 19 7 76 83 17 15 63 78 22
Economically Disadvantaged 6 58 65 35 6 64 70 30 11 50 61 39
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Homeless < < < < < < 100 0 < < < <
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 < < < < 8 63 71 29 4 51 55 45
Female < < 100 0 8 58 67 33 5 45 50 50
Male < < < < 8 67 75 25 3 55 58 42
American Indian < < 100 0
Black < < < < - 58 58 42 - 30 30 70
Hispanic < < 100 0
White < < < < 13 65 77 23 6 54 60 40
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < - - - 100
Students without Disabilities < < < < 10 65 75 25 5 63 67 33
Economically Disadvantaged < < < < 5 59 65 35 2 53 55 45
Not Economically Disadvantaged < < < < 18 73 91 9 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0
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 < < 100 0 16 60 77 23
Female < < 100 0 18 59 76 24
Male 15 62 77 23
American Indian < < 100 0
Black < < < <
Hispanic < < 100 0
White < < 100 0 18 68 86 14
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0 20 66 86 14
Economically Disadvantaged 13 61 74 26
Not Economically Disadvantaged < < 100 0 < < 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

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 8 47 55 45 3 38 41 59
Female 12 52 64 36 5 49 54 46
Male 4 42 46 54 2 31 33 67
American Indian < < < <
Black - 33 33 67 5 16 21 79
Hispanic < < < <
White 9 55 64 36 4 39 43 57
Multiple Races < < 100 0 - 54 54 46
Students with Disabilities < < < < - 6 6 94
Students without Disabilities 10 58 68 33 4 45 49 51
Economically Disadvantaged 3 47 50 50 1 35 36 64
Not Economically Disadvantaged 27 45 73 27 20 60 80 20
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 8 47 55 45 2 20 22 78
Female 12 52 64 36 5 37 42 58
Male 4 42 46 54 - 9 9 91
American Indian < < < <
Black - 33 33 67 10 - 10 90
Hispanic < < < <
White 9 55 64 36 - 27 27 73
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 10 58 68 33 2 24 26 74
Economically Disadvantaged 3 47 50 50 - 17 17 83
Not Economically Disadvantaged 27 45 73 27 < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < <
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 5 59 64 36
Female 6 61 67 33
Male 4 58 62 38
American Indian < < < <
Black < < < <
Hispanic < < 100 0
White 9 57 65 35
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 6 69 75 25
Economically Disadvantaged 3 58 61 39
Not Economically Disadvantaged < < < <
Homeless < < < <
Military Connected < < 100 0
< = 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 3 38 42 58 4 57 61 39 4 60 64 36
Female 4 44 48 52 5 53 58 42 4 56 60 40
Male 3 32 35 65 3 60 63 37 4 63 67 33
American Indian < < < < < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black - 21 21 79 3 48 51 49 1 45 46 54
Hispanic < < < < - 65 65 35 9 64 73 27
Native Hawaiian < < < < < < < < < < < <
White 5 46 51 49 5 61 66 34 5 66 71 29
Multiple Races 3 33 37 63 3 46 49 51 3 55 58 43
Students with Disabilities 2 11 13 87 - 31 31 69 3 41 44 56
Students without Disabilities 4 44 48 52 5 62 67 33 4 64 68 32
Economically Disadvantaged 2 35 37 63 3 56 58 42 4 58 62 38
Not Economically Disadvantaged 9 55 64 36 15 67 82 18 3 73 77 23
English Learners < < < < < < < <
Homeless - 33 33 67 - 59 59 41 - 41 41 59
Military Connected < < < < < < < < < < < <
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 - 43 43 57 5 60 65 35 3 76 78 22
Female - 48 48 52 4 54 58 42 7 50 57 43
Male - 36 36 64 5 68 74 26 - 91 91 9
Black - 25 25 75 8 54 62 38 < < < <
Hispanic < < 100 0 < < < <
White - 58 58 42 4 54 58 42 5 80 85 15
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 42 42 58 5 62 68 32 - 76 76 24
Economically Disadvantaged - 41 41 59 5 60 65 35 3 75 78 22
Not Economically Disadvantaged < < < < < < 100 0
English Learners < < < <
Homeless < < < < < < < <
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 - 41 41 59 2 52 55 45 9 49 57 43
Female - 36 36 64 - 54 54 46 8 44 52 48
Male - 50 50 50 6 50 56 44 9 55 64 36
Black < < < < < < < < 10 30 40 60
Hispanic < < < < < < < < < < 100 0
White - 57 57 43 4 67 71 29 11 52 63 37
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 50 50 50 3 54 57 43 10 51 62 38
Economically Disadvantaged - 36 36 64 - 50 50 50 9 47 56 44
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < <
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 26 28 72 5 52 57 43 5 44 49 51
Female - 32 32 68 - 48 48 52 8 44 52 48
Male 4 21 25 75 10 57 67 33 - 43 43 57
Black - - - 100 < < < < < < < <
Hispanic < < < < < < < < < < 100 0
White - 36 36 64 8 58 65 35 - 64 64 36
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 - 10 90 < < < < < < < <
Students without Disabilities - 33 33 67 6 63 69 31 3 47 50 50
Economically Disadvantaged - 21 21 79 3 49 51 49 3 42 44 56
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Homeless < < < < < < < < < < < <
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 3 45 48 53 5 55 59 41 4 63 67 33
Female 6 50 56 44 5 55 60 40 - 63 63 37
Male - 42 42 58 4 54 58 42 11 63 74 26
American Indian < < < < < < 100 0
Black < < < < - 36 36 64 < < < <
Hispanic < < 100 0 < < < < < < < <
White 4 56 60 40 8 65 73 27 7 71 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 36 36 64 < < < <
Students without Disabilities 3 55 58 42 6 61 67 33 5 76 81 19
Economically Disadvantaged 3 42 44 56 5 51 56 44 5 59 63 37
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
English Learners < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < < < < 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 10 46 56 44 4 51 55 45 8 68 76 24
Female 9 52 61 39 12 47 59 41 7 73 80 20
Male 13 38 50 50 - 53 53 47 9 65 74 26
Black - 36 36 64 9 27 36 64 - 50 50 50
White 12 56 68 32 3 53 56 44 12 76 88 12
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < - 55 55 45
Students without Disabilities 13 52 65 35 5 61 66 34 11 74 85 15
Economically Disadvantaged 3 45 48 52 2 51 53 47 8 68 76 24
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Homeless < < < < < < 100 0 < < < <
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 < < < < - 48 48 52 - 45 45 55
Female < < < < - 44 44 56 - 57 57 43
Male < < < < - 53 53 47 - 38 38 63
Black < < < < - 50 50 50 < < < <
White < < < < - 47 47 53 - 44 44 56
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < - 30 30 70
Students without Disabilities < < < < - 58 58 42 - 50 50 50
Economically Disadvantaged < < < < - 44 44 56 - 44 44 56
Not Economically Disadvantaged < < < < < < < < < < < <
Homeless < < 100 0 < < < <
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 7 39 45 55 6 71 77 23 - 76 76 24
Female 12 53 65 35 14 59 72 28 - 73 73 27
Male 4 30 33 67 - 81 81 19 - 79 79 21
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < - 69 69 31 - 69 69 31
Hispanic < < < < < < < < < < 100 0
Native Hawaiian < < < < < < < < < < < <
White 12 36 48 52 8 72 79 21 - 83 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 58 58 42 - 50 50 50
Students without Disabilities 8 44 51 49 8 74 81 19 - 82 82 18
Economically Disadvantaged 8 33 42 58 4 77 81 19 - 77 77 23
Not Economically Disadvantaged < < < < 15 46 62 38 - 73 73 27
English Learners < < 100 0
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 40 40 60 < < < <
Female < < < < < < < <
Male < < < < < < < < < < < <
Black < < < < < < < <
Hispanic < < < < < < < <
Native Hawaiian < < 100 0
White < < < < < < < < < < < <
Multiple Races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < - 40 40 60 < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0 < < 100 0
Homeless < < < <
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 < < < < < < 100 0 < < < <
Female < < < < < < 100 0 < < < <
Black < < 100 0
White < < < < < < 100 0 < < < <
Students without Disabilities < < < < < < 100 0 < < < <
Economically Disadvantaged < < < < < < 100 0 < < < <
Not Economically Disadvantaged < < < <
Homeless < < 100 0
Military Connected < < < <
< = 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 5 43 48 52 3 52 56 44 5 52 57 43
Female 4 47 51 49 1 51 52 48 4 57 61 39
Male 6 40 46 54 5 54 59 41 5 47 53 47
American Indian < < < < < < 100 0 < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black - 16 16 84 4 26 30 70 - 41 41 59
Hispanic < < 100 0 < < < < < < 100 0
White 7 47 53 47 3 63 66 34 7 56 62 38
Multiple Races < < < < - 53 53 47 7 33 40 60
Students with Disabilities 8 15 23 77 3 10 14 86 4 17 21 79
Students without Disabilities 5 48 52 48 3 63 66 34 5 59 63 37
Economically Disadvantaged 5 36 42 58 3 47 51 49 5 51 56 44
Not Economically Disadvantaged 5 67 71 29 3 72 76 24 5 57 62 38
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
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 9 26 35 65 9 48 57 43 8 54 62 38
Female 5 27 32 68 4 48 52 48 4 56 60 40
Male 13 25 38 63 14 48 62 38 14 50 64 36
Black - 10 10 90 < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 11 29 39 61 8 58 65 35 9 64 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 - 10 90 < < < < < < < <
Students without Disabilities 8 33 42 58 9 60 69 31 6 59 65 35
Economically Disadvantaged 8 21 29 71 8 46 54 46 6 53 58 42
Not Economically Disadvantaged < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
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 7 50 57 43 2 54 56 44 4 41 45 55
Female < < < < - 48 48 52 5 50 55 45
Male < < < < 4 61 65 35 3 35 39 61
American Indian < < 100 0
Black < < < < - 18 18 82 - 30 30 70
Hispanic < < 100 0
White < < < < 3 67 70 30 6 41 47 53
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 10 10 90
Students without Disabilities 8 54 62 38 3 63 65 35 5 49 54 46
Economically Disadvantaged 9 55 64 36 3 48 52 48 4 40 44 56
Not Economically Disadvantaged < < < < - 67 67 33 < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 62 62 38 - 56 56 44 4 65 68 32
Female - 69 69 31 - 58 58 42 4 70 74 26
Male - 56 56 44 - 55 55 45 3 60 63 37
Asian < < 100 0 < < 100 0
Black < < < < < < < < - 53 53 47
Hispanic < < 100 0 < < < < < < 100 0
White - 71 71 29 - 67 67 33 6 71 77 23
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities - 59 59 41 - 67 67 33 4 71 76 24
Economically Disadvantaged - 50 50 50 - 49 49 51 4 63 67 33
Not Economically Disadvantaged - 90 90 10 < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < < < < < <
Female < < 100 0 < < < < < < < <
Male < < < < < < < <
Black < < < <
Hispanic < < 100 0
White < < 100 0 < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0 < < < < < < < <
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged < < < <
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 < < < <
Black < < < <
Students with Disabilities < < < <
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 5 39 43 57 8 34 42 58
Female 5 32 37 63 6 36 43 57
Male 4 45 49 51 9 33 42 58
Asian < < < < < < < <
Black - 26 26 74 - 28 28 72
Hispanic < < < < < < < <
Native Hawaiian < < < < < < < <
White 6 43 49 51 12 37 50 50
Multiple Races - 31 31 69 9 30 39 61
Students with Disabilities 4 15 19 81 2 20 22 78
Students without Disabilities 5 43 47 53 10 39 48 52
Economically Disadvantaged 4 37 41 59 9 35 44 56
Not Economically Disadvantaged 8 46 54 46 - 30 30 70
English Learners < < < <
Homeless < < < < - 23 23 77
Military Connected < < < < < < < <
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 - 20 20 80 - 33 33 67
Female - 10 10 90 < < < <
Male - 30 30 70 - 20 20 80
Black < < < < < < < <
Hispanic < < < <
Native Hawaiian < < 100 0
White - 18 18 82 < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 23 23 77 - 50 50 50
Economically Disadvantaged - 21 21 79 - 33 33 67
Not Economically Disadvantaged < < < <
Homeless < < < < < < 100 0
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 2 28 30 70 - 38 38 63
Female 4 19 23 77 - 25 25 75
Male - 38 38 62 - 50 50 50
Asian < < < <
Black < < < < - 27 27 73
Hispanic < < < < < < 100 0
Native Hawaiian < < < < < < < <
White 3 34 38 63 - 43 43 57
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 2 30 33 67 - 48 48 52
Economically Disadvantaged - 26 26 74 - 42 42 58
Not Economically Disadvantaged 8 31 38 62 < < < <
Homeless < < < < < < < <
Military Connected < < 100 0
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 9 27 36 64 - 4 4 96
Female < < < < - - - 100
Male < < < < - 8 8 92
Asian < < < <
Black < < < < < < < <
Hispanic < < 100 0
White < < < < - 8 8 92
Multiple Races < < < < < < < <
Students with Disabilities < < 100 0
Students without Disabilities - 30 30 70 - 4 4 96
Economically Disadvantaged < < < < - 5 5 95
Not Economically Disadvantaged < < < < < < < <
English Learners < < < <
Homeless < < < < < < < <
Military Connected < < < <
Geography 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
Female < < < < - 39 39 61
Male < < < < - 14 14 86
Black < < < < - 20 20 80
White < < < < - 26 26 74
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < - 32 32 68
Economically Disadvantaged < < < < - 21 21 79
Not Economically Disadvantaged < < 100 0 < < < <
Homeless < < < <
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 6 46 52 48 10 49 59 41
Female 6 59 65 35 7 60 67 33
Male 6 39 45 55 13 42 54 46
Black - 36 36 64 - 20 20 80
Hispanic < < 100 0 < < < <
White 9 47 56 44 15 58 73 27
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < - 33 33 67
Students without Disabilities 7 54 61 39 15 56 70 30
Economically Disadvantaged 6 43 49 51 11 47 58 42
Not Economically Disadvantaged < < 100 0 < < 100 0
Homeless < < 100 0 < < < <
Military Connected < < < <
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 7 51 59 41 26 45 70 30
Female 9 43 52 48 20 40 60 40
Male 6 61 67 33 32 50 82 18
Black < < < < - 70 70 30
Hispanic < < 100 0 < < 100 0
White 13 58 71 29 37 37 74 26
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 8 53 61 39 28 46 74 26
Economically Disadvantaged 5 50 55 45 27 44 71 29
Not Economically Disadvantaged < < 100 0 < < < <
Homeless < < < < < < < <
Military Connected < < < <
< = 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
Division---
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 2020-20212021-20222022-2023
Pre-kindergarten343230
Kindergarten465044
Grade 1383945
Grade 2483831
Grade 3404741
Grade 4444548
Grade 5514137
Grade 6474944
Grade 7504940
Grade 8485150
Grade 9554450
Grade 10415037
Grade 11523845
Grade 12405232
Total Students634625574

< = 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 2020-20212021-20222022-2023
All Students634625574
Female315293271
Male319332303
American Indian774
Asian643
Black131123123
Hispanic282729
Native Hawaiian681
White379386341
Multiple Races777073
Students with Disabilities968996
Students without Disabilities538536478
Economically Disadvantaged352373297
Not Economically Disadvantaged282252277
English Learners5158
Not English Learners629610566
Homeless283026
Military Connected121412
< = 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 11 16 1 0 2 4
State 50941 37883 2120 845 5319 1819
Female Division 9 5 0 0 1 0
State 27811 16344 671 288 1971 747
Male Division 2 11 1 0 1 4
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division < < < < < <
State 8188 10171 708 177 1106 701
Hispanic Division < < < < 0 <
State 6685 7832 305 130 2570 425
Native Hawaiian Division < < < < 0 <
State 96 62 1 1 3 2
White Division 9 8 1 0 1 2
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < 0 <
State 3013 2017 112 65 212 87
Students with Disabilities Division < < < < 0 <
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 4 8 0 0 1 3
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < 0 <
State 1612 4284 306 28 2112 174
Homeless Division < < < < < <
State 183 697 76 17 189 78
< = 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 Students342882288226
Female151493149317
Male191474147415
Asian<<100<10000
Black<<<<<<<
Hispanic<<100<10000
Native Hawaiian<<<<<00
White211886188615
Multiple Races<<<<<00
Students with Disabilities<<100<10000
Economically Disadvantaged161275127516
English Learners<<<<<00
Homeless<<<<<<<
< = 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 Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment0 / 0%8 / 4.35%10 / 6.1%
Governor's School Enrollment6 / 3.19%6 / 3.26%5 / 3.05%
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 StudentsDivision361364
State87,31757,08135
FemaleDivision15<100
State43,70531,57728
MaleDivision21<100
State43,61225,50442
American IndianDivision<<100
State23213044
BlackDivision<<100
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision241058
State45,09830,84432
Students with DisabilitiesDivision<<100
State8,1853,54857
Economically DisadvantagedDivision16<100
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
AsianDivision--100
State6,7415,86213
Native HawaiianDivision--100
State1329330
Multiple RacesDivision--100
State4,3802,92933
< = 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
State LicensuresDivision2--
 State1,0771,2361,563
Industry CertificationDivision444039
 State51,68595,688100,255
Workplace ReadinessDivision1517
 State16,88544,34841,819
Total Credentials EarnedDivision614146
 State71,189143,862147,481
Students Earning One or More CredentialsDivision553946
 State60,992115,682117,932
CTE CompletersDivision19167
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
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$3,259$7,305$1,284
State$6,770$5,603$867
2020-2021Division$1,535$8,238$2,500
State$6,669$6,185$1,352
2021-2022Division$3,485$9,041$2,432
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 Students50010250278378163
Female253492422817484
Male247532605020479
American Indian<<<<<<
Asian<<<<<<
Black874088277340
Hispanic224216236
Native Hawaiian<<<<<<
White315463223623882
Multiple Races60115873834
Students with Disabilities702087116630
Economically Disadvantaged2627628556194104
English Learners<<103<<
Homeless2592942013
< = 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 8
Relationship Behaviors without Physical Harm 24
Behaviors of a Safety Concern 43
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 11

< = 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 Indian1.11.10.7
Asian0.90.60.5
Black20.766.719.733.321.443.2
Hispanic4.416.74.36.75.19.1
Native Hawaiian0.91.313.30.2
White59.861.84059.440.9
Multiple Races12.116.711.26.712.76.8
< = 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 Indian1.11.10.7
Asian0.90.60.5
Black20.719.721.4
Hispanic4.44.35.1
Native Hawaiian0.91.30.2
White59.861.859.4
Multiple Races12.111.212.7
< = 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 Indian1.11.10.7
Asian0.90.60.5
Black20.719.721.4
Hispanic4.44.35.1
Native Hawaiian0.91.30.2
White59.861.859.4
Multiple Races12.111.212.7
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 77.577.585.5
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 49.849.854.5
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 65.365.363.2
< = 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

2021-2022 Grades K-7 Student Teacher Ratio: 10.54 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

2021-2022 Grades 8-12 Student Teacher Ratio: 11.82 : 1

student ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio iconstudent ratio icon

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: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202165%33%0%2%
2021-202268%28%2%2%
2022-202358%27%0%15%
< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students65%68%77%88%
Asian<<91%88%
Black45%50%64%88%
Hispanic60%68%63%88%
White74%75%84%88%
Multiple Races54%68%82%88%
Economically Disadvantaged67%67%63%88%
English Learners<58%53%88%
Students with Disabilities33%36%50%88%

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