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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: Dr. 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

MOP

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 with Conditions
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 with Conditions
Marshall MiddleAccredited
W.C. Taylor MiddleAccredited
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

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 11 63 73 27 10 60 70 30 10 62 72 28
Female 12 65 77 23 11 63 74 26 11 64 75 25
Male 10 60 70 30 10 57 67 33 9 60 69 31
American Indian < < 100 0 < < < < < < < <
Asian 19 66 85 15 13 66 79 21 16 67 84 16
Black 7 51 58 42 5 48 54 46 4 53 57 43
Hispanic 6 56 62 38 7 52 59 41 5 54 59 41
Native Hawaiian < < < < < < < < < < < <
White 12 66 78 22 12 64 76 24 12 66 79 21
Multiple Races 11 64 74 26 7 62 70 30 9 62 71 29
Students with Disabilities 8 36 44 56 6 33 39 61 6 38 44 56
Students without Disabilities 11 67 78 22 11 65 76 24 11 67 77 23
Economically Disadvantaged 5 53 58 42 5 50 55 45 4 52 56 44
Not Economically Disadvantaged 13 66 79 21 13 65 77 23 13 67 80 20
English Learners 2 26 28 72 2 28 30 70 1 27 28 72
Homeless 5 39 45 55 6 58 65 35 6 39 45 55
Military Connected 11 70 81 19 19 66 85 15 10 78 88 12
Foster Care < < < < < < < < < < < <
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 8 58 66 34 8 55 63 37 7 58 65 35
Female 10 59 69 31 7 57 64 36 7 58 66 34
Male 6 56 63 37 9 53 61 39 7 57 65 35
American Indian < < 100 0 < < < <
Asian 20 30 50 50 - 60 60 40 < < 100 0
Black 6 42 48 52 4 42 46 54 4 45 49 51
Hispanic 6 48 53 47 9 41 49 51 1 45 45 55
White 9 64 73 27 8 62 70 30 11 63 74 26
Multiple Races 13 57 70 30 10 47 57 43 - 62 62 38
Students with Disabilities 4 38 42 58 5 35 40 60 2 37 39 61
Students without Disabilities 9 61 70 30 8 59 67 33 9 62 71 29
Economically Disadvantaged 1 45 47 53 3 41 45 55 2 39 41 59
Not Economically Disadvantaged 11 63 74 26 10 62 71 29 10 67 77 23
English Learners 3 29 32 68 1 35 36 64 - 27 27 73
Homeless < < < < < < 100 0 < < < <
Military Connected 27 36 64 36 < < 100 0 < < 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 12 62 74 26 10 60 70 30 13 60 73 27
Female 14 62 76 24 13 61 74 26 12 63 74 26
Male 10 61 72 28 8 58 66 34 14 57 71 29
American Indian < < 100 0 < < < <
Asian 40 60 100 0 20 50 70 30 18 55 73 27
Black 4 61 65 35 7 50 57 43 6 54 60 40
Hispanic 5 57 61 39 7 57 64 36 6 51 58 42
White 15 63 78 22 12 62 74 26 15 65 80 20
Multiple Races 8 67 75 25 8 60 68 32 20 51 71 29
Students with Disabilities 8 38 45 55 3 37 40 60 10 42 52 48
Students without Disabilities 13 66 79 21 12 64 76 24 13 64 77 23
Economically Disadvantaged 4 56 60 40 5 54 59 41 6 53 59 41
Not Economically Disadvantaged 15 64 79 21 13 62 75 25 16 64 80 20
English Learners 1 46 47 53 - 46 46 54 - 41 41 59
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 33 50 83 17 < < 100 0
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 60 68 32 9 64 72 28 8 65 72 28
Female 8 66 74 26 10 66 76 24 8 66 74 26
Male 8 54 62 38 8 61 69 31 8 63 71 29
Asian < < < < 20 60 80 20 10 50 60 40
Black 12 41 53 47 4 50 54 46 4 56 60 40
Hispanic 5 53 58 42 5 58 63 37 6 55 61 39
White 8 65 73 27 10 66 77 23 9 70 79 21
Multiple Races 11 57 68 32 7 64 71 29 5 67 73 27
Students with Disabilities 9 28 37 63 4 38 42 58 5 42 47 53
Students without Disabilities 8 66 74 26 10 68 78 22 9 70 78 22
Economically Disadvantaged 4 45 50 50 4 55 58 42 3 56 59 41
Not Economically Disadvantaged 10 65 75 25 11 67 78 22 10 69 80 20
English Learners 1 23 25 75 - 33 33 67 3 26 28 72
Homeless < < < < < < < < < < < <
Military Connected - 62 62 38 < < < < 7 79 86 14
Foster Care < < 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 8 59 67 33 8 56 64 36 7 63 70 30
Female 8 62 70 30 8 61 69 31 9 65 74 26
Male 8 56 64 36 8 51 59 41 5 62 67 33
Asian 27 64 91 9 - 73 73 27 17 67 83 17
Black 5 44 48 52 8 41 48 52 - 58 58 42
Hispanic 4 48 53 48 4 46 50 50 1 54 55 45
Native Hawaiian < < < < < < < <
White 9 64 74 26 9 61 70 30 9 68 77 23
Multiple Races 10 59 69 31 7 62 68 32 9 55 64 36
Students with Disabilities 7 31 38 62 5 33 37 63 4 37 41 59
Students without Disabilities 8 63 72 28 8 60 69 31 8 68 76 24
Economically Disadvantaged 4 49 53 47 4 39 43 57 2 49 51 49
Not Economically Disadvantaged 10 63 73 27 9 63 73 27 9 69 79 21
English Learners - 2 2 98 4 12 16 84 - 19 19 81
Homeless < < < < < < < < < < < <
Military Connected < < < < 9 64 73 27 < < < <
Foster Care < < 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 7 64 71 29 8 60 68 32 8 61 69 31
Female 9 67 75 25 9 62 71 29 9 66 75 25
Male 6 61 68 32 6 58 64 36 7 56 63 37
Asian - 73 73 27 15 77 92 8 9 73 82 18
Black 9 45 55 45 2 40 42 58 8 43 51 49
Hispanic 5 60 65 35 6 47 54 46 5 54 58 42
Native Hawaiian < < 100 0 < < < < < < < <
White 8 67 75 25 9 66 75 25 9 66 75 25
Multiple Races 4 69 73 27 4 61 65 35 8 65 73 27
Students with Disabilities 8 30 38 62 9 28 37 63 7 35 42 58
Students without Disabilities 7 70 77 23 7 65 72 28 8 66 74 26
Economically Disadvantaged 5 55 60 40 6 46 51 49 4 48 51 49
Not Economically Disadvantaged 9 67 76 24 9 66 75 25 10 68 78 22
English Learners 3 14 17 83 5 7 12 88 5 21 25 75
Homeless < < < < < < < < < < < <
Military Connected - 90 90 10 < < 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 8 66 74 26 7 63 70 30 8 61 68 32
Female 10 70 80 20 8 69 77 23 8 66 74 26
Male 6 62 68 32 6 58 64 36 7 56 63 37
American Indian < < 100 0 < < < <
Asian 7 79 86 14 < < < < 24 76 100 0
Black 5 60 65 35 8 48 56 44 2 43 45 55
Hispanic 3 61 64 36 4 55 59 41 6 47 53 47
Native Hawaiian < < < < < < 100 0 < < < <
White 10 68 78 22 9 67 75 25 8 67 76 24
Multiple Races 8 70 77 23 2 71 72 28 7 64 71 29
Students with Disabilities 9 29 37 63 6 25 31 69 7 31 38 62
Students without Disabilities 8 72 80 20 7 70 78 22 8 65 73 27
Economically Disadvantaged 3 56 59 41 4 51 55 45 5 51 56 44
Not Economically Disadvantaged 10 69 79 21 9 69 77 23 9 66 75 25
English Learners 3 13 16 84 - 13 13 88 2 9 11 89
Homeless < < < < < < < < < < < <
Military Connected 8 92 100 0 10 70 80 20 < < 100 0
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 21 69 89 11 21 63 84 16 18 67 84 16
Female 20 69 89 11 20 65 85 15 20 66 87 13
Male 21 68 89 11 22 62 84 16 15 67 82 18
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 28 72 100 0 21 64 86 14 14 67 81 19
Black 9 64 73 27 4 63 67 33 4 70 74 26
Hispanic 13 67 80 20 13 60 74 26 9 67 77 23
White 23 70 93 7 27 64 90 10 23 66 89 11
Multiple Races 23 66 89 11 16 70 86 14 11 70 81 19
Students with Disabilities 11 55 66 34 8 37 45 55 9 41 50 50
Students without Disabilities 22 71 93 7 23 67 90 10 19 71 90 10
Economically Disadvantaged 13 67 81 19 9 63 72 28 6 67 73 27
Not Economically Disadvantaged 22 69 91 9 26 63 89 11 22 67 89 11
English Learners - 35 35 65 6 21 27 73 2 34 36 64
Homeless < < < < < < < < < < < <
Military Connected 13 75 88 13 36 57 93 7 8 85 92 8
< = 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 19 62 81 19 16 63 79 21 15 65 79 21
Female 23 60 83 17 18 66 83 17 19 64 83 17
Male 15 63 78 22 14 61 75 25 11 65 76 24
American Indian < < 100 0 < < 100 0 < < < <
Asian 33 67 100 0 21 50 71 29 10 80 90 10
Black 11 38 48 52 4 53 57 43 7 59 67 33
Hispanic 8 63 71 29 7 62 69 31 8 63 70 30
White 22 64 86 14 20 66 86 14 18 65 84 16
Multiple Races 23 54 77 23 15 62 77 23 13 68 81 19
Students with Disabilities 2 43 45 55 - 36 36 64 2 44 47 53
Students without Disabilities 21 64 85 15 18 67 85 15 17 68 85 15
Economically Disadvantaged 9 55 64 36 4 60 64 36 6 61 67 33
Not Economically Disadvantaged 22 63 85 15 21 65 85 15 19 66 85 15
English Learners - 30 30 70 - 33 33 67 3 28 31 69
Homeless < < < < < < < < < < < <
Military Connected 21 71 93 7 46 46 92 8 25 58 83 17
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 < < < < < < < < < < < <
Male < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19 16 63 79 21 15 65 79 21
Female 23 60 84 16 18 66 83 17 19 64 83 17
Male 15 63 78 22 14 62 76 24 11 65 76 24
American Indian < < 100 0 < < 100 0 < < < <
Asian 33 67 100 0 21 50 71 29 10 80 90 10
Black 11 38 49 51 4 53 57 43 7 59 67 33
Hispanic 8 63 71 29 7 62 69 31 8 63 70 30
White 22 64 86 14 20 66 86 14 19 66 84 16
Multiple Races 23 54 77 23 15 63 79 21 13 68 81 19
Students with Disabilities 3 44 46 54 - 37 37 63 2 45 47 53
Students without Disabilities 21 64 85 15 18 67 85 15 17 68 85 15
Economically Disadvantaged 9 55 64 36 4 60 64 36 6 61 67 33
Not Economically Disadvantaged 22 63 85 15 21 65 86 14 19 66 85 15
English Learners - 30 30 70 - 33 33 67 3 28 31 69
Homeless < < < < < < < < < < < <
Military Connected 21 71 93 7 46 46 92 8 25 58 83 17
< = 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 59 64 36 6 63 69 31 7 64 71 29
Female 5 60 64 36 5 63 69 31 5 65 71 29
Male 6 58 64 36 7 62 69 31 8 64 72 28
American Indian < < < < < < < < < < < <
Asian 12 64 77 23 15 68 84 16 15 71 86 14
Black 4 45 49 51 3 53 56 44 3 52 56 44
Hispanic 2 55 57 43 4 56 59 41 3 57 60 40
Native Hawaiian < < < < < < < < < < < <
White 7 62 69 31 7 67 74 26 9 69 77 23
Multiple Races 2 58 61 39 5 61 66 34 6 64 70 30
Students with Disabilities 2 34 36 64 3 39 41 59 2 43 45 55
Students without Disabilities 6 63 69 31 7 67 74 26 8 69 76 24
Economically Disadvantaged 2 47 48 52 3 53 56 44 2 55 57 43
Not Economically Disadvantaged 7 63 70 30 8 67 75 25 9 69 79 21
English Learners 1 35 36 64 1 38 39 61 1 37 38 62
Homeless 3 34 37 63 - 53 53 47 - 50 50 50
Military Connected 3 76 79 21 7 76 83 17 8 84 92 8
Foster Care < < 100 0 < < < < < < < <
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 6 58 64 36 10 57 67 33 10 62 71 29
Female 6 55 61 39 7 56 63 37 7 60 67 33
Male 6 61 67 33 14 58 72 28 12 63 75 25
American Indian < < 100 0 < < < <
Asian - 60 60 40 10 60 70 30 < < 100 0
Black 4 46 50 50 4 53 57 43 - 55 55 45
Hispanic 1 50 51 49 7 41 48 52 4 46 50 50
White 9 62 71 29 13 63 76 24 13 67 80 20
Multiple Races 2 66 68 32 2 59 61 39 4 69 73 27
Students with Disabilities 3 33 36 64 8 37 45 55 2 41 43 57
Students without Disabilities 7 62 69 31 11 61 72 28 11 66 77 23
Economically Disadvantaged 1 42 43 57 4 45 49 51 3 49 52 48
Not Economically Disadvantaged 9 65 73 27 14 63 76 24 13 68 81 19
English Learners - 34 34 66 2 31 33 67 2 35 36 64
Homeless < < < < < < 100 0 < < < <
Military Connected - 82 82 18 < < 100 0 < < 100 0
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 9 58 68 32 9 59 68 32 13 59 72 28
Female 7 58 66 34 9 56 65 35 7 60 68 32
Male 11 59 70 30 10 62 72 28 19 57 76 24
American Indian < < 100 0 < < 100 0
Asian 40 40 80 20 10 70 80 20 18 64 82 18
Black 10 39 49 51 6 54 59 41 8 44 52 48
Hispanic 4 57 61 39 4 57 61 39 7 51 58 42
White 11 61 72 28 12 60 72 28 16 62 79 21
Multiple Races 2 62 63 37 8 60 68 32 12 59 71 29
Students with Disabilities 3 34 38 62 - 36 36 64 3 39 42 58
Students without Disabilities 10 63 73 27 11 64 75 25 16 63 78 22
Economically Disadvantaged 2 52 55 45 3 52 55 45 4 54 58 42
Not Economically Disadvantaged 12 61 72 28 13 62 75 25 18 61 79 21
English Learners 1 48 49 51 - 51 51 49 2 42 43 57
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 8 83 92 8 < < 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 10 53 63 37 12 59 71 29 12 59 71 29
Female 7 55 63 37 11 59 71 30 11 56 67 33
Male 13 51 64 36 13 59 72 28 13 62 75 25
Asian < < < < < < < < 20 60 80 20
Black 9 39 47 53 7 48 54 46 9 42 51 49
Hispanic 4 48 52 48 6 55 61 39 7 56 63 37
White 13 57 70 30 14 62 76 24 14 64 78 22
Multiple Races 7 50 57 43 13 59 71 29 13 51 64 36
Students with Disabilities 2 30 33 67 2 38 40 60 1 45 46 54
Students without Disabilities 12 57 69 31 14 63 77 23 14 62 77 23
Economically Disadvantaged 3 42 45 55 4 56 60 40 4 50 55 45
Not Economically Disadvantaged 13 57 71 29 15 61 76 24 16 64 80 20
English Learners 1 30 31 69 - 35 35 65 1 39 40 60
Homeless < < < < < < < < < < < <
Military Connected 8 62 69 31 < < < < 14 86 100 0
Foster Care < < 100 0 < < < <
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 2 47 49 51 4 58 62 38 1 61 63 37
Female 1 49 50 50 3 62 65 35 1 63 65 35
Male 2 45 47 53 5 54 59 41 2 59 61 39
Asian < < < < 10 60 70 30 < < < <
Black - 31 31 69 - 45 45 55 - 45 45 55
Hispanic - 41 41 59 4 47 51 49 1 54 55 45
Native Hawaiian < < < < < < 100 0
White 3 51 54 46 4 66 70 30 2 67 68 32
Multiple Races - 49 49 51 4 48 52 48 2 56 58 42
Students with Disabilities 1 25 26 74 3 34 37 63 1 35 36 64
Students without Disabilities 2 51 53 47 4 64 68 32 2 67 69 31
Economically Disadvantaged 1 33 35 65 4 44 48 52 1 52 53 47
Not Economically Disadvantaged 2 53 55 45 4 66 70 30 2 67 68 32
English Learners - 14 14 86 3 22 25 75 - 27 27 73
Homeless < < < < < < < < < < < <
Military Connected < < < < 10 50 60 40 < < < <
Foster Care < < 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 5 52 57 43 5 50 54 46 5 54 59 41
Female 5 58 63 37 4 47 51 49 5 58 64 36
Male 5 47 52 48 5 52 57 43 5 50 55 45
Asian 23 54 77 23 < < < < 36 45 82 18
Black 7 36 42 58 4 26 30 70 - 36 36 64
Hispanic 3 56 59 41 1 43 44 56 2 38 40 60
Native Hawaiian < < < <
White 4 53 58 42 5 55 61 39 7 63 70 30
Multiple Races 4 54 58 42 10 46 56 44 4 63 66 34
Students with Disabilities 4 21 25 75 2 29 31 69 1 25 26 74
Students without Disabilities 5 59 63 37 5 53 58 42 6 60 66 34
Economically Disadvantaged 2 47 48 52 2 37 39 61 1 34 35 65
Not Economically Disadvantaged 6 54 60 40 6 55 61 39 8 65 73 27
English Learners 3 21 24 76 - 18 18 82 - 13 13 87
Homeless < < < < < < < < < < < <
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 1 55 55 45 1 60 62 38 1 58 59 41
Female 1 56 57 43 1 68 69 31 2 59 60 40
Male 1 53 54 46 1 54 55 45 1 56 57 43
American Indian < < 100 0 < < < <
Asian - 50 50 50 < < 100 0 10 60 70 30
Black 2 31 33 67 3 48 51 49 2 37 39 61
Hispanic 1 49 50 50 - 52 52 48 1 48 49 51
Native Hawaiian < < < < < < 100 0 < < < <
White 1 60 61 39 1 66 67 33 2 64 66 34
Multiple Races - 49 49 51 2 58 60 40 - 56 56 44
Students with Disabilities 2 23 24 76 2 26 27 73 2 33 35 65
Students without Disabilities 1 61 62 38 1 68 69 31 1 62 63 37
Economically Disadvantaged - 39 39 61 1 51 52 48 1 46 48 52
Not Economically Disadvantaged 1 61 62 38 1 65 67 33 1 64 65 35
English Learners - 10 10 90 - 10 10 90 - 17 17 83
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
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 4 75 78 22 3 79 82 18 5 85 90 10
Female 3 76 78 22 3 80 84 16 4 88 93 7
Male 4 74 78 22 4 78 81 19 6 82 87 13
American Indian < < < < < < 100 0 < < 100 0
Asian - 83 83 17 17 78 94 6 7 86 93 7
Black - 72 72 28 1 80 81 19 1 86 87 13
Hispanic 2 73 75 25 2 75 77 23 1 86 87 13
Native Hawaiian < < < < < < 100 0 < < 100 0
White 5 76 81 19 4 80 84 16 7 84 91 9
Multiple Races - 72 72 28 2 82 83 17 6 87 93 7
Students with Disabilities - 61 61 39 1 64 65 35 1 76 77 23
Students without Disabilities 4 77 81 19 4 81 85 15 6 86 92 8
Economically Disadvantaged 2 67 68 32 2 72 74 26 1 84 85 15
Not Economically Disadvantaged 4 77 81 19 4 82 86 14 7 85 92 8
English Learners - 63 63 37 1 59 60 40 - 78 78 22
Homeless < < 100 0 < < < < < < < <
Military Connected - 93 93 7 < < 100 0 - 80 80 20
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 78 84 16 3 78 81 19 5 79 84 16
Female 8 78 86 14 3 77 80 20 5 78 84 16
Male 5 78 83 18 4 78 82 18 5 80 85 15
Asian 9 91 100 0 < < 100 0 20 80 100 0
Black - 79 79 21 - 75 75 25 < < < <
Hispanic 5 67 71 29 5 66 70 30 - 81 81 19
Native Hawaiian < < 100 0
White 7 79 86 14 3 81 84 16 6 79 85 15
Multiple Races 10 80 90 10 - 83 83 17 6 78 83 17
Students with Disabilities - 58 58 42 - 32 32 68 - 41 41 59
Students without Disabilities 7 79 85 15 4 80 84 16 6 82 87 13
Economically Disadvantaged 9 67 76 24 2 58 59 41 6 65 71 29
Not Economically Disadvantaged 6 80 86 14 4 82 86 14 5 82 87 13
English Learners < < < < - 50 50 50 < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < < < < < 100 0
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 5 70 75 25 4 75 80 20 5 74 79 21
Female 3 69 72 28 2 76 78 22 2 72 74 26
Male 7 72 79 21 6 75 81 19 7 75 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < < < - 62 62 38
Native Hawaiian < < 100 0
White 5 72 77 23 4 75 79 21 6 77 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 4 71 75 25 3 77 80 20 5 75 80 20
Economically Disadvantaged < < < < < < < < 5 57 62 38
Not Economically Disadvantaged 5 73 78 23 5 80 85 15 5 78 83 17
English Learners < < < <
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

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 6 59 65 35 7 64 71 29 6 64 70 30
Female 4 59 63 37 5 66 71 29 4 65 70 30
Male 7 60 67 33 8 62 71 29 7 64 71 29
American Indian < < < < < < 100 0 < < < <
Asian 12 65 78 22 10 69 79 21 10 69 79 21
Black 2 41 44 56 3 48 51 49 2 54 56 44
Hispanic 2 48 50 50 3 56 59 41 3 53 57 43
Native Hawaiian < < < < < < 100 0 < < < <
White 7 65 73 27 8 68 77 23 7 70 78 22
Multiple Races 6 58 64 36 7 63 70 30 7 65 72 28
Students with Disabilities 6 27 33 67 5 32 37 63 3 39 42 58
Students without Disabilities 6 65 71 29 7 69 77 23 6 69 75 25
Economically Disadvantaged 2 42 44 56 2 53 55 45 3 53 56 44
Not Economically Disadvantaged 7 65 72 28 9 69 77 23 8 70 78 22
English Learners 2 16 18 82 1 30 32 68 1 28 29 71
Homeless - 19 19 81 6 19 25 75 - 30 30 70
Military Connected 2 77 79 21 5 85 90 10 14 78 92 8
Foster Care < < < < < < < <
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 9 48 57 43 11 56 67 33 13 51 64 36
Female 7 49 56 44 8 58 66 34 9 51 60 40
Male 11 48 59 41 13 55 68 32 16 51 67 33
Asian < < < < 30 40 70 30 10 60 70 30
Black 6 29 35 65 7 41 48 52 2 47 49 51
Hispanic 3 44 47 53 5 51 56 44 7 40 47 53
White 12 53 64 36 12 60 73 27 16 56 72 28
Multiple Races 11 46 57 43 13 54 66 34 17 54 70 30
Students with Disabilities 6 20 27 73 5 27 31 69 4 36 40 60
Students without Disabilities 10 54 63 37 12 62 74 26 15 54 69 31
Economically Disadvantaged 2 30 33 67 4 47 51 49 4 42 46 54
Not Economically Disadvantaged 12 55 67 33 13 60 74 26 18 56 74 26
English Learners 1 21 22 78 - 25 25 75 1 24 25 75
Homeless < < < < < < < < < < < <
Military Connected - 69 69 31 < < < < 21 57 79 21
Foster Care < < < < < < < <
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 3 59 62 38 6 55 61 39 4 58 62 38
Female 3 57 60 40 3 59 62 38 4 57 60 40
Male 4 60 64 36 8 52 60 40 5 59 64 36
American Indian < < 100 0 < < < <
Asian 14 71 86 14 < < < < 25 50 75 25
Black 2 44 45 55 6 35 41 59 4 38 41 59
Hispanic 1 44 45 55 3 42 45 55 3 43 46 54
Native Hawaiian < < < < < < 100 0 < < < <
White 4 64 68 32 7 62 69 31 4 67 71 29
Multiple Races 4 64 68 32 7 56 63 37 4 54 57 43
Students with Disabilities 6 26 32 68 7 19 27 73 4 29 33 67
Students without Disabilities 3 64 67 33 6 62 67 33 4 62 66 34
Economically Disadvantaged 1 41 42 58 2 44 46 54 3 43 46 54
Not Economically Disadvantaged 4 65 69 31 8 60 68 32 5 66 71 29
English Learners 3 8 10 90 2 - 2 98 2 7 9 91
Homeless < < < < < < < < < < < <
Military Connected - 75 75 25 - 80 80 20 < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 61 66 34 6 68 75 25 4 76 80 20
Female 4 61 65 35 6 69 75 25 2 80 82 18
Male 7 60 68 32 7 68 74 26 5 72 77 23
American Indian < < < < < < 100 0
Asian 19 56 75 25 9 83 91 9 - 94 94 6
Black - 45 45 55 - 53 53 47 1 66 67 33
Hispanic 1 46 47 53 2 64 66 34 2 67 69 31
White 7 68 76 24 9 71 80 20 5 80 85 15
Multiple Races 4 55 58 42 6 67 72 28 3 80 83 18
Students with Disabilities 2 22 24 76 4 34 37 63 1 47 48 52
Students without Disabilities 6 66 72 28 7 74 80 20 4 80 84 16
Economically Disadvantaged 2 44 46 54 2 57 59 41 1 66 68 32
Not Economically Disadvantaged 6 66 73 27 8 73 82 18 5 80 85 15
English Learners - 6 6 94 1 49 51 49 1 42 44 56
Homeless < < < < < < < < < < < <
Military Connected - 86 86 14 6 88 94 6 11 89 100 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 < < < < - 29 29 71 - 24 24 76
Female < < 100 0 - 25 25 75 - 15 15 85
Male < < < < - 33 33 67 - 40 40 60
Black < < < < < < < < < < < <
Hispanic < < < < - 21 21 79 - 8 8 92
White - 33 33 67 - 38 38 63
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < - 29 29 71 - 28 28 72
Economically Disadvantaged < < 100 0 - 21 21 79 - 6 6 94
Not Economically Disadvantaged < < < < - 33 33 67 - 35 35 65
English Learners < < 100 0 < < < < < < < <
Homeless < < < < < < < <
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 5 75 80 20 4 84 88 12 2 77 79 21
Female 3 72 75 25 3 87 90 10 3 75 77 23
Male 7 78 85 15 4 82 86 14 1 80 81 19
American Indian < < 100 0 < < 100 0
Asian 8 83 92 8 < < < < < < < <
Black 3 49 51 49 - 71 71 29 - 75 75 25
Hispanic 1 67 68 32 1 80 81 19 - 71 71 29
White 6 79 86 14 5 87 92 8 3 81 84 16
Multiple Races 4 78 81 19 - 89 89 11 < < < <
Students with Disabilities 5 44 49 51 1 61 63 37 - 43 43 57
Students without Disabilities 5 81 86 14 4 88 92 8 2 84 86 14
Economically Disadvantaged 3 60 63 37 - 76 76 24 3 69 72 28
Not Economically Disadvantaged 6 79 85 15 5 87 92 8 1 82 83 17
English Learners - 29 29 71 - 36 36 64 - 44 44 56
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

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 4 52 56 44 1 28 29 71 1 24 26 74
Female 3 51 54 46 - 20 20 80 3 27 30 70
Male 4 53 58 42 1 33 34 66 - 22 22 78
Black 3 37 39 61 - 20 20 80 - 20 20 80
Hispanic 3 43 46 54 - 43 43 57 - 39 39 61
White 5 58 64 36 1 24 26 74 2 16 18 82
Multiple Races - 46 46 54 < < < < < < < <
Students with Disabilities 3 16 19 81 3 12 15 85 - 5 5 95
Students without Disabilities 4 59 63 37 - 35 35 65 2 31 33 67
Economically Disadvantaged 1 37 38 62 - 23 23 77 3 8 11 89
Not Economically Disadvantaged 5 58 63 37 1 32 33 67 - 38 38 63
English Learners 2 40 42 58 - 67 67 33 < < < <
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 - 36 36 64 - 63 63 38 - 50 50 50
Female < < < < - 70 70 30 < < < <
Male < < < < - 57 57 43 < < < <
Black < < < < < < < < < < < <
Hispanic < < < < - 100 100 0 < < 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 59 63 37 1 24 25 75 2 27 29 71
Female 5 57 62 38 - 4 4 96 5 33 38 62
Male 4 60 64 36 2 34 36 64 - 21 21 79
Black 3 43 47 53 < < < < < < < <
Hispanic 3 49 53 47 - 14 14 86 - 27 27 73
White 5 65 70 30 2 30 32 68 4 26 30 70
Multiple Races - 65 65 35 < < < < < < < <
Students with Disabilities 4 22 25 75 5 18 23 77 - 8 8 92
Students without Disabilities 4 65 70 30 - 27 27 73 3 32 35 65
Economically Disadvantaged - 48 48 52 - 16 16 84 4 12 15 85
Not Economically Disadvantaged 6 62 67 33 3 31 34 66 - 43 43 57
English Learners 3 43 45 55 < < < < < < < <
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 4 33 37 63 < < < < - 11 11 89
Female - 27 27 73 < < < < < < < <
Male 6 38 45 55 < < < < - 9 9 91
Black < < < < < < < < < < < <
Hispanic - 18 18 82 < < < < < < < <
White 6 41 46 54 < < < < - - - 100
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 < < < < < < < <
Students without Disabilities 4 38 42 58 < < < < - 14 14 86
Economically Disadvantaged 3 14 17 83 < < < < < < < <
Not Economically Disadvantaged 4 44 47 53 < < < < - 18 18 82
English Learners < < < < < < < <
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 < < < < - - - 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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < <
Male < < < < < < < <
Hispanic < < < <
White < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < <
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 < < < <
Female < < < <
White < < < <
Students without Disabilities < < < <
Not Economically Disadvantaged < < < <
< = 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
Division12935
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-kindergarten168179
Kindergarten667698
Grade 1799692
Grade 2758795
Grade 3748769
Grade 4744783
Grade 5801763
Grade 6811832
Grade 7772818
Grade 8830805
Grade 9990906
Grade 10919966
Grade 11855859
Grade 12977980
Total Students10,83910,845

< = 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 Students1083910845
Female52055214
Male56325630
American Indian1212
Asian152160
Black771758
Hispanic23972519
Native Hawaiian1012
White67696623
Multiple Races728761
Students with Disabilities16421682
Students without Disabilities91979163
Economically Disadvantaged34483494
Not Economically Disadvantaged73917351
English Learners11711230
Not English Learners96689615
Homeless5647
Military Connected9588
Foster Care3020
< = 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 454 423 15 11 14 12
State 50354 39349 1875 907 4438 1716
Female Division 241 176 4 5 5 7
State 27408 17323 610 350 1645 701
Male Division 213 246 11 6 9 5
State 22886 21945 1263 556 2789 1012
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division 12 4 0 0 0 0
State 6025 1443 97 16 68 35
Black Division 24 45 1 1 4 2
State 8111 10540 640 225 1119 707
Hispanic Division 98 96 4 2 8 2
State 7130 8367 270 133 1858 359
White Division 298 247 10 7 2 8
State 25871 16565 763 464 1211 504
Multiple Races Division 22 30 0 1 0 0
State 3012 2256 97 62 170 106
Students with Disabilities Division 13 75 15 2 2 0
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 98 175 9 5 7 5
State 12779 21123 1108 494 2352 1214
English Learners Division 14 38 4 0 6 2
State 1583 4224 267 26 1427 150
Homeless Division 4 6 0 1 1 0
State 197 699 48 29 170 78
Military Connected Division 8 6 0 0 0 0
State 2527 1493 44 18 52 30
Foster Care Division < < < < 0 <
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 Students9298929690798142
Female438421964309851
Male490470964769792
American Indian<<100<10000
Asian16161001610000
Black777091719245
Hispanic210198942019684
White572555975659920
Multiple Races5352985310000
Students with Disabilities107103961059822
Economically Disadvantaged299282942879672
English Learners645688578969
Homeless121083119218
Military Connected14141001410000
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken991 / 26.5%992 / 26.52%1,141 / 30.75%
Advanced Placement Course Enrollment1,024 / 27.39%1,021 / 27.29%1,224 / 32.98%
Dual Enrollment989 / 26.45%894 / 23.9%937 / 25.25%
Governor's School Enrollment67 / 1.79%63 / 1.68%65 / 1.75%
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
2021-20222022-20232023-2024
Workplace ReadinessDivision288199209
 State44,34841,81935,066
Total Credentials EarnedDivision2881,2301,294
 State143,862147,481142,668
Students Earning One or More CredentialsDivision2881,0571,132
 State115,682117,932115,611
CTE CompletersDivision586541591
 State45,09446,02848,643
NOCTI AssessmentsDivision---
 State2,5903,8443,577
State LicensuresDivision-3635
 State1,2361,5632,069
Industry CertificationDivision-9951,050
 State95,688100,255101,956
Armed Services Vocational Aptitude Battery ExaminationDivision-64
 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$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
2022-2023Division$9,370$5,685$1,226
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 Students9,0021,6228,8771,6899,1811,377
Female4,3077694,2398414,423667
Male4,6938534,6378484,757710
American Indian1018392
Asian14981491314915
Black671101625121628110
Hispanic1,8004591,9304332,072400
Native Hawaiian<<<<102
White5,7939445,5999715,701728
Multiple Races571108559146612120
Students with Disabilities1,2563161,1943741,323301
Economically Disadvantaged2,1746812,7048562,897789
English Learners8982629702401,059223
Homeless564040264330
< = 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 1,275
Relationship Behaviors without Physical Harm 734
Behaviors of a Safety Concern 968
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 265
Behaviors used to determine Persistently Dangerous Schools 10

< = 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 Indian0.10.10.20.1
Asian1.50.91.411.50.9
Black7.5177.117.2713.6
Hispanic20.916.422.117.223.220.6
Native Hawaiian0.10.10.50.1
White63.657.462.553.161.153.6
Multiple Races6.48.36.710.8711.3
< = 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 Indian0.10.10.1
Asian1.53.11.41.5
Black7.512.57.113.9712
Hispanic20.92522.127.823.232
Native Hawaiian0.10.10.1
White63.653.162.552.861.148
Multiple Races6.46.36.75.678
< = 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 Indian0.10.10.1
Asian1.51.41.5
Black7.57.17
Hispanic20.922.123.2
Native Hawaiian0.10.10.1
White63.662.561.1
Multiple Races6.46.77
< = 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 27.433.434.7
< = 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