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Franklin County Public Schools

General school information

Division: Franklin County Public Schools
Division Number: 33
Address: 25 Bernard Road Rocky Mount, VA 24151-6614
Superintendent: Dr. Kevin Siers
Region: 6
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
Boones Mill ElementaryAccredited
Burnt Chimney ElementaryAccredited
Callaway ElementaryAccredited
Dudley ElementaryAccredited
Ferrum ElementaryAccredited
Glade Hill ElementaryAccredited
Henry ElementaryAccredited
Lee M. Waid ElementaryAccredited
Rocky Mount ElementaryAccredited with Conditions
Snow Creek ElementaryAccredited
Sontag ElementaryAccredited
Windy Gap ElementaryAccredited
Middle Schools
Benjamin Franklin MiddleAccredited
High Schools
Franklin County 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 60 72 28 12 64 76 24 10 64 74 26
Female 13 61 74 26 14 64 78 22 11 64 76 24
Male 11 59 70 30 11 64 74 26 9 63 72 28
American Indian < < 100 0 < < 100 0 < < 100 0
Asian 50 44 94 6 31 56 88 13 33 53 87 13
Black 6 50 56 44 5 55 60 40 4 57 61 39
Hispanic 8 57 65 35 8 66 74 26 7 64 71 29
White 14 61 75 25 14 65 79 21 12 65 76 24
Multiple Races 5 59 63 37 8 63 72 28 5 61 66 34
Students with Disabilities 7 35 42 58 6 38 44 56 3 34 37 63
Students without Disabilities 13 64 78 22 13 69 82 18 12 69 81 19
Economically Disadvantaged 6 58 64 36 7 63 70 30 6 61 67 33
Not Economically Disadvantaged 19 62 81 19 18 65 84 16 15 66 81 19
English Learners - 55 55 45 - 54 54 46 2 43 45 55
Homeless < < < < < < < < < < < <
Military Connected 18 62 80 20 17 63 80 20 12 63 75 25
Foster Care - 44 44 56 - 59 59 41 - 68 68 32
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 58 68 32 8 63 71 29 9 62 71 29
Female 10 59 69 31 8 67 76 24 9 62 71 29
Male 10 56 67 33 8 58 67 33 9 62 70 30
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 5 41 46 54 4 46 50 50 3 60 63 37
Hispanic 7 63 71 29 8 67 75 25 11 61 72 28
White 12 58 70 30 9 65 74 26 10 62 72 28
Multiple Races 2 68 71 29 5 67 72 28 2 59 61 39
Students with Disabilities 3 39 43 57 5 38 43 57 4 42 46 54
Students without Disabilities 12 62 74 26 9 69 78 22 10 66 76 24
Economically Disadvantaged 4 56 61 39 4 63 67 33 4 61 65 35
Not Economically Disadvantaged 18 60 78 22 13 63 76 24 14 63 76 24
English Learners - 62 62 38 - 91 91 9 8 50 58 42
Homeless < < < < < < < <
Military Connected 10 60 70 30 < < < < < < < <
Foster Care < < 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 15 61 76 24 17 60 77 23 11 63 74 26
Female 15 65 80 20 18 62 80 20 12 66 78 22
Male 15 57 73 27 16 59 75 25 10 59 70 30
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < < <
Black 3 47 50 50 3 69 72 28 4 64 69 31
Hispanic 13 63 75 25 5 64 68 32 13 58 71 29
White 17 62 79 21 20 57 77 23 12 63 75 25
Multiple Races 11 63 74 26 18 73 90 10 10 63 73 27
Students with Disabilities 7 46 53 47 6 38 44 56 1 37 38 62
Students without Disabilities 16 63 80 20 19 65 84 16 14 69 83 17
Economically Disadvantaged 8 64 71 29 10 62 72 28 7 66 73 27
Not Economically Disadvantaged 25 58 83 17 24 59 82 18 16 59 75 25
English Learners - 40 40 60 - 60 60 40 - 70 70 30
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < 100 0
Grade 5 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 65 35 8 72 80 20 8 66 74 26
Female 8 55 63 37 9 74 83 17 10 63 72 28
Male 9 59 68 32 6 70 77 23 7 69 76 24
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 6 32 38 62 - 71 71 29 - 60 60 40
Hispanic 3 42 45 55 6 82 88 12 4 59 63 37
White 9 60 69 31 8 72 81 19 10 67 77 23
Multiple Races 3 62 65 35 6 64 69 31 5 75 80 20
Students with Disabilities 7 26 33 67 - 53 53 47 3 36 38 62
Students without Disabilities 9 63 72 28 9 75 84 16 9 72 81 19
Economically Disadvantaged 4 55 60 40 4 71 75 25 4 61 65 35
Not Economically Disadvantaged 13 59 72 28 11 73 85 15 13 71 84 16
English Learners < < < < < < < < - 36 36 64
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 9 45 55 45 < < < <
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 12 57 69 31 9 63 72 28 7 69 76 24
Female 15 54 69 31 11 60 71 29 7 75 81 19
Male 9 60 70 30 7 66 73 27 7 63 70 30
Asian < < < < < < 100 0 < < 100 0
Black 5 55 59 41 6 35 42 58 - 57 57 43
Hispanic 10 46 56 44 8 55 63 38 9 80 89 11
White 14 60 74 26 9 66 76 24 8 68 76 24
Multiple Races 5 41 46 54 10 61 71 29 - 70 70 30
Students with Disabilities 5 36 42 58 3 34 37 63 - 40 40 60
Students without Disabilities 14 62 75 25 10 69 80 20 8 72 80 20
Economically Disadvantaged 5 53 59 41 5 61 66 34 2 67 69 31
Not Economically Disadvantaged 20 61 81 19 15 66 81 19 11 70 82 18
English Learners < < < < < < < <
Military Connected - 73 73 27 < < 100 0 - 77 77 23
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 62 72 28 10 61 71 29 9 62 71 29
Female 10 65 75 25 11 62 73 27 9 62 71 29
Male 10 59 69 31 9 61 70 30 9 61 70 30
Asian < < 100 0 < < 100 0 < < < <
Black 6 55 62 38 4 48 52 48 6 42 48 52
Hispanic 8 51 59 41 5 67 72 28 7 59 66 34
White 12 63 75 25 12 64 76 24 10 63 73 27
Multiple Races - 68 68 32 3 46 49 51 6 68 74 26
Students with Disabilities 11 33 44 56 7 31 38 62 1 27 29 71
Students without Disabilities 10 67 76 24 11 68 79 21 11 68 78 22
Economically Disadvantaged 6 58 64 36 6 56 62 38 5 60 65 35
Not Economically Disadvantaged 15 67 82 18 16 68 83 17 12 63 76 24
English Learners < < < < < < < <
Military Connected < < 100 0 21 71 93 7 < < < <
Foster Care < < 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 13 62 74 26 9 65 74 26 9 60 69 31
Female 15 62 77 23 8 66 74 26 11 61 72 28
Male 10 62 72 28 9 63 73 27 7 59 66 34
Asian < < 100 0 < < < < < < 100 0
Black 2 62 64 36 9 53 62 38 7 53 60 40
Hispanic 9 68 76 24 8 59 67 33 5 54 59 41
White 14 63 77 23 9 68 77 23 10 64 74 26
Multiple Races 9 44 53 47 5 59 64 36 5 40 44 56
Students with Disabilities 6 32 38 62 9 29 38 62 5 21 26 74
Students without Disabilities 14 67 80 20 9 71 80 20 10 68 78 22
Economically Disadvantaged 7 57 65 35 7 60 67 33 5 52 57 43
Not Economically Disadvantaged 18 67 85 15 12 72 83 17 13 68 80 20
English Learners < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 64 82 18 24 65 89 11 19 65 84 16
Female 19 69 88 12 30 60 91 9 22 63 84 16
Male 16 59 75 25 18 69 87 13 17 67 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black 21 58 79 21 7 63 71 29 9 57 66 34
Hispanic 11 68 79 21 21 75 96 4 3 83 87 13
White 19 64 83 17 27 63 91 9 22 65 87 13
Multiple Races - 67 67 33 13 73 85 15 12 50 62 38
Students with Disabilities 9 33 41 59 10 52 62 38 5 41 47 53
Students without Disabilities 19 68 87 13 26 67 93 7 21 68 90 10
Economically Disadvantaged 9 64 73 27 13 72 85 15 12 64 76 24
Not Economically Disadvantaged 24 64 88 12 31 60 91 9 24 65 89 11
Military Connected < < 100 0 18 82 100 0 < < < <
Foster Care < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 48 55 45 14 45 59 41
Female 7 53 60 40 17 51 68 32
Male 7 44 50 50 11 37 48 52
Asian < < < < < < < <
Black 2 38 40 60 10 45 55 45
Hispanic 5 37 42 58 11 39 50 50
White 8 51 58 42 16 46 62 38
Multiple Races 7 45 52 48 7 33 40 60
Students with Disabilities - 8 8 92 - 7 7 93
Students without Disabilities 8 54 62 38 17 51 67 33
Economically Disadvantaged 4 45 48 52 7 37 44 56
Not Economically Disadvantaged 11 53 65 35 20 51 71 29
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 48 55 45 14 45 59 41
Female 7 53 60 40 17 51 68 32
Male 7 44 50 50 11 37 48 52
Asian < < < < < < < <
Black 2 38 40 60 10 45 55 45
Hispanic 5 37 42 58 11 39 50 50
White 8 51 58 42 16 46 62 38
Multiple Races 7 45 52 48 7 33 40 60
Students with Disabilities - 8 8 92 - 7 7 93
Students without Disabilities 8 54 62 38 17 51 67 33
Economically Disadvantaged 4 45 48 52 7 37 44 56
Not Economically Disadvantaged 12 53 65 36 20 51 71 29
Military Connected < < < < < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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 10 58 68 32 10 64 74 26 10 65 76 24
Female 10 59 69 31 8 67 76 24 10 68 77 23
Male 10 57 67 33 11 62 72 28 11 63 74 26
American Indian < < < < < < < < < < < <
Asian 53 33 87 13 41 47 88 12 33 67 100 0
Black 3 45 49 51 4 61 65 35 3 63 66 34
Hispanic 6 56 62 38 6 65 70 30 7 63 70 30
White 11 60 72 28 11 65 76 24 12 66 78 22
Multiple Races 4 53 57 43 6 59 66 34 5 63 68 32
Students with Disabilities 7 32 39 61 1 37 38 62 2 38 40 60
Students without Disabilities 10 63 73 27 11 70 81 19 12 71 83 17
Economically Disadvantaged 5 53 58 42 5 62 67 33 6 63 68 32
Not Economically Disadvantaged 16 64 79 21 15 68 82 18 15 68 83 17
English Learners 3 58 60 40 2 61 63 38 2 56 58 42
Homeless < < < < < < < < < < 100 0
Military Connected 13 57 70 30 12 70 82 18 13 73 87 13
Foster Care - 46 46 54 5 50 55 45 - 55 55 45
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 10 59 69 31 10 62 73 27 14 61 75 25
Female 12 55 67 33 10 65 75 25 11 65 76 24
Male 8 63 71 29 11 60 71 29 17 56 74 26
American Indian < < 100 0
Asian < < 100 0 < < < < < < 100 0
Black 2 57 60 40 4 65 70 30 6 51 57 43
Hispanic 7 61 68 32 8 54 62 38 11 57 69 31
White 12 58 70 30 12 63 74 26 16 62 78 22
Multiple Races 2 71 73 27 7 67 74 26 5 66 70 30
Students with Disabilities 5 33 38 62 1 38 39 61 8 39 46 54
Students without Disabilities 11 65 76 24 12 68 80 20 15 66 81 19
Economically Disadvantaged 3 59 62 38 5 63 69 31 10 57 67 33
Not Economically Disadvantaged 18 60 78 22 17 61 78 22 19 64 83 17
English Learners 5 67 71 29 8 58 67 33 8 50 58 42
Homeless < < < < < < 100 0
Military Connected 30 30 60 40 < < < < < < < <
Foster Care < < < < < < 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 11 61 72 28 8 66 74 26 8 69 77 23
Female 8 64 71 29 5 68 72 28 6 72 78 22
Male 14 58 73 27 11 64 75 25 9 66 75 25
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black - 50 50 50 3 62 64 36 - 76 76 24
Hispanic 9 66 75 25 4 74 78 22 3 66 68 32
White 13 62 75 25 9 64 73 27 10 68 78 22
Multiple Races 5 55 61 39 10 70 80 20 2 73 76 24
Students with Disabilities 7 42 49 51 1 31 32 68 1 33 34 66
Students without Disabilities 12 64 75 25 9 73 82 18 9 78 87 13
Economically Disadvantaged 6 58 64 36 5 62 67 33 3 72 75 25
Not Economically Disadvantaged 17 65 82 18 11 70 81 19 13 65 78 22
English Learners - 60 60 40 - 86 86 14 - 90 90 10
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < 100 0
Grade 5 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 59 69 31 11 66 78 22 14 68 81 19
Female 11 58 68 32 9 69 79 21 12 69 81 19
Male 9 60 70 30 13 64 77 23 15 67 81 19
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 9 26 35 65 - 68 68 32 2 72 74 26
Hispanic 3 44 46 54 3 80 83 17 8 65 73 27
White 12 64 76 24 14 66 80 20 16 67 83 17
Multiple Races 3 47 50 50 3 56 58 42 13 75 88 13
Students with Disabilities 12 29 41 59 - 47 47 53 1 44 45 55
Students without Disabilities 10 65 75 25 13 69 82 18 16 73 89 11
Economically Disadvantaged 5 58 63 37 6 65 71 29 8 69 77 23
Not Economically Disadvantaged 16 60 77 23 17 68 85 15 19 67 86 14
English Learners < < < < < < < < - 64 64 36
Homeless < < < < < < < < < < 100 0
Military Connected < < < < 9 64 73 27 < < < <
Foster Care < < < < < < < < < < < <
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 12 50 62 38 11 59 70 30 9 59 68 32
Female 13 52 65 35 9 59 68 32 8 61 70 30
Male 12 46 58 42 12 60 72 28 10 57 67 33
Asian < < < < < < 100 0 < < 100 0
Black 7 36 43 57 3 55 58 42 - 39 39 61
Hispanic 8 45 53 47 7 50 57 43 - 74 74 26
White 13 54 67 33 12 62 74 26 12 60 72 28
Multiple Races 5 33 38 62 6 47 53 47 - 58 58 42
Students with Disabilities 5 26 32 68 2 26 29 71 - 19 19 81
Students without Disabilities 14 55 69 31 13 67 79 21 10 64 74 26
Economically Disadvantaged 5 43 48 52 7 58 65 35 5 54 60 40
Not Economically Disadvantaged 21 57 78 22 16 61 77 23 13 64 78 22
English Learners < < < < < < < <
Military Connected - 73 73 27 < < 100 0 23 62 85 15
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 53 63 37 11 61 72 28 12 67 78 22
Female 11 54 65 35 12 65 77 23 12 67 79 21
Male 9 52 62 38 11 56 66 34 11 66 77 23
Asian < < < < < < 100 0 < < 100 0
Black 2 40 43 57 6 54 60 40 3 52 55 45
Hispanic 8 51 59 41 3 69 72 28 12 64 76 24
White 13 56 68 32 13 62 75 25 13 69 82 18
Multiple Races 3 49 51 49 8 49 57 43 6 58 64 36
Students with Disabilities 13 20 32 68 1 34 36 64 - 33 33 67
Students without Disabilities 10 59 68 32 14 66 80 20 14 73 87 13
Economically Disadvantaged 6 46 52 48 6 55 61 39 6 65 72 28
Not Economically Disadvantaged 16 62 78 22 18 68 86 14 16 68 84 16
English Learners < < < < < < < < < < < <
Military Connected < < < < 21 79 100 0 < < < <
Foster Care < < < < < < < < < < < <
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 53 56 44 7 59 65 35 3 61 64 36
Female 4 55 59 41 5 61 67 33 3 65 68 32
Male 4 50 54 46 8 56 64 36 3 56 59 41
Asian < < < < < < 100 0
Black 2 41 44 56 7 51 58 42 3 61 63 37
Hispanic 6 52 58 42 3 53 56 44 - 46 46 54
White 4 55 59 41 7 61 68 32 4 64 68 32
Multiple Races - 46 46 54 5 57 62 38 3 51 54 46
Students with Disabilities 6 17 23 77 1 30 32 68 - 31 31 69
Students without Disabilities 3 60 63 37 8 65 72 28 4 68 72 28
Economically Disadvantaged 3 46 49 51 5 55 60 40 3 51 54 46
Not Economically Disadvantaged 5 62 68 32 10 65 75 25 3 74 76 24
English Learners < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 70 82 18 8 74 82 18 12 69 81 19
Female 12 75 86 14 6 81 87 13 14 69 83 17
Male 12 66 78 22 10 67 77 23 10 69 79 21
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black - 66 66 34 2 69 71 29 6 75 81 19
Hispanic - 78 78 22 11 70 82 18 12 62 74 26
White 13 71 84 16 9 75 84 16 13 70 83 17
Multiple Races 8 68 76 24 2 67 69 31 7 58 64 36
Students with Disabilities - 66 66 34 1 51 52 48 - 55 55 45
Students without Disabilities 14 71 85 15 9 78 87 13 14 72 86 14
Economically Disadvantaged 5 66 71 29 4 73 77 23 5 66 71 29
Not Economically Disadvantaged 18 74 91 9 12 74 86 14 18 71 88 12
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < - 50 50 50
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 77 79 21 9 79 88 12 5 79 84 16
Female - 75 75 25 5 80 84 16 5 86 91 9
Male 4 80 84 16 15 78 93 7 5 72 77 23
Asian < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < 100 0 < < 100 0
White 2 77 80 20 10 77 87 13 6 80 86 14
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 2 79 81 19 10 81 91 9 5 83 88 12
Economically Disadvantaged - 65 65 35 - 85 85 15 - 70 70 30
Not Economically Disadvantaged 2 80 83 17 11 78 89 11 6 83 89 11
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0 < < 100 0
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 19 69 88 13 44 56 100 0 55 45 100 0
Female < < 100 0 55 45 100 0 < < 100 0
Male < < < < < < 100 0 58 42 100 0
Asian < < 100 0
Black < < 100 0
Hispanic < < 100 0
White 21 64 86 14 38 62 100 0 55 45 100 0
Multiple Races < < 100 0
Students without Disabilities 19 69 88 13 44 56 100 0 55 45 100 0
Economically Disadvantaged < < 100 0 < < 100 0 < < 100 0
Not Economically Disadvantaged 25 58 83 17 45 55 100 0 50 50 100 0
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

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

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

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

2020-20212021-20222022-2023
Division134
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten247261238
Kindergarten443437402
Grade 1426451437
Grade 2421434457
Grade 3469427441
Grade 4461465442
Grade 5433476453
Grade 6464421477
Grade 7515470429
Grade 8516506485
Grade 9565574557
Grade 10476493503
Grade 11450395413
Grade 12434442426
Post Graduate111-
Total Students6,3216,2636,160

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students632162636160
Female312530923004
Male319031713156
American Indian438
Asian333136
Black533511491
Hispanic501502525
Native Hawaiian3--
White473146714519
Multiple Races516545581
Students with Disabilities107710441008
Students without Disabilities524452195152
Economically Disadvantaged291830143288
Not Economically Disadvantaged340332492872
English Learners182168192
Not English Learners613960955968
Military Connected9498109
Foster Care235726
< = 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 193 237 12 1 42 4
State 50941 37883 2120 845 5319 1819
Female Division 115 98 4 0 19 2
State 27811 16344 671 288 1971 747
Male Division 78 139 8 1 23 2
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 12 20 0 1 4 2
State 8188 10171 708 177 1106 701
Hispanic Division 8 13 2 0 5 0
State 6685 7832 305 130 2570 425
White Division 163 179 8 0 29 2
State 26830 16390 881 458 1333 565
Multiple Races Division 8 24 2 0 4 0
State 3013 2017 112 65 212 87
Students with Disabilities Division 2 46 12 1 16 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 56 115 6 0 18 4
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < < <
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected Division < < < < < <
State 2401 1298 51 21 47 32
Foster Care Division < < < < 0 <
State 25 145 23 13 82 21
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

The Virginia On-Time Graduation Rate is based on four years of longitudinal student-level data and accounts for student mobility, changes in student enrollment, and local decisions on the promotion and retention of students. The formula also recognizes that some students with disabilities and English learners are allowed more than the standard four years to earn a diploma and are still counted as “on-time” graduates.

Graduates are defined as students who earn an Advanced Studies Diploma, Standard Diploma, Modified Standard Diploma, or Applied Studies Diploma. On-time graduates are students who earn one of these diplomas within four years of entering the ninth grade. Special education students and English learners who have plans in place that allow them more time to graduate are counted as on-time graduates or as non-graduates when they earn a diploma or otherwise exit high school.

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students4894429044391429
Female2382179121791198
Male2512259022690239
Asian<<100<10000
Black3932823385410
Hispanic2823822382518
White3813509235092298
Multiple Races3834903490411
Students with Disabilities77607861791621
Economically Disadvantaged1991778917789189
English Learners<<<<<<<
Homeless<<100<10000
Military Connected<<<<<<<
Foster Care<<<<<00
< = 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 Taken101 / 5.01% - -
Advanced Placement Course Enrollment175 / 8.68% - 162 / 8.51%
Dual Enrollment264 / 13.1%234 / 12.16%227 / 11.92%
Governor's School Enrollment29 / 1.44%29 / 1.51%27 / 1.42%
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 StudentsDivision46325744
State87,31757,08135
FemaleDivision21815131
State43,70531,57728
MaleDivision24510657
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision351946
State18,62410,60143
HispanicDivision311745
State12,1106,62245
WhiteDivision37821144
State45,09830,84432
Multiple RacesDivision16<100
State4,3802,92933
Students with DisabilitiesDivision551769
State8,1853,54857
Economically DisadvantagedDivision1786862
State30,33514,98751
English LearnersDivision12<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2020-20212021-20222022-2023
NOCTI AssessmentsDivision568692
 State1,5422,5903,844
Industry CertificationDivision411433311
 State51,68595,688100,255
Workplace ReadinessDivision168236291
 State16,88544,34841,819
Total Credentials EarnedDivision635755694
 State71,189143,862147,481
Students Earning One or More CredentialsDivision535666647
 State60,992115,682117,932
CTE CompletersDivision281265250
 State42,30345,09445,627
State LicensuresDivision---
 State1,0771,2361,563
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

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$4,894$6,343$1,065
State$6,770$5,603$867
2020-2021Division$4,793$7,055$1,406
State$6,669$6,185$1,352
2021-2022Division$5,714$7,163$1,661
State$7,134$6,454$1,936
2022-2023Division$5,349$7,719$2,576
State$7,802$6,956$1,918

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 Students5,1191,0724,9291,0494,8431,126
Female2,5585052,4385272,382552
Male2,5615672,4915222,461574
American Indian<<<<<<
Asian262247256
Black3741474167838682
Hispanic34510936987387101
Native Hawaiian<<<<--
White4,0136953,7437723,648813
Multiple Races355117374104390123
Students with Disabilities841222745229718254
Economically Disadvantaged2,5558222,3627442,210739
English Learners120451443714937
Homeless<<<<<<
< = 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 990
Relationship Behaviors without Physical Harm 919
Behaviors of a Safety Concern 1,266
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 298

< = 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 Indian0.10.10.200.2
Asian0.40.40.50.40.50.5
Black8.717.68.411.78.211.8
Hispanic7.57.77.96.686.6
Native Hawaiian00--
White75.263.774.97174.667
Multiple Races810.68.210.18.714
< = 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
Asian0.40.50.59.1
Black8.78.416.78.29.1
Hispanic7.57.916.7818.2
Native Hawaiian00
White75.274.966.774.663.6
Multiple Races88.28.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10
Asian0.40.50.5
Black8.78.48.2100
Hispanic7.57.98
Native Hawaiian00--
White75.274.910074.6
Multiple Races88.28.7
< = 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 56.356.373.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia cam