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Fauquier County Public Schools

General school information

Division: Fauquier County Public Schools
Division Number: 30
Address: 320 Hospital Drive Suite 40 Warrenton, VA 20186-3037
Superintendent: Major Warner
Region: 4
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
C. Hunter Ritchie ElementaryAccredited
C.M. Bradley ElementaryAccredited
Claude Thompson ElementaryAccredited
Grace Miller ElementaryAccredited
Greenville ElementaryAccredited
H.M. Pearson ElementaryAccredited
James G. Brumfield ElementaryAccredited
Margaret M. Pierce ElementaryAccredited
Mary Walter ElementaryAccredited
P.B. Smith ElementaryAccredited
W.G. Coleman ElementaryAccredited
Middle Schools
Auburn MiddleAccredited
Cedar Lee MiddleAccredited
Marshall MiddleAccredited
W.C. Taylor MiddleAccredited with Conditions
High Schools
Fauquier HighAccredited
Kettle Run HighAccredited
Liberty HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 68 32 11 63 73 27 10 60 70 30
Female 12 59 72 28 12 65 77 23 11 63 74 26
Male 11 54 65 35 10 60 70 30 10 57 67 33
American Indian < < < < < < 100 0 < < < <
Asian 20 48 69 31 19 66 85 15 13 66 79 21
Black 9 45 54 46 7 51 58 42 5 48 54 46
Hispanic 6 50 56 44 6 56 62 38 7 52 59 41
Native Hawaiian < < < < < < < < < < < <
White 13 61 74 26 12 66 78 22 12 64 76 24
Multiple Races 11 56 67 33 11 64 74 26 7 62 70 30
Students with Disabilities 11 31 43 57 8 36 44 56 6 33 39 61
Students without Disabilities 12 61 72 28 11 67 78 22 11 65 76 24
Economically Disadvantaged 5 47 52 48 5 53 58 42 5 50 55 45
Not Economically Disadvantaged 15 61 76 24 13 66 79 21 13 65 77 23
English Learners - 22 22 78 2 26 28 72 2 28 30 70
Homeless 5 25 30 70 5 39 45 55 6 58 65 35
Military Connected 8 74 82 18 11 70 81 19 19 66 85 15
Foster Care < < 100 0 < < < < < < < <
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 8 56 63 37 8 58 66 34 8 55 63 37
Female 8 59 67 33 10 59 69 31 7 57 64 36
Male 8 52 60 40 6 56 63 37 9 53 61 39
American Indian < < 100 0 < < < <
Asian - 67 67 33 20 30 50 50 - 60 60 40
Black 3 53 55 45 6 42 48 52 4 42 46 54
Hispanic 4 42 46 54 6 48 53 47 9 41 49 51
White 10 59 69 31 9 64 73 27 8 62 70 30
Multiple Races 7 64 71 29 13 57 70 30 10 47 57 43
Students with Disabilities 10 37 47 53 4 38 42 58 5 35 40 60
Students without Disabilities 8 58 66 34 9 61 70 30 8 59 67 33
Economically Disadvantaged 3 42 45 55 1 45 47 53 3 41 45 55
Not Economically Disadvantaged 10 62 72 28 11 63 74 26 10 62 71 29
English Learners - 29 29 71 3 29 32 68 1 35 36 64
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 27 36 64 36 < < 100 0
Grade 4 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 60 71 29 12 62 74 26 10 60 70 30
Female 10 63 74 26 14 62 76 24 13 61 74 26
Male 13 57 69 31 10 61 72 28 8 58 66 34
American Indian < < 100 0 < < 100 0
Asian < < < < 40 60 100 0 20 50 70 30
Black 20 45 65 35 4 61 65 35 7 50 57 43
Hispanic 5 60 64 36 5 57 61 39 7 57 64 36
White 12 63 75 25 15 63 78 22 12 62 74 26
Multiple Races 19 50 69 31 8 67 75 25 8 60 68 32
Students with Disabilities 10 34 44 56 8 38 45 55 3 37 40 60
Students without Disabilities 12 64 75 25 13 66 79 21 12 64 76 24
Economically Disadvantaged 4 51 55 45 4 56 60 40 5 54 59 41
Not Economically Disadvantaged 16 65 81 19 15 64 79 21 13 62 75 25
English Learners - 42 42 58 1 46 47 53 - 46 46 54
Homeless - 21 21 79 < < < < < < < <
Military Connected - 83 83 17 < < < < 33 50 83 17
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 9 58 67 33 8 60 68 32 9 64 72 28
Female 9 61 70 30 8 66 74 26 10 66 76 24
Male 9 55 64 36 8 54 62 38 8 61 69 31
Asian < < < < < < < < 20 60 80 20
Black 6 33 39 61 12 41 53 47 4 50 54 46
Hispanic 4 54 58 42 5 53 58 42 5 58 63 37
White 10 62 73 27 8 65 73 27 10 66 77 23
Multiple Races 7 59 66 34 11 57 68 32 7 64 71 29
Students with Disabilities 7 31 38 62 9 28 37 63 4 38 42 58
Students without Disabilities 9 61 71 29 8 66 74 26 10 68 78 22
Economically Disadvantaged 4 47 51 49 4 45 50 50 4 55 58 42
Not Economically Disadvantaged 12 63 75 25 10 65 75 25 11 67 78 22
English Learners - 21 21 79 1 23 25 75 - 33 33 67
Homeless 17 33 50 50 < < < < < < < <
Military Connected < < < < - 62 62 38 < < < <
Foster Care < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 54 65 35 8 59 67 33 8 56 64 36
Female 11 61 72 28 8 62 70 30 8 61 69 31
Male 11 48 60 40 8 56 64 36 8 51 59 41
Asian 8 46 54 46 27 64 91 9 - 73 73 27
Black 13 39 52 48 5 44 48 52 8 41 48 52
Hispanic 9 48 57 43 4 48 53 48 4 46 50 50
Native Hawaiian < < 100 0 < < < < < < < <
White 12 58 70 30 9 64 74 26 9 61 70 30
Multiple Races 9 66 74 26 10 59 69 31 7 62 68 32
Students with Disabilities 12 28 40 60 7 31 38 62 5 33 37 63
Students without Disabilities 11 59 70 30 8 63 72 28 8 60 69 31
Economically Disadvantaged 7 47 53 47 4 49 53 47 4 39 43 57
Not Economically Disadvantaged 14 59 73 27 10 63 73 27 9 63 73 27
English Learners - 10 10 90 - 2 2 98 4 12 16 84
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < 9 64 73 27
Foster Care < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 7 64 71 29 8 60 68 32
Female 12 59 71 29 9 67 75 25 9 62 71 29
Male 9 58 66 34 6 61 68 32 6 58 64 36
Asian 27 45 73 27 - 73 73 27 15 77 92 8
Black 4 45 49 51 9 45 55 45 2 40 42 58
Hispanic 6 51 57 43 5 60 65 35 6 47 54 46
Native Hawaiian < < < < < < 100 0 < < < <
White 12 63 75 25 8 67 75 25 9 66 75 25
Multiple Races 14 56 69 31 4 69 73 27 4 61 65 35
Students with Disabilities 16 28 44 56 8 30 38 62 9 28 37 63
Students without Disabilities 9 63 73 27 7 70 77 23 7 65 72 28
Economically Disadvantaged 4 51 54 46 5 55 60 40 6 46 51 49
Not Economically Disadvantaged 14 63 76 24 9 67 76 24 9 66 75 25
English Learners - 8 8 92 3 14 17 83 5 7 12 88
Homeless < < < < < < < < < < < <
Military Connected 9 91 100 0 - 90 90 10 < < 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 10 55 65 35 8 66 74 26 7 63 70 30
Female 12 56 69 31 10 70 80 20 8 69 77 23
Male 8 54 62 38 6 62 68 32 6 58 64 36
American Indian < < < < < < 100 0
Asian 23 38 62 38 7 79 86 14 < < < <
Black 4 41 45 55 5 60 65 35 8 48 56 44
Hispanic 3 46 49 51 3 61 64 36 4 55 59 41
Native Hawaiian < < < < < < < < < < 100 0
White 12 62 74 26 10 68 78 22 9 67 75 25
Multiple Races 16 42 58 42 8 70 77 23 2 71 72 28
Students with Disabilities 13 24 37 63 9 29 37 63 6 25 31 69
Students without Disabilities 9 61 70 30 8 72 80 20 7 70 78 22
Economically Disadvantaged 4 42 46 54 3 56 59 41 4 51 55 45
Not Economically Disadvantaged 13 62 75 25 10 69 79 21 9 69 77 23
English Learners - 3 3 97 3 13 16 84 - 13 13 88
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 8 92 100 0 10 70 80 20
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 18 56 74 26 21 69 89 11 21 63 84 16
Female 20 57 76 24 20 69 89 11 20 65 85 15
Male 17 54 71 29 21 68 89 11 22 62 84 16
American Indian < < < < < < 100 0 < < 100 0
Asian 41 41 82 18 28 72 100 0 21 64 86 14
Black 10 54 65 35 9 64 73 27 4 63 67 33
Hispanic 12 48 60 40 13 67 80 20 13 60 74 26
White 21 58 79 21 23 70 93 7 27 64 90 10
Multiple Races 8 54 62 38 23 66 89 11 16 70 86 14
Students with Disabilities 11 35 45 55 11 55 66 34 8 37 45 55
Students without Disabilities 19 59 79 21 22 71 93 7 23 67 90 10
Economically Disadvantaged 8 49 57 43 13 67 81 19 9 63 72 28
Not Economically Disadvantaged 21 58 79 21 22 69 91 9 26 63 89 11
English Learners - 11 11 89 - 35 35 65 6 21 27 73
Homeless < < < < < < < < < < < <
Military Connected 12 69 81 19 13 75 88 13 36 57 93 7
< = 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 19 62 81 19 16 63 79 21
Female 23 60 83 17 18 66 83 17
Male 15 63 78 22 14 61 75 25
American Indian < < 100 0 < < 100 0
Asian 33 67 100 0 21 50 71 29
Black 11 38 48 52 4 53 57 43
Hispanic 8 63 71 29 7 62 69 31
White 22 64 86 14 20 66 86 14
Multiple Races 23 54 77 23 15 62 77 23
Students with Disabilities 2 43 45 55 - 36 36 64
Students without Disabilities 21 64 85 15 18 67 85 15
Economically Disadvantaged 9 55 64 36 4 60 64 36
Not Economically Disadvantaged 22 63 85 15 21 65 85 15
English Learners - 30 30 70 - 33 33 67
Homeless < < < < < < < <
Military Connected 21 71 93 7 46 46 92 8
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 < < < < < < < <
Male < < < <
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < <
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 19 62 81 19 16 63 79 21
Female 23 60 84 16 18 66 83 17
Male 15 63 78 22 14 62 76 24
American Indian < < 100 0 < < 100 0
Asian 33 67 100 0 21 50 71 29
Black 11 38 49 51 4 53 57 43
Hispanic 8 63 71 29 7 62 69 31
White 22 64 86 14 20 66 86 14
Multiple Races 23 54 77 23 15 63 79 21
Students with Disabilities 3 44 46 54 - 37 37 63
Students without Disabilities 21 64 85 15 18 67 85 15
Economically Disadvantaged 9 55 64 36 4 60 64 36
Not Economically Disadvantaged 22 63 85 15 21 65 86 14
English Learners - 30 30 70 - 33 33 67
Homeless < < < < < < < <
Military Connected 21 71 93 7 46 46 92 8
< = 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 4 46 51 49 5 59 64 36 6 63 69 31
Female 3 47 50 50 5 60 64 36 5 63 69 31
Male 5 46 51 49 6 58 64 36 7 62 69 31
American Indian < < < < < < < < < < < <
Asian 13 55 68 32 12 64 77 23 15 68 84 16
Black 3 29 33 67 4 45 49 51 3 53 56 44
Hispanic 3 35 38 62 2 55 57 43 4 56 59 41
Native Hawaiian < < < < < < < < < < < <
White 5 52 57 43 7 62 69 31 7 67 74 26
Multiple Races 4 43 47 53 2 58 61 39 5 61 66 34
Students with Disabilities 10 18 28 72 2 34 36 64 3 39 41 59
Students without Disabilities 3 51 54 46 6 63 69 31 7 67 74 26
Economically Disadvantaged 1 31 33 67 2 47 48 52 3 53 56 44
Not Economically Disadvantaged 6 54 60 40 7 63 70 30 8 67 75 25
English Learners - 19 19 81 1 35 36 64 1 38 39 61
Homeless 2 24 26 74 3 34 37 63 - 53 53 47
Military Connected 3 60 63 37 3 76 79 21 7 76 83 17
Foster Care < < < < < < 100 0 < < < <
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 6 51 58 42 6 58 64 36 10 57 67 33
Female 5 52 57 43 6 55 61 39 7 56 63 37
Male 7 51 59 41 6 61 67 33 14 58 72 28
American Indian < < 100 0 < < < <
Asian 25 58 83 17 - 60 60 40 10 60 70 30
Black - 34 34 66 4 46 50 50 4 53 57 43
Hispanic 3 34 37 63 1 50 51 49 7 41 48 52
White 8 58 65 35 9 62 71 29 13 63 76 24
Multiple Races - 61 61 39 2 66 68 32 2 59 61 39
Students with Disabilities 12 29 41 59 3 33 36 64 8 37 45 55
Students without Disabilities 5 55 60 40 7 62 69 31 11 61 72 28
Economically Disadvantaged - 34 35 65 1 42 43 57 4 45 49 51
Not Economically Disadvantaged 9 59 68 32 9 65 73 27 14 63 76 24
English Learners - 23 23 77 - 34 34 66 2 31 33 67
Homeless < < < < < < < < < < 100 0
Military Connected < < < < - 82 82 18 < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 47 56 44 9 58 68 32 9 59 68 32
Female 6 45 51 49 7 58 66 34 9 56 65 35
Male 11 49 60 40 11 59 70 30 10 62 72 28
American Indian < < 100 0 < < 100 0
Asian < < < < 40 40 80 20 10 70 80 20
Black 7 41 48 52 10 39 49 51 6 54 59 41
Hispanic 5 35 40 60 4 57 61 39 4 57 61 39
White 10 53 63 37 11 61 72 28 12 60 72 28
Multiple Races 16 38 54 46 2 62 63 37 8 60 68 32
Students with Disabilities 10 19 28 72 3 34 38 62 - 36 36 64
Students without Disabilities 9 51 60 40 10 63 73 27 11 64 75 25
Economically Disadvantaged 3 34 37 63 2 52 55 45 3 52 55 45
Not Economically Disadvantaged 12 54 66 34 12 61 72 28 13 62 75 25
English Learners - 27 27 73 1 48 49 51 - 51 51 49
Homeless - 17 17 83 < < < < < < < <
Military Connected - 69 69 31 < < < < 8 83 92 8
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 4 42 46 54 10 53 63 37 12 59 71 29
Female 2 41 43 57 7 55 63 37 11 59 71 30
Male 5 44 48 52 13 51 64 36 13 59 72 28
Asian < < < < < < < < < < < <
Black - 19 19 81 9 39 47 53 7 48 54 46
Hispanic 4 38 42 58 4 48 52 48 6 55 61 39
White 4 46 50 50 13 57 70 30 14 62 76 24
Multiple Races 3 47 50 50 7 50 57 43 13 59 71 29
Students with Disabilities 7 17 24 76 2 30 33 67 2 38 40 60
Students without Disabilities 3 47 50 50 12 57 69 31 14 63 77 23
Economically Disadvantaged 2 25 27 73 3 42 45 55 4 56 60 40
Not Economically Disadvantaged 5 53 58 42 13 57 71 29 15 61 76 24
English Learners - 15 15 85 1 30 31 69 - 35 35 65
Homeless 10 40 50 50 < < < < < < < <
Military Connected < < < < 8 62 69 31 < < < <
Foster Care < < 100 0 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 41 45 55 2 47 49 51 4 58 62 38
Female 3 41 44 56 1 49 50 50 3 62 65 35
Male 6 40 46 54 2 45 47 53 5 54 59 41
Asian 13 53 67 33 < < < < 10 60 70 30
Black 11 26 38 62 - 31 31 69 - 45 45 55
Hispanic 2 29 31 69 - 41 41 59 4 47 51 49
Native Hawaiian < < < < < < 100 0
White 4 47 50 50 3 51 54 46 4 66 70 30
Multiple Races 3 47 50 50 - 49 49 51 4 48 52 48
Students with Disabilities 11 11 23 77 1 25 26 74 3 34 37 63
Students without Disabilities 3 46 49 51 2 51 53 47 4 64 68 32
Economically Disadvantaged 1 28 29 71 1 33 35 65 4 44 48 52
Not Economically Disadvantaged 6 48 55 45 2 53 55 45 4 66 70 30
English Learners - 6 6 94 - 14 14 86 3 22 25 75
Homeless < < < < < < < < < < < <
Military Connected 10 40 50 50 < < < < 10 50 60 40
Foster Care < < 100 0
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 38 42 58 5 52 57 43 5 50 54 46
Female 3 40 43 57 5 58 63 37 4 47 51 49
Male 5 36 42 58 5 47 52 48 5 52 57 43
Asian < < < < 23 54 77 23 < < < <
Black 4 22 26 74 7 36 42 58 4 26 30 70
Hispanic 2 30 32 68 3 56 59 41 1 43 44 56
Native Hawaiian < < < < < < < <
White 4 44 48 52 4 53 58 42 5 55 61 39
Multiple Races 11 30 41 59 4 54 58 42 10 46 56 44
Students with Disabilities 10 7 18 82 4 21 25 75 2 29 31 69
Students without Disabilities 3 44 47 53 5 59 63 37 5 53 58 42
Economically Disadvantaged 1 29 30 70 2 47 48 52 2 37 39 61
Not Economically Disadvantaged 6 43 49 51 6 54 60 40 6 55 61 39
English Learners - 3 3 97 3 21 24 76 - 18 18 82
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
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 2 35 37 63 1 55 55 45 1 60 62 38
Female 2 33 35 65 1 56 57 43 1 68 69 31
Male 2 36 38 62 1 53 54 46 1 54 55 45
American Indian < < < < < < 100 0
Asian < < < < - 50 50 50 < < 100 0
Black - 15 15 85 2 31 33 67 3 48 51 49
Hispanic 1 24 25 75 1 49 50 50 - 52 52 48
Native Hawaiian < < < < < < < < < < 100 0
White 2 43 45 55 1 60 61 39 1 66 67 33
Multiple Races - 29 29 71 - 49 49 51 2 58 60 40
Students with Disabilities 9 13 22 78 2 23 24 76 2 26 27 73
Students without Disabilities - 40 40 60 1 61 62 38 1 68 69 31
Economically Disadvantaged - 15 15 85 - 39 39 61 1 51 52 48
Not Economically Disadvantaged 3 48 51 49 1 61 62 38 1 65 67 33
English Learners - 11 11 89 - 10 10 90 - 10 10 90
Homeless < < < < < < < < < < < <
Military Connected - 80 80 20 < < < < < < < <
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 2 53 55 45 4 75 78 22 3 79 82 18
Female 2 55 57 43 3 76 78 22 3 80 84 16
Male 1 51 52 48 4 74 78 22 4 78 81 19
American Indian < < < < < < < < < < 100 0
Asian 23 38 62 38 - 83 83 17 17 78 94 6
Black - 39 39 61 - 72 72 28 1 80 81 19
Hispanic 1 49 49 51 2 73 75 25 2 75 77 23
Native Hawaiian < < < < < < 100 0
White 2 58 60 40 5 76 81 19 4 80 84 16
Multiple Races - 36 36 64 - 72 72 28 2 82 83 17
Students with Disabilities 1 28 29 71 - 61 61 39 1 64 65 35
Students without Disabilities 2 57 59 41 4 77 81 19 4 81 85 15
Economically Disadvantaged - 46 46 54 2 67 68 32 2 72 74 26
Not Economically Disadvantaged 2 56 58 42 4 77 81 19 4 82 86 14
English Learners - 30 30 70 - 63 63 37 1 59 60 40
Homeless - 27 27 73 < < 100 0 < < < <
Military Connected < < < < - 93 93 7 < < 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 2 65 67 33 6 78 84 16 3 78 81 19
Female 2 71 74 26 8 78 86 14 3 77 80 20
Male 1 58 60 40 5 78 83 18 4 78 82 18
Asian < < < < 9 91 100 0 < < 100 0
Black - 50 50 50 - 79 79 21 - 75 75 25
Hispanic - 47 47 53 5 67 71 29 5 66 70 30
Native Hawaiian < < 100 0
White 2 70 72 28 7 79 86 14 3 81 84 16
Multiple Races - 52 52 48 10 80 90 10 - 83 83 17
Students with Disabilities < < < < - 58 58 42 - 32 32 68
Students without Disabilities 2 65 67 33 7 79 85 15 4 80 84 16
Economically Disadvantaged - 48 48 52 9 67 76 24 2 58 59 41
Not Economically Disadvantaged 2 69 71 29 6 80 86 14 4 82 86 14
English Learners < < < < < < < < - 50 50 50
Homeless < < < < < < 100 0
Military Connected < < < < < < < < < < < <
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 1 60 62 38 5 70 75 25 4 75 80 20
Female 2 56 57 43 3 69 72 28 2 76 78 22
Male 1 64 65 35 7 72 79 21 6 75 81 19
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic - 80 80 20 < < < < < < < <
White 1 61 62 38 5 72 77 23 4 75 79 21
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 1 61 62 38 4 71 75 25 3 77 80 20
Economically Disadvantaged 6 50 56 44 < < < < < < < <
Not Economically Disadvantaged 1 62 63 38 5 73 78 23 5 80 85 15
Military Connected < < < < < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 53 58 42 6 59 65 35 7 64 71 29
Female 4 52 57 43 4 59 63 37 5 66 71 29
Male 5 54 59 41 7 60 67 33 8 62 71 29
American Indian < < < < < < < < < < 100 0
Asian 13 67 80 20 12 65 78 22 10 69 79 21
Black 3 27 30 70 2 41 44 56 3 48 51 49
Hispanic 2 38 40 60 2 48 50 50 3 56 59 41
Native Hawaiian < < < < < < < < < < 100 0
White 6 61 66 34 7 65 73 27 8 68 77 23
Multiple Races 2 50 53 47 6 58 64 36 7 63 70 30
Students with Disabilities 8 20 28 72 6 27 33 67 5 32 37 63
Students without Disabilities 4 59 63 37 6 65 71 29 7 69 77 23
Economically Disadvantaged 1 34 35 65 2 42 44 56 2 53 55 45
Not Economically Disadvantaged 6 62 68 32 7 65 72 28 9 69 77 23
English Learners - 10 10 90 2 16 18 82 1 30 32 68
Homeless 3 23 27 73 - 19 19 81 6 19 25 75
Military Connected 5 76 81 19 2 77 79 21 5 85 90 10
Foster Care < < < < < < < < < < < <
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 42 49 51 9 48 57 43 11 56 67 33
Female 7 40 46 54 7 49 56 44 8 58 66 34
Male 7 45 52 48 11 48 59 41 13 55 68 32
Asian < < < < < < < < 30 40 70 30
Black 4 17 21 79 6 29 35 65 7 41 48 52
Hispanic 4 31 35 65 3 44 47 53 5 51 56 44
White 8 50 58 42 12 53 64 36 12 60 73 27
Multiple Races 5 37 41 59 11 46 57 43 13 54 66 34
Students with Disabilities 6 17 23 77 6 20 27 73 5 27 31 69
Students without Disabilities 7 46 53 47 10 54 63 37 12 62 74 26
Economically Disadvantaged 3 27 29 71 2 30 33 67 4 47 51 49
Not Economically Disadvantaged 9 51 60 40 12 55 67 33 13 60 74 26
English Learners - 3 3 97 1 21 22 78 - 25 25 75
Homeless 8 33 42 58 < < < < < < < <
Military Connected < < < < - 69 69 31 < < < <
Foster Care < < < < < < < <
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 5 47 52 48 3 59 62 38 6 55 61 39
Female 5 48 53 47 3 57 60 40 3 59 62 38
Male 4 47 51 49 4 60 64 36 8 52 60 40
American Indian < < < < < < 100 0
Asian 17 50 67 33 14 71 86 14 < < < <
Black 2 33 35 65 2 44 45 55 6 35 41 59
Hispanic 2 30 32 68 1 44 45 55 3 42 45 55
Native Hawaiian < < < < < < < < < < 100 0
White 6 56 62 38 4 64 68 32 7 62 69 31
Multiple Races - 43 43 57 4 64 68 32 7 56 63 37
Students with Disabilities 10 15 25 75 6 26 32 68 7 19 27 73
Students without Disabilities 3 54 57 43 3 64 67 33 6 62 67 33
Economically Disadvantaged - 31 31 69 1 41 42 58 2 44 46 54
Not Economically Disadvantaged 7 56 63 37 4 65 69 31 8 60 68 32
English Learners - - - 100 3 8 10 90 2 - 2 98
Homeless < < < < < < < < < < < <
Military Connected < < < < - 75 75 25 - 80 80 20
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 57 59 41 5 61 66 34 6 68 75 25
Female 2 57 59 41 4 61 65 35 6 69 75 25
Male 2 57 59 41 7 60 68 32 7 68 74 26
American Indian < < < < < < < < < < 100 0
Asian 6 88 94 6 19 56 75 25 9 83 91 9
Black 2 29 30 70 - 45 45 55 - 53 53 47
Hispanic 2 41 43 57 1 46 47 53 2 64 66 34
White 2 63 65 35 7 68 76 24 9 71 80 20
Multiple Races - 57 57 43 4 55 58 42 6 67 72 28
Students with Disabilities 1 25 25 75 2 22 24 76 4 34 37 63
Students without Disabilities 2 61 63 37 6 66 72 28 7 74 80 20
Economically Disadvantaged - 32 32 68 2 44 46 54 2 57 59 41
Not Economically Disadvantaged 3 65 68 32 6 66 73 27 8 73 82 18
English Learners - 6 6 94 - 6 6 94 1 49 51 49
Homeless - 20 20 80 < < < < < < < <
Military Connected - 73 73 27 - 86 86 14 6 88 94 6
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < - 29 29 71
Female < < < < < < 100 0 - 25 25 75
Male < < < < < < < < - 33 33 67
Asian < < 100 0
Black < < < < < < < <
Hispanic < < < < - 21 21 79
White < < < < - 33 33 67
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < < - 29 29 71
Economically Disadvantaged < < 100 0 - 21 21 79
Not Economically Disadvantaged < < < < < < < < - 33 33 67
English Learners < < 100 0 < < < <
Homeless < < < <
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 5 71 76 24 5 75 80 20 4 84 88 12
Female 3 68 71 29 3 72 75 25 3 87 90 10
Male 6 74 80 20 7 78 85 15 4 82 86 14
American Indian < < 100 0 < < 100 0
Asian < < < < 8 83 92 8 < < < <
Black - 35 35 65 3 49 51 49 - 71 71 29
Hispanic - 60 60 40 1 67 68 32 1 80 81 19
White 6 77 84 16 6 79 86 14 5 87 92 8
Multiple Races - 72 72 28 4 78 81 19 - 89 89 11
Students with Disabilities - 28 28 72 5 44 49 51 1 61 63 37
Students without Disabilities 5 78 83 17 5 81 86 14 4 88 92 8
Economically Disadvantaged 3 55 58 42 3 60 63 37 - 76 76 24
Not Economically Disadvantaged 5 76 82 18 6 79 85 15 5 87 92 8
English Learners - 50 50 50 - 29 29 71 - 36 36 64
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
< = 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 4 52 56 44 1 28 29 71
Female 3 51 54 46 - 20 20 80
Male 4 53 58 42 1 33 34 66
Black 3 37 39 61 - 20 20 80
Hispanic 3 43 46 54 - 43 43 57
White 5 58 64 36 1 24 26 74
Multiple Races - 46 46 54 < < < <
Students with Disabilities 3 16 19 81 3 12 15 85
Students without Disabilities 4 59 63 37 - 35 35 65
Economically Disadvantaged 1 37 38 62 - 23 23 77
Not Economically Disadvantaged 5 58 63 37 1 32 33 67
English Learners 2 40 42 58 - 67 67 33
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 - 36 36 64 - 63 63 38
Female < < < < - 70 70 30
Male < < < < - 57 57 43
Black < < < < < < < <
Hispanic < < < < - 100 100 0
White < < < < - 30 30 70
Multiple Races < < < < < < < <
Students with Disabilities < < < <
Students without Disabilities - 40 40 60 - 63 63 38
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < - 60 60 40
English Learners < < < < - 100 100 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 4 59 63 37 1 24 25 75
Female 5 57 62 38 - 4 4 96
Male 4 60 64 36 2 34 36 64
Black 3 43 47 53 < < < <
Hispanic 3 49 53 47 - 14 14 86
White 5 65 70 30 2 30 32 68
Multiple Races - 65 65 35 < < < <
Students with Disabilities 4 22 25 75 5 18 23 77
Students without Disabilities 4 65 70 30 - 27 27 73
Economically Disadvantaged - 48 48 52 - 16 16 84
Not Economically Disadvantaged 6 62 67 33 3 31 34 66
English Learners 3 43 45 55 < < < <
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 4 33 37 63 < < < <
Female - 27 27 73 < < < <
Male 6 38 45 55 < < < <
Black < < < < < < < <
Hispanic - 18 18 82 < < < <
White 6 41 46 54 < < < <
Multiple Races < < < <
Students with Disabilities - - - 100 < < < <
Students without Disabilities 4 38 42 58 < < < <
Economically Disadvantaged 3 14 17 83 < < < <
Not Economically Disadvantaged 4 44 47 53 < < < <
English Learners < < < < < < < <
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 < < < < - - - 100
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < - - - 100
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - - - 100
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < - - - 100
English Learners < < < <
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 < < < <
Male < < < <
Hispanic < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
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

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2020-20212021-20222022-2023
Division6129
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

Student Group Below Basic Basic Proficient Advanced Virginia Students at or Above Proficient Nation at or Above Proficient

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2021-20222022-2023
Pre-kindergarten147168
Kindergarten764667
Grade 1725799
Grade 2747758
Grade 3721748
Grade 4758744
Grade 5785801
Grade 6778811
Grade 7805772
Grade 8904830
Grade 9935990
Grade 10906919
Grade 11887855
Grade 121,012977
Post Graduate1-
Total Students10,87510,839

< = 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 2021-20222022-2023
All Students1087510839
Female52065205
Male56685632
American Indian1012
Asian160152
Black811771
Hispanic22742397
Native Hawaiian1010
White69126769
Multiple Races698728
Students with Disabilities15521642
Students without Disabilities93239197
Economically Disadvantaged27843448
Not Economically Disadvantaged80917391
English Learners11001171
Not English Learners97759668
Migrant1-
Homeless7656
Military Connected12695
Foster Care2230
< = 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 491 423 20 3 20 13
State 50941 37883 2120 845 5319 1819
Female Division 264 193 5 1 9 8
State 27811 16344 671 288 1971 747
Male Division 227 230 15 2 11 5
State 23072 21492 1448 557 3346 1069
American Indian Division < < < < 0 <
State 120 112 5 2 8 9
Asian Division 20 3 0 0 0 1
State 6009 1299 108 12 87 30
Black Division 22 39 5 0 2 0
State 8188 10171 708 177 1106 701
Hispanic Division 107 81 2 1 12 3
State 6685 7832 305 130 2570 425
White Division 318 281 11 0 5 8
State 26830 16390 881 458 1333 565
Multiple Races Division 23 19 2 2 1 1
State 3013 2017 112 65 212 87
Students with Disabilities Division 14 83 20 0 4 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 102 139 5 0 8 2
State 12376 19803 1180 475 2916 1248
English Learners Division 17 24 0 0 9 0
State 1612 4284 306 28 2112 174
Homeless Division 4 9 0 0 1 1
State 183 697 76 17 189 78
Military Connected Division 8 6 0 0 0 0
State 2401 1298 51 21 47 32
< = 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 Students9709349694197202
Female480462964679792
Male4904729647497112
American Indian<<100<10000
Asian2423962410000
Black686697669723
Hispanic2061909219293126
White623610986129851
Multiple Races484492469612
Students with Disabilities121117971179743
Economically Disadvantaged256246962469683
English Learners5041824182918
Homeless151387138717
Military Connected14141001410000
< = 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 Taken430 / 11.64%991 / 26.5%992 / 26.52%
Advanced Placement Course Enrollment1,007 / 27.25%1,024 / 27.39%1,021 / 27.29%
Dual Enrollment954 / 25.82%989 / 26.45%894 / 23.9%
Governor's School Enrollment69 / 1.87%67 / 1.79%63 / 1.68%
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 StudentsDivision89960633
State87,31757,08135
FemaleDivision46535424
State43,70531,57728
MaleDivision43425242
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision151220
State6,7415,86213
BlackDivision714142
State18,62410,60143
HispanicDivision1328337
State12,1106,62245
Native HawaiianDivision<<100
State1329330
WhiteDivision65045830
State45,09830,84432
Multiple RacesDivision271256
State4,3802,92933
Students with DisabilitiesDivision1134858
State8,1853,54857
Economically DisadvantagedDivision2009552
State30,33514,98751
English LearnersDivision331167
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
2020-20212021-20222022-2023
State LicensuresDivision5-36
 State1,0771,2361,563
Industry CertificationDivision717-995
 State51,68595,688100,255
Workplace ReadinessDivision146288199
 State16,88544,34841,819
Total Credentials EarnedDivision8682881,230
 State71,189143,862147,481
Students Earning One or More CredentialsDivision8172881,057
 State60,992115,682117,932
CTE CompletersDivision520586541
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
Armed Services Vocational Aptitude Battery ExaminationDivision--6
 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$8,610$4,395$541
State$6,770$5,603$867
2020-2021Division$8,537$5,256$1,203
State$6,669$6,185$1,352
2021-2022Division$9,422$5,155$1,302
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 Students9,7423889,0021,6228,8771,689
Female4,6801544,3077694,239841
Male5,0622344,6938534,637848
American Indian10110183
Asian1700149814913
Black72362671101625121
Hispanic1,8781141,8004591,930433
Native Hawaiian82<<<<
White6,3671705,7939445,599971
Multiple Races58639571108559146
Students with Disabilities1,3991031,2563161,194374
Economically Disadvantaged3,1172882,1746812,704856
English Learners98171898262970240
Homeless1402856404026
< = 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 393
Relationship Behaviors without Physical Harm 688
Behaviors of a Safety Concern 939
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 261
Behaviors used to determine Persistently Dangerous Schools 5

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.10.2
Asian1.61.50.91.41
Black7.75.37.5177.117
Hispanic19.610.520.91622.116.2
Native Hawaiian0.10.10.10.5
White64.973.763.657.462.554.1
Multiple Races6.110.56.48.66.711.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian1.61.53.11.4
Black7.77.512.57.113.9
Hispanic19.620.92522.127.8
Native Hawaiian0.10.10.1
White64.963.653.162.552.8
Multiple Races6.16.46.36.75.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian1.61.51001.4
Black7.77.57.1
Hispanic19.620.922.1
Native Hawaiian0.10.10.1
White64.963.662.5
Multiple Races6.16.46.7
< = 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 27.427.433.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available