Menu

Dickenson County Public Schools

General school information

Division: Dickenson County Public Schools
Division Number: 26
Address: 309 Volunteer St Clintwood, VA 24228
Superintendent: Mrs. Haydee Robinson
Region: 7
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

MOP

Accreditation

Accreditation Status
Elementary Schools
Ridgeview Elementary Accredited with Conditions
Middle Schools
Ridgeview MiddleAccredited with Conditions
High Schools
Ridgeview 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 64 73 27 9 63 72 28 12 63 75 25
Female 10 67 77 23 10 65 75 25 13 65 77 23
Male 7 63 70 30 8 62 70 30 11 62 73 27
American Indian < < 100 0 < < 100 0 < < 100 0
Black 9 73 82 18 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 8 64 73 27 9 63 72 28 12 63 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 37 43 57 7 33 40 60 9 41 50 50
Students without Disabilities 9 70 78 22 9 69 78 22 13 67 80 20
Economically Disadvantaged 6 59 65 35 7 59 66 34 10 60 70 30
Not Economically Disadvantaged 12 71 83 17 12 72 84 16 17 70 86 14
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 54 59 41 11 67 78 22 14 57 71 29
Female 4 60 64 36 14 62 75 25 12 63 75 25
Male 5 49 54 46 9 72 81 19 15 53 68 32
Black < < 100 0 < < 100 0
Hispanic < < < < < < < <
White 5 54 59 41 12 67 78 22 14 57 71 29
Students with Disabilities 4 36 40 60 10 55 65 35 9 39 48 52
Students without Disabilities 5 58 62 38 12 69 81 19 15 61 76 24
Economically Disadvantaged 5 52 57 43 10 65 75 25 8 55 64 36
Not Economically Disadvantaged 4 57 61 39 14 71 86 14 29 63 91 9
Homeless < < < < < < < <
Military Connected < < 100 0
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 65 35 6 52 59 41 17 64 81 19
Female 10 53 63 37 8 58 66 34 11 69 80 20
Male 4 61 66 34 5 48 53 47 23 59 82 18
Black < < < < < < < < < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 7 58 64 36 7 53 59 41 17 65 82 18
Students with Disabilities 4 46 50 50 8 31 38 62 10 55 65 35
Students without Disabilities 7 61 68 32 6 57 63 37 18 66 84 16
Economically Disadvantaged 6 51 57 43 6 44 50 50 15 62 78 22
Not Economically Disadvantaged 8 74 82 18 8 66 74 26 20 69 89 11
Military Connected < < < < < < < < < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 71 78 22 6 61 66 34 5 62 68 32
Female 10 77 87 13 5 64 69 31 8 63 70 30
Male 6 64 69 31 6 59 65 35 4 62 66 34
Hispanic < < 100 0 < < 100 0 < < < <
White 8 70 78 22 6 61 66 34 6 63 68 32
Multiple Races < < 100 0 < < < <
Students with Disabilities - 57 57 43 6 29 35 65 3 41 45 55
Students without Disabilities 9 73 82 18 5 68 74 26 6 68 74 26
Economically Disadvantaged 3 70 74 26 5 54 59 41 6 57 63 37
Not Economically Disadvantaged 14 71 86 14 6 77 83 17 4 73 78 22
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 8 68 76 24 10 64 74 26
Female 10 70 79 21 12 71 83 17 8 66 75 25
Male 8 73 81 19 4 65 69 31 11 63 74 26
Black < < 100 0 < < 100 0
White 9 70 79 21 8 67 76 24 10 64 74 26
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 14 29 43 57 5 27 32 68 15 41 56 44
Students without Disabilities 8 77 85 15 9 75 84 16 9 70 78 22
Economically Disadvantaged 5 68 74 26 5 63 67 33 8 62 70 30
Not Economically Disadvantaged 14 76 90 10 13 76 89 11 13 71 84 16
Homeless < < < < < < 100 0 < < 100 0
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 68 74 26 8 64 71 29 7 68 75 25
Female 8 66 74 26 13 64 77 23 10 71 81 19
Male 4 70 74 26 3 64 67 33 3 65 68 32
Black < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 5 69 74 26 8 63 71 29 7 68 75 25
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 4 31 35 65 14 7 21 79 4 43 48 52
Students without Disabilities 6 76 82 18 7 71 77 23 7 72 80 20
Economically Disadvantaged 4 61 65 35 5 57 62 38 5 62 67 33
Not Economically Disadvantaged 8 78 86 14 12 75 86 14 9 78 87 13
Military Connected < < 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 61 70 30 5 67 72 28 11 63 75 25
Female 17 58 75 25 3 67 70 30 16 58 75 25
Male 1 65 66 34 8 67 75 25 7 68 75 25
American Indian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 9 62 71 29 5 67 72 28 11 63 75 25
Students with Disabilities 11 29 39 61 4 32 36 64 15 15 31 69
Students without Disabilities 8 70 79 21 6 74 80 20 11 69 80 20
Economically Disadvantaged 9 52 62 38 3 60 63 37 6 60 66 34
Not Economically Disadvantaged 9 70 79 21 9 78 86 14 20 70 89 11
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 68 86 14 18 66 85 15 21 61 83 17
Female 12 80 92 8 16 70 86 14 25 62 86 14
Male 21 59 80 20 21 63 84 16 19 61 80 20
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0
White 17 68 85 15 18 66 84 16 22 61 83 17
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 10 29 38 62 5 47 53 47 9 43 52 48
Students without Disabilities 19 75 94 6 20 69 89 11 24 65 89 11
Economically Disadvantaged 12 64 76 24 14 70 84 16 19 62 81 19
Not Economically Disadvantaged 22 72 94 6 25 60 85 15 27 60 87 13
Foster Care < < 100 0 < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 50 70 30 16 54 70 30
Female 29 48 77 23 19 57 76 24
Male 13 51 64 36 12 51 63 37
American Indian < < < <
Hispanic < < 100 0
White 21 50 71 29 16 54 70 30
Students with Disabilities 8 24 32 68 - 21 21 79
Students without Disabilities 24 56 79 21 18 60 78 22
Economically Disadvantaged 16 49 65 35 13 41 55 45
Not Economically Disadvantaged 24 50 74 26 19 72 91 9
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 50 70 30 16 54 70 30
Female 29 48 77 23 19 57 76 24
Male 13 51 64 36 12 51 63 37
American Indian < < < <
Hispanic < < 100 0
White 21 50 71 29 16 54 70 30
Students with Disabilities 8 24 32 68 - 21 21 79
Students without Disabilities 24 56 79 21 18 60 78 22
Economically Disadvantaged 16 49 65 35 13 41 55 45
Not Economically Disadvantaged 24 50 74 26 19 72 91 9
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 62 68 32 5 65 70 30 6 71 77 23
Female 6 63 69 31 4 69 73 27 5 73 78 22
Male 5 62 66 34 5 61 66 34 8 69 77 23
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 17 58 75 25 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 5 62 67 33 5 65 70 30 6 71 77 23
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 3 37 40 60 2 38 41 59 2 47 49 51
Students without Disabilities 6 67 73 27 5 70 75 25 7 76 83 17
Economically Disadvantaged 3 58 61 39 3 59 62 38 6 68 74 26
Not Economically Disadvantaged 9 69 78 22 7 75 82 18 7 77 84 16
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 55 57 43 12 73 85 15 16 72 88 12
Female 3 57 60 40 11 75 86 14 12 78 90 10
Male 1 53 54 46 14 71 84 16 19 68 88 13
Black < < < < < < < <
Hispanic < < < < < < 100 0
White 2 55 57 43 13 73 86 14 16 73 89 11
Students with Disabilities 4 16 20 80 5 50 55 45 4 57 61 39
Students without Disabilities 2 62 64 36 14 78 91 9 19 76 94 6
Economically Disadvantaged 2 53 55 45 8 74 82 18 13 75 87 13
Not Economically Disadvantaged 2 57 59 41 23 71 94 6 26 66 91 9
Homeless < < 100 0 < < < <
Military Connected < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 49 52 48 2 48 50 50 4 74 78 22
Female 2 48 50 50 - 52 52 48 2 73 75 25
Male 4 49 53 47 4 44 48 52 7 75 82 18
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 3 49 52 48 2 48 50 50 4 75 79 21
Students with Disabilities - 31 31 69 - 31 31 69 - 50 50 50
Students without Disabilities 4 52 56 44 3 51 54 46 5 79 84 16
Economically Disadvantaged 2 38 40 60 2 42 44 56 4 68 72 28
Not Economically Disadvantaged 6 72 78 22 2 57 58 42 6 89 94 6
Military Connected < < 100 0 < < 100 0 < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 64 76 24 4 53 58 43 5 66 71 29
Female 11 70 82 18 3 57 61 39 5 69 73 27
Male 13 57 69 31 5 51 56 44 5 65 70 30
Hispanic < < 100 0 < < 100 0 < < 100 0
White 12 63 75 25 4 53 57 43 5 65 70 30
Multiple Races < < 100 0 < < < <
Students with Disabilities - 48 48 52 3 19 23 77 - 45 45 55
Students without Disabilities 14 66 80 20 5 61 66 34 6 72 78 22
Economically Disadvantaged 8 62 70 30 4 47 50 50 7 62 69 31
Not Economically Disadvantaged 18 66 84 16 6 68 74 26 - 76 76 24
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < < < < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 66 76 24 6 62 68 32 8 58 66 34
Female 11 59 70 30 7 73 80 20 7 58 64 36
Male 8 74 82 18 5 51 56 44 10 57 67 33
Black < < < < < < 100 0
White 9 67 76 24 6 62 68 32 9 57 66 34
Multiple Races < < < < < < 100 0
Students with Disabilities - 43 43 57 - 32 32 68 7 26 33 67
Students without Disabilities 11 69 80 20 7 67 74 26 9 64 73 27
Economically Disadvantaged 3 68 71 29 1 60 61 39 7 58 65 35
Not Economically Disadvantaged 20 63 84 16 13 65 77 23 11 57 67 33
Homeless < < < < < < < < < < 100 0
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 41 41 59 3 49 51 49 - 64 64 36
Female - 44 44 56 4 49 53 47 - 67 67 33
Male 2 38 39 61 2 48 50 50 - 60 60 40
Black < < 100 0 < < 100 0
Hispanic < < 100 0
White - 41 41 59 2 48 50 50 - 63 63 37
Multiple Races < < < < < < 100 0
Students with Disabilities 4 12 16 84 7 7 14 86 - 39 39 61
Students without Disabilities - 48 48 52 2 55 57 43 - 69 69 31
Economically Disadvantaged - 35 35 65 4 36 40 60 - 59 59 41
Not Economically Disadvantaged 2 51 53 47 - 73 73 27 - 74 74 26
Military Connected < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 70 73 27 1 78 79 21 2 74 76 24
Female 4 67 70 30 - 76 76 24 - 77 77 23
Male 1 73 75 25 3 81 83 17 5 70 75 25
American Indian < < < <
Black < < < < < < 100 0 < < 100 0
White 2 70 72 28 1 78 80 20 3 74 77 23
Students with Disabilities 4 50 54 46 - 32 32 68 - 31 31 69
Students without Disabilities 2 76 78 22 2 87 88 12 3 79 81 19
Economically Disadvantaged 3 62 65 35 - 73 73 27 4 67 71 29
Not Economically Disadvantaged 2 78 80 20 3 87 90 10 - 86 86 14
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 84 90 10 6 87 93 7 7 86 93 7
Female 11 83 93 7 7 89 95 5 8 86 94 6
Male 2 84 87 13 5 86 91 9 6 87 93 7
Asian < < 100 0
Black < < 100 0 < < 100 0 < < 100 0
Hispanic < < 100 0
White 6 83 90 10 6 87 93 7 7 87 93 7
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 62 62 38 4 84 88 12 - 76 76 24
Students without Disabilities 8 88 96 4 6 88 94 6 8 88 96 4
Economically Disadvantaged 4 81 85 15 3 89 92 8 6 86 92 8
Not Economically Disadvantaged 11 89 100 0 8 86 94 6 10 87 97 3
English Learners < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 86 89 11 - 87 87 13 3 84 87 13
Female 4 88 92 8 - 95 95 5 - 88 88 12
Male - 84 84 16 - 79 79 21 7 79 86 14
Black < < 100 0
Hispanic < < 100 0
White 2 86 88 12 - 87 87 13 3 83 87 13
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 2 86 89 11 - 87 87 13 3 84 87 13
Economically Disadvantaged - 86 86 14 - 64 64 36 10 70 80 20
Not Economically Disadvantaged 5 86 91 9 - 96 96 4 - 90 90 10
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < <
Male < < < <
White < < < < < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged < < < < < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 57 67 33 7 61 68 32 4 62 66 34
Female 12 57 69 31 6 61 66 34 4 61 65 35
Male 9 57 66 34 8 62 69 31 4 62 66 34
American Indian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 11 56 67 33 7 61 68 32 4 61 65 35
Multiple Races < < < < < < < < < < < <
Students with Disabilities 5 31 36 64 4 31 35 65 3 29 31 69
Students without Disabilities 12 62 74 26 7 68 76 24 4 69 73 27
Economically Disadvantaged 6 56 62 38 6 57 63 37 4 55 59 41
Not Economically Disadvantaged 16 58 74 26 9 69 78 22 4 71 75 25
Homeless < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 50 68 32 7 53 60 40 5 54 59 41
Female 23 44 66 34 7 52 59 41 5 51 55 45
Male 13 57 69 31 7 54 61 39 6 56 62 38
Hispanic < < 100 0 < < 100 0 < < 100 0
White 18 50 68 32 7 53 60 40 6 53 59 41
Multiple Races < < < < < < < <
Students with Disabilities - 38 38 62 6 26 32 68 - 37 37 63
Students without Disabilities 20 52 73 27 7 60 67 33 7 58 65 35
Economically Disadvantaged 12 49 60 40 6 51 58 42 5 52 57 43
Not Economically Disadvantaged 26 53 79 21 9 57 66 34 6 57 63 37
Homeless < < 100 0
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 58 65 35 7 61 68 32 5 65 69 31
Female 5 62 67 33 5 53 59 41 5 63 68 32
Male 10 54 64 36 10 68 78 22 4 66 70 30
American Indian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < <
White 8 58 66 34 7 61 68 32 5 65 70 30
Students with Disabilities 7 29 36 64 4 28 32 68 - 23 23 77
Students without Disabilities 8 66 73 27 8 67 76 24 5 69 75 25
Economically Disadvantaged 2 58 59 41 6 54 60 40 5 60 65 35
Not Economically Disadvantaged 13 58 71 29 10 71 81 19 4 73 78 22
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 62 68 32 7 71 78 22 2 72 74 26
Female 8 65 73 27 6 80 86 14 3 76 78 22
Male 4 58 63 37 7 65 72 28 1 69 70 30
Black < < 100 0 < < < < < < 100 0
White 6 61 67 33 7 73 80 20 2 72 74 26
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 30 30 70 4 35 38 62 4 32 36 64
Students without Disabilities 7 68 75 25 7 79 87 13 2 80 82 18
Economically Disadvantaged 4 60 64 36 6 68 74 26 1 63 65 35
Not Economically Disadvantaged 9 65 74 26 9 80 89 11 3 82 85 15
Homeless < < < <
Foster Care < < < < < < 100 0
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < < < < < < <
Female < < < < < < < <
Male < < 100 0
White < < 100 0 < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 45 45 55 - 27 27 73
Female < < < < < < < <
Male < < < < - 36 36 64
White - 45 45 55 - 27 27 73
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 46 46 54
Economically Disadvantaged < < < < - 8 8 92
Not Economically Disadvantaged < < < < - 50 50 50
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 49 64 36 6 56 63 37 10 57 67 33
Female 9 52 62 38 4 58 62 38 8 57 65 35
Male 20 46 66 34 9 55 64 36 12 57 70 30
Asian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 16 48 64 36 6 56 62 38 11 57 68 32
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 19 27 73 1 26 28 72 5 32 37 63
Students without Disabilities 17 55 71 29 7 62 69 31 11 62 73 27
Economically Disadvantaged 12 46 58 42 5 50 55 45 8 50 58 42
Not Economically Disadvantaged 22 54 75 25 8 66 74 26 14 69 83 17
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 33 33 67 - 24 24 76 4 43 48 52
Female < < < < - 25 25 75 < < < <
Male - 40 40 60 < < < < 7 50 57 43
White - 33 33 67 - 24 24 76 4 43 48 52
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 47 47 53 - 25 25 75 6 50 56 44
Economically Disadvantaged - 25 25 75 - 27 27 73 6 38 44 56
Not Economically Disadvantaged < < < < < < < < < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 63 67 33 3 60 63 37 14 64 79 21
Female 2 72 73 27 - 67 67 33 14 64 79 21
Male 7 53 60 40 6 54 59 41 14 65 78 22
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
White 4 63 67 33 3 59 63 38 14 63 78 22
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 17 17 83 - 23 23 77 13 31 44 56
Students without Disabilities 5 68 73 27 4 69 73 27 14 70 85 15
Economically Disadvantaged 4 61 65 35 2 53 55 45 11 57 69 31
Not Economically Disadvantaged 4 65 70 30 4 66 70 30 17 74 91 9
Foster Care < < < < < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 40 50 50 - 63 63 38 9 64 73 27
Female < < < < - 64 64 36 < < 100 0
Male < < < < < < < < < < < <
Black < < 100 0
White 10 40 50 50 - 60 60 40 9 64 73 27
Students with Disabilities < < < < < < < <
Students without Disabilities 10 40 50 50 - 62 62 38 10 70 80 20
Economically Disadvantaged < < < < - 62 62 38 < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 38 43 57 - 68 68 32 - 63 63 37
Female 6 29 35 65 < < < < - 56 56 44
Male 3 43 47 53 - 80 80 20 - 70 70 30
Black < < 100 0
White 4 38 43 57 - 68 68 32 - 62 62 38
Students with Disabilities - 17 17 83 < < < < - - - 100
Students without Disabilities 7 52 59 41 - 79 79 21 - 71 71 29
Economically Disadvantaged - 38 38 62 - 67 67 33 - 52 52 48
Not Economically Disadvantaged 15 38 54 46 < < < < - 79 79 21
Foster Care < < < < < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31 7 59 66 34 3 57 61 39
Female 11 57 68 32 8 56 63 37 5 54 59 41
Male 17 54 71 29 6 62 68 32 1 61 63 37
Black < < < <
Hispanic < < 100 0 < < 100 0
White 14 54 68 32 6 60 66 34 4 58 62 38
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 5 24 29 71 - 17 17 83 - 48 48 52
Students without Disabilities 15 60 76 24 8 63 71 29 4 59 63 37
Economically Disadvantaged 11 52 63 37 4 52 56 44 1 49 50 50
Not Economically Disadvantaged 18 61 79 21 12 69 81 19 8 72 79 21
Military Connected < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 37 68 32 12 52 64 36 25 47 72 28
Female 18 40 58 42 5 56 61 39 14 55 69 31
Male 39 36 75 25 17 48 65 35 37 39 76 24
Black < < 100 0 < < < < < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White 32 36 68 32 12 51 63 37 25 49 74 26
Multiple Races < < < <
Students with Disabilities 19 23 42 58 5 27 32 68 11 33 44 56
Students without Disabilities 33 40 74 26 13 57 70 30 27 50 77 23
Economically Disadvantaged 23 36 59 41 10 44 54 46 18 46 64 36
Not Economically Disadvantaged 48 40 88 12 14 66 80 20 41 50 91 9
Military Connected < < 100 0 < < < < < < < <
< = 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

2021-20222022-20232023-2024
Division--1
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten8180
Kindergarten135113
Grade 1138135
Grade 2135136
Grade 3126133
Grade 4143117
Grade 5156151
Grade 6151160
Grade 7137149
Grade 8152129
Grade 9154166
Grade 10160145
Grade 11134143
Grade 12144126
Total Students1,9461,883

< = 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 2022-20232023-2024
All Students19461883
Female924906
Male1022977
Asian33
Black1517
Hispanic1416
White18981827
Multiple Races1618
Students with Disabilities289298
Students without Disabilities16571585
Economically Disadvantaged12161224
Not Economically Disadvantaged730659
English Learners34
Not English Learners19431879
Homeless416
Military Connected29
Foster Care410
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 14 112 7 1 12 3
State 50354 39349 1875 907 4438 1716
Female Division 11 49 2 0 4 2
State 27408 17323 610 350 1645 701
Male Division 3 63 5 1 8 1
State 22886 21945 1263 556 2789 1012
Black Division < < < < 0 <
State 8111 10540 640 225 1119 707
Hispanic Division < < < < 0 <
State 7130 8367 270 133 1858 359
White Division 13 109 7 1 12 3
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < 0 <
State 3012 2256 97 62 170 106
Students with Disabilities Division 0 15 7 0 4 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 5 74 6 1 11 3
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < 0 <
State 1583 4224 267 26 1427 150
Homeless Division < < < < 0 <
State 197 699 48 29 170 78
Foster Care Division < < < < < <
State 22 180 23 11 85 24
< = 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 Students1491338913490128
Female686291629146
Male8171887289810
Black<<100<10000
Hispanic<<100<10000
White1451298913090128
Multiple Races<<100<10000
Students with Disabilities2622852285415
Economically Disadvantaged100858586861111
English Learners<<100<10000
Homeless<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Advanced Program Information: Number and Percentage of Students Enrolled in Advanced Programs

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment88 / 14.62%95 / 16.05%88 / 15.17%
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 StudentsDivision1357048
State87,31757,08135
FemaleDivision714734
State43,70531,57728
MaleDivision642364
State43,61225,50442
HispanicDivision<<100
State12,1106,62245
WhiteDivision1337047
State45,09830,84432
Students with DisabilitiesDivision19<100
State8,1853,54857
Economically DisadvantagedDivision792963
State30,33514,98751
American IndianDivision--100
State23213044
AsianDivision--100
State6,7415,86213
BlackDivision--100
State18,62410,60143
Native HawaiianDivision--100
State1329330
Multiple RacesDivision--100
State4,3802,92933
English LearnersDivision--100
State6,5793,31950
< = 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
2021-20222022-20232023-2024
NOCTI AssessmentsDivision1348
 State2,5903,8443,577
State LicensuresDivision312116
 State1,2361,5632,069
Industry CertificationDivision155169156
 State95,688100,255101,956
Workplace ReadinessDivision877436
 State44,34841,81935,066
Total Credentials EarnedDivision286268216
 State143,862147,481142,668
Students Earning One or More CredentialsDivision275224193
 State115,682117,932115,611
CTE CompletersDivision8885101
 State45,09446,02848,643
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

< = 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

2022-2023 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$3,278$7,910$1,520
State$6,770$5,603$867
2020-2021Division$2,763$8,655$2,216
State$6,669$6,185$1,352
2021-2022Division$2,513$9,253$2,310
State$7,134$6,454$1,936
2022-2023Division$3,001$10,388$2,143
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,0517951,4264141,032703
Female513354694184493338
Male538441732230539365
American Indian<<<<<<
Asian<<<<<<
Black105115510
Hispanic106111115
White1,0217771,3914021,005679
Multiple Races579688
Students with Disabilities16415722173136130
Economically Disadvantaged594581872314642522
English Learners<<<<<<
Homeless<<<<114
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 17
Relationship Behaviors without Physical Harm 37
Behaviors of a Safety Concern 127
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 26

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.1--0.1
Asian0.20.20.2
Black0.83.20.81.40.9
Hispanic0.90.70.9
Native Hawaiian------
White97.496.897.595.897100
Multiple Races0.70.82.81
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.1
Asian0.20.20.2
Black0.80.80.9
Hispanic0.90.70.9
Native Hawaiian
White97.410097.597100
Multiple Races0.70.81
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.1--0.1
Asian0.20.20.2
Black0.80.80.9
Hispanic0.90.70.9
Native Hawaiian------
White97.497.510097100
Multiple Races0.70.81
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 79.789.594.2
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 64.458.355.6
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 77.971.568
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

11.09 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

12.15 : 1

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers
Percent Number Percent Number Percent Number

< = 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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
Percent Number Percent Number

< = 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202263%30%3%4%
2022-202364%31%0%5%
2023-202463%31%1%5%
< = 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 Students75%73%79%88%
Asian--91%88%
Black<84%68%88%
Hispanic<67%68%88%
White75%73%85%88%
Multiple Races<88%83%88%
Economically Disadvantaged70%67%68%88%
English Learners<<60%88%
Students with Disabilities51%45%57%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students75%70%74%85%
Asian<<90%85%
Black<69%61%85%
Hispanic<85%63%85%
White75%70%81%85%
Multiple Races<73%77%85%
Economically Disadvantaged72%65%62%85%
English Learners<<58%85%
Students with Disabilities45%41%54%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students68%
Asian<
Black<
Hispanic<
White68%
Multiple Races<
Economically Disadvantaged64%
English Learners<
Students with Disabilities39%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students86%84%84%
Asian-90%84%
Black<83%84%
Hispanic<83%84%
White85%86%84%
Multiple Races<89%84%
Economically Disadvantaged81%82%84%
English Learners<77%84%
Students with Disabilities60%74%84%
Homeless---
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students46%34%12%10%
Asian<<10%10%
Black80%55%12%10%
Hispanic38%25%12%10%
White45%34%12%10%
Multiple Races56%48%12%10%
Economically Disadvantaged51%39%13%10%
English Learners<<12%10%
Students with Disabilities52%38%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism.

Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent.

Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year.

Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress<54%58%
English Learner Proficiency<--

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

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

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-100%-
Asian--<<<<
Black<<<<<<
Hispanic<<<<<<
White100%-100%-99%1%
Multiple Races<<<<<<
Economically Disadvantaged100%-100%-99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners<<<<<<
Students with Disabilities99%1%99%1%98%2%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant------

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students81%79%
Asian-<
Black<<
Hispanic<<
White81%79%
Multiple Races<<
Economically Disadvantaged76%76%
English Learners-<
Students with Disabilities71%58%

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​

Multidivision Online Provider (MOP) Program

The Code of Virginia, § 22.1-212.23 et seq, allows school divisions to offer online instruction to students using a private organization, educational institution or nonprofit virtual school organization that meets Board of Education approval criteria to operate as a MOP.

MOPs supply virtual teachers coupled with online content to K-12 students. Providers may offer one course or a full array of courses as an online course or program provider contracted with a local school division. A Virginia Public School division under contract with one or more MOPs becomes the responsible division for the students’ educational needs and programs.

Data shown on the MOP tab is limited to students who participate in approved MOP programs for all their classes. Since the approved courses and programs are online, students in these programs rarely reside within the school division boundaries.


Student Achievement by Proficiency Level

English Reading

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0
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.

Writing

The Virginia Assessment Program includes Standards of Learning tests and other statewide assessments in English reading and writing, history/social science, mathematics, and science. The chart below provides information for the three most recent years on the achievement of students on these tests, including percentages of students who demonstrate proficiency and advanced proficiency. The default view is overall performance in the content area. Use the drop down menu to select a specific grade-level or end-of-course test. Use the menu below the chart to view results for a specific student population.Reading Performance: All StudentsCreated with Raphaël 2.1.0