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Galax City Public Schools

General school information

Division: Galax City Public Schools
Division Number: 111
Address: 223 Long St Galax, VA 24333
Superintendent: Susan Tilley
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Galax ElementaryAccredited
Middle Schools
Galax MiddleAccredited
High Schools
Galax 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 9 59 68 32 12 59 71 29 10 61 72 28
Female 8 64 72 28 12 65 77 23 11 64 74 26
Male 10 54 64 36 12 54 66 34 10 59 69 31
American Indian < < < < < < < < < < < <
Asian < < < < < < < < < < < <
Black 3 62 64 36 3 71 74 26 11 58 69 31
Hispanic 4 50 54 46 5 55 59 41 6 50 56 44
White 13 64 76 24 17 61 79 21 13 67 80 20
Multiple Races 11 54 64 36 9 64 73 27 11 72 83 17
Students with Disabilities 4 32 36 64 10 35 46 54 8 28 36 64
Students without Disabilities 10 63 74 26 13 63 75 25 11 67 78 22
Economically Disadvantaged 5 58 63 37 6 60 65 35 6 61 66 34
Not Economically Disadvantaged 16 60 76 24 21 59 80 20 16 62 79 21
English Learners - 33 33 67 3 41 44 56 1 36 37 63
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < < < 10 40 50 50
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 2 54 56 44 12 53 65 35 8 61 69 31
Female 2 60 62 38 14 52 67 33 9 65 75 25
Male 2 48 50 50 8 54 63 38 7 56 63 37
Black < < < < < < < < < < < <
Hispanic - 34 34 66 6 44 50 50 - 52 52 48
White 3 64 67 33 15 55 70 30 11 67 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 21 36 57 43 5 30 35 65
Students without Disabilities 2 58 60 40 10 56 66 34 9 67 76 24
Economically Disadvantaged 2 47 49 51 6 52 59 41 2 63 65 35
Not Economically Disadvantaged 2 63 65 35 19 54 73 27 17 57 74 26
English Learners - 22 22 78 6 24 29 71 - 48 48 52
Military Connected < < < <
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 14 55 68 32 10 50 59 41 10 64 74 26
Female 18 63 80 20 10 56 66 34 14 56 70 30
Male 9 45 55 45 9 44 53 47 4 75 79 21
Asian < < < < < < 100 0
Black < < 100 0 < < < < < < 100 0
Hispanic 6 50 56 44 - 42 42 58 6 43 49 51
White 19 60 79 21 16 53 69 31 13 71 84 16
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 27 27 73 11 28 39 61 8 54 62 38
Students without Disabilities 15 58 74 26 9 54 63 37 10 65 76 24
Economically Disadvantaged 7 56 63 37 7 41 48 52 5 66 72 28
Not Economically Disadvantaged 24 53 76 24 12 59 71 29 19 59 78 22
English Learners - 50 50 50 - 33 33 67 - 44 44 56
Military Connected < < 100 0
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 4 63 67 33 5 61 66 34 6 60 67 33
Female - 63 63 38 4 73 77 23 6 68 74 26
Male 7 63 70 30 7 48 54 46 7 53 60 40
Asian < < < <
Black < < < < < < 100 0 < < < <
Hispanic - 49 49 51 - 54 54 46 - 53 53 47
White 7 72 80 20 9 64 73 27 10 63 73 27
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 58 58 42 - 15 15 85 9 23 32 68
Students without Disabilities 5 64 68 32 6 68 74 26 6 70 75 25
Economically Disadvantaged - 60 60 40 2 58 59 41 3 57 60 40
Not Economically Disadvantaged 13 69 81 19 10 67 77 23 10 65 75 25
English Learners - 35 35 65 - 41 41 59 - 50 50 50
Homeless < < 100 0 < < < <
Grade 6 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 58 69 31 11 64 75 25 8 55 63 37
Female 5 65 71 29 8 64 72 28 8 64 72 28
Male 16 51 67 33 13 63 76 24 8 46 54 46
American Indian < < < <
Black < < < < < < 100 0 < < < <
Hispanic 2 55 57 43 7 50 57 43 3 39 42 58
White 17 61 78 22 13 72 85 15 12 66 78 22
Multiple Races < < 100 0 < < < <
Students with Disabilities 6 22 28 72 7 57 64 36 - 7 7 93
Students without Disabilities 12 64 77 23 11 65 76 24 9 64 73 27
Economically Disadvantaged 3 59 62 38 7 64 71 29 6 50 56 44
Not Economically Disadvantaged 21 57 77 23 19 63 81 19 11 63 74 26
English Learners - 46 46 54 - 50 50 50 - 7 7 93
Migrant < < < < < < < <
Homeless < < < < < < 100 0 < < < <
Foster Care < < < < < < 100 0 < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 63 72 28 14 63 77 23 10 67 77 23
Female 7 72 80 20 10 72 83 17 10 67 76 24
Male 10 53 63 37 18 53 70 30 10 67 78 22
Black < < < < < < < < < < < <
Hispanic - 61 61 39 5 64 69 31 5 56 60 40
White 13 65 78 22 19 64 84 16 13 75 89 11
Multiple Races < < < < < < 100 0
Students with Disabilities 6 31 38 63 6 47 53 47 7 36 43 57
Students without Disabilities 9 69 78 22 15 65 81 19 11 72 82 18
Economically Disadvantaged 4 63 68 32 5 67 72 28 6 70 75 25
Not Economically Disadvantaged 17 63 80 20 23 58 81 19 18 63 80 20
English Learners < < < < 4 52 56 44 - 47 47 53
Homeless < < 100 0 < < 100 0 < < 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 12 58 70 30 8 63 71 29 8 58 66 34
Female 9 68 77 23 8 71 80 20 5 67 72 28
Male 16 46 63 38 8 54 63 38 12 48 60 40
Asian < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 13 45 58 42 4 52 56 44 5 52 57 43
White 13 64 78 22 9 71 80 20 10 62 72 28
Students with Disabilities 11 5 16 84 7 27 33 67 6 17 22 78
Students without Disabilities 13 68 81 19 9 70 78 22 9 65 74 26
Economically Disadvantaged 3 59 63 37 2 66 67 33 5 49 54 46
Not Economically Disadvantaged 22 56 78 22 21 58 79 21 12 67 79 21
English Learners - 18 18 82 < < < < 6 12 18 82
Homeless < < < < < < < <
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 15 64 79 21 27 63 90 10 24 65 89 11
Female 18 54 72 28 30 66 96 4 24 62 87 13
Male 11 75 86 14 25 59 84 16 23 67 91 9
Black < < 100 0 < < 100 0 30 60 90 10
Hispanic 11 63 74 26 9 76 85 15 23 58 81 19
White 17 59 76 24 43 49 92 8 24 70 93 7
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities - 70 70 30 < < < < 23 38 62 38
Students without Disabilities 17 63 80 20 27 64 91 9 24 69 93 7
Economically Disadvantaged 16 61 77 23 11 71 82 18 17 69 85 15
Not Economically Disadvantaged 13 68 81 19 43 54 98 2 33 60 93 8
English Learners < < < < 18 55 73 27 < < < <
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 51 54 46 10 52 62 38
Female 4 62 66 34 10 56 66 34
Male 2 39 41 59 10 49 59 41
Asian < < 100 0 < < 100 0
Black - 43 43 57 - 50 50 50
Hispanic 1 41 42 58 3 42 44 56
White 4 60 64 36 15 57 72 28
Multiple Races < < < < < < 100 0
Students with Disabilities - 19 19 81 - 14 14 86
Students without Disabilities 3 56 59 41 12 59 71 29
Economically Disadvantaged 1 50 51 49 3 49 52 48
Not Economically Disadvantaged 7 53 59 41 16 56 71 29
English Learners - 19 19 81 - 21 21 79
Migrant < < < <
Homeless < < < < < < < <
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 2 38 40 60 7 44 51 49
Female 4 45 49 51 7 47 54 46
Male - 30 30 70 7 41 48 52
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic - 33 33 67 - 26 26 74
White 2 44 45 55 10 55 66 34
Students with Disabilities - 7 7 93 - - - 100
Students without Disabilities 2 43 46 54 8 52 60 40
Economically Disadvantaged - 35 35 65 2 36 38 62
Not Economically Disadvantaged 6 44 50 50 13 54 67 33
English Learners < < < < - 7 7 93
Homeless < < < <
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
All Students 4 62 66 34 13 59 72 28
Female 3 76 80 20 13 65 78 22
Male 4 46 50 50 12 55 67 33
Black < < < < - 58 58 42
Hispanic 2 45 47 53 5 56 62 38
White 6 77 83 17 19 59 78 22
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 33 33 67 - 25 25 75
Students without Disabilities 4 66 70 30 15 66 81 19
Economically Disadvantaged 2 65 66 34 5 63 68 32
Not Economically Disadvantaged 7 59 66 34 18 57 75 25
English Learners - 22 22 78 - 36 36 64
Migrant < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 48 54 46 7 55 63 37 11 64 75 25
Female 4 51 55 45 6 59 65 35 9 66 75 25
Male 7 45 52 48 9 51 60 40 14 61 75 25
American Indian < < < < < < < < < < 100 0
Asian < < < < < < < < < < < <
Black 5 38 43 57 - 44 44 56 5 63 68 32
Hispanic 2 41 43 57 3 55 58 42 4 63 67 33
White 7 55 62 38 10 58 68 32 16 64 79 21
Multiple Races 4 36 40 60 13 38 50 50 14 77 91 9
Students with Disabilities 7 12 18 82 2 24 26 74 5 43 48 52
Students without Disabilities 5 54 59 41 8 61 69 31 12 67 80 20
Economically Disadvantaged 1 42 43 57 4 51 55 45 7 63 69 31
Not Economically Disadvantaged 12 57 69 31 12 61 74 26 18 65 83 17
English Learners 1 29 30 70 2 43 45 55 2 56 58 42
Migrant < < < < < < < < < < < <
Homeless < < < < < < < < 10 20 30 70
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
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 - 45 45 55 5 61 67 33 16 64 80 20
Female - 45 45 55 5 57 62 38 15 69 84 16
Male - 44 44 56 6 67 73 27 18 60 77 23
Black < < < < < < < < < < < <
Hispanic - 34 34 66 3 59 62 38 3 64 67 33
White - 53 53 47 6 64 70 30 23 64 86 14
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - - - 100 7 36 43 57 5 40 45 55
Students without Disabilities - 52 52 48 5 65 70 30 18 70 88 12
Economically Disadvantaged - 34 34 66 5 53 58 42 12 65 77 23
Not Economically Disadvantaged - 58 58 42 6 71 78 22 21 64 85 15
English Learners - 28 28 72 - 47 47 53 4 63 67 33
Military Connected < < < <
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 6 55 61 39 5 57 62 38 5 55 59 41
Female 6 59 65 35 4 62 66 34 5 49 54 46
Male 7 50 57 43 5 53 58 42 4 63 67 33
Asian < < < < < < 100 0
Black < < < < < < < < < < < <
Hispanic 3 51 54 46 3 61 64 36 - 43 43 57
White 10 57 67 33 6 58 64 36 7 60 68 32
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 9 9 91 6 11 17 83 - 23 23 77
Students without Disabilities 7 61 68 32 5 67 71 29 5 59 64 36
Economically Disadvantaged 4 46 50 50 4 48 52 48 4 45 49 51
Not Economically Disadvantaged 10 67 77 23 6 67 73 27 5 76 81 19
English Learners 6 41 47 53 5 52 57 43 - 39 39 61
Military Connected < < 100 0
Foster Care < < < < < < < <
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 7 46 53 47 10 44 54 46 7 63 70 30
Female 5 40 45 55 6 53 58 42 4 68 72 28
Male 8 50 58 42 15 34 49 51 10 59 69 31
Asian < < < <
Black < < < < < < < < < < < <
Hispanic - 41 41 59 3 38 41 59 - 67 67 33
White 11 52 63 37 16 50 66 34 11 60 71 29
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 17 17 83 - 8 8 92 5 41 45 55
Students without Disabilities 8 50 58 42 11 49 61 39 8 69 76 24
Economically Disadvantaged - 44 44 56 3 37 41 59 3 57 60 40
Not Economically Disadvantaged 22 50 72 28 20 54 73 27 12 71 82 18
English Learners - 41 41 59 - 26 26 74 - 78 78 22
Homeless < < 100 0 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 50 55 45 15 59 74 26 17 59 76 24
Female 4 51 55 45 10 64 74 26 14 66 80 20
Male 7 49 56 44 17 56 73 27 20 53 73 27
American Indian < < 100 0
Black < < < < < < < < < < < <
Hispanic 2 48 50 50 7 56 63 37 8 62 70 30
White 6 53 59 41 20 65 85 15 22 59 81 19
Multiple Races < < < < < < < <
Students with Disabilities 6 17 22 78 - 36 36 64 - 40 40 60
Students without Disabilities 5 56 61 39 17 63 80 20 20 63 83 17
Economically Disadvantaged 2 40 41 59 6 61 66 34 8 60 68 32
Not Economically Disadvantaged 9 62 72 28 34 56 91 9 32 58 89 11
English Learners - 35 35 65 5 53 58 42 - 50 50 50
Migrant < < < < < < < <
Homeless < < < < < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 7 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 51 58 42 9 57 66 34 21 68 89 11
Female 6 61 67 33 9 57 66 34 12 74 86 14
Male 8 41 49 51 10 57 67 33 27 64 91 9
Black < < < < < < < < < < 100 0
Hispanic - 50 50 50 5 50 55 45 9 70 79 21
White 5 57 62 38 12 61 73 27 30 66 95 5
Multiple Races < < < < < < 100 0
Students with Disabilities 13 19 31 69 - 29 29 71 21 43 64 36
Students without Disabilities 6 57 63 37 11 62 73 27 21 72 93 7
Economically Disadvantaged 3 46 49 51 5 55 60 40 13 77 90 10
Not Economically Disadvantaged 14 63 77 23 14 59 72 28 35 53 88 13
English Learners < < < < - 50 50 50 - 60 60 40
Homeless < < 100 0 < < 100 0 < < 100 0
Grade 8 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 30 34 66 - 39 39 61 - 52 52 48
Female - 43 43 57 - 50 50 50 - 53 53 47
Male 9 17 26 74 - 29 29 71 - 50 50 50
Asian < < < <
Black < < < < < < < < < < < <
Hispanic 7 10 17 83 - 45 45 55 - 45 45 55
White 4 43 47 53 - 39 39 61 - 61 61 39
Students with Disabilities 11 - 11 89 - 20 20 80 - 28 28 72
Students without Disabilities 3 37 40 60 - 44 44 56 - 57 57 43
Economically Disadvantaged - 23 23 77 - 39 39 61 - 43 43 57
Not Economically Disadvantaged 10 39 49 51 - 38 38 63 - 63 63 37
English Learners - - - 100 < < < < - 22 22 78
Homeless < < < < < < < <
Military Connected < < < <
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 10 52 61 39 4 58 62 38 14 80 94 6
Female 7 45 52 48 6 64 70 30 13 84 97 3
Male 12 58 70 30 3 51 54 46 14 76 90 10
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black < < < < < < < < 8 92 100 0
Hispanic - 42 42 58 - 65 65 35 3 85 87 13
White 18 58 76 24 5 56 62 38 20 75 96 4
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < - 29 29 71 - 82 82 18
Students without Disabilities 11 54 65 35 5 63 68 32 16 80 95 5
Economically Disadvantaged - 52 52 48 4 53 57 43 6 85 91 9
Not Economically Disadvantaged 21 52 72 28 5 63 68 32 27 71 98 2
English Learners < < < < - 35 35 65 - 80 80 20
Migrant < < < < < < < < < < 100 0
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 70 75 25 19 81 100 0 6 76 82 18
Female 7 73 80 20 < < 100 0 11 78 89 11
Male 3 67 70 30 30 70 100 0 - 75 75 25
Asian < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic - 59 59 41 < < 100 0 < < 100 0
White 9 76 85 15 25 75 100 0 4 71 75 25
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities 5 72 78 22 19 81 100 0 6 76 82 18
Economically Disadvantaged - 67 67 33 < < 100 0 - 87 87 13
Not Economically Disadvantaged 10 73 83 17 25 75 100 0 11 68 79 21
English Learners < < < <
Military Connected < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < < < < < <
Black < < < < < < < <
Hispanic < < < <
White < < < < < < < <
Multiple Races < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Military Connected < < < <
Foster Care < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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

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

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 49 60 40 15 52 67 33
Female 9 52 60 40 13 50 64 36
Male 15 45 60 40 17 54 71 29
Asian < < < < < < 100 0
Black - 44 44 56 - 47 47 53
Hispanic 1 50 51 49 6 48 54 46
White 19 48 66 34 22 55 77 23
Multiple Races - 60 60 40 < < < <
Students with Disabilities 2 19 20 80 4 30 33 67
Students without Disabilities 14 54 68 32 17 56 73 27
Economically Disadvantaged 5 47 51 49 10 51 61 39
Not Economically Disadvantaged 21 51 72 28 23 54 77 23
English Learners 2 38 39 61 6 33 39 61
Homeless < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
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 < < < < < < < <
Male < < < < < < < <
Hispanic < < < < < < < <
White < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < 100 0
English Learners < < < <
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 < < < < < < < <
Female < < < < < < < <
Male < < < < < < < <
Black < < < <
Hispanic < < < < < < 100 0
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
English Learners < < < < < < 100 0
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 < < < < - 19 19 81
Female < < < < - 30 30 70
Male < < < < - 6 6 94
Black < < < < < < < <
Hispanic < < < < - 21 21 79
White < < < < - 21 21 79
Multiple Races < < < < < < < <
Students with Disabilities < < < < - - - 100
Students without Disabilities < < < < - 26 26 74
Economically Disadvantaged < < < < - 18 18 82
Not Economically Disadvantaged < < < < < < < <
English Learners < < < < - - - 100
Homeless < < < <
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 5 56 61 39 7 56 63 38
Female 8 52 60 40 3 54 57 43
Male 2 60 62 38 10 58 68 32
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic - 44 44 56 - 46 46 54
White 7 64 71 29 10 60 71 29
Multiple Races < < < <
Students with Disabilities - 17 17 83 - 13 13 88
Students without Disabilities 6 61 67 33 8 63 70 30
Economically Disadvantaged 2 52 53 47 3 51 54 46
Not Economically Disadvantaged 13 65 77 23 11 61 72 28
English Learners < < < < - 24 24 76
Homeless < < < <
Military Connected < < < <
Foster Care < < < < < < < <
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 13 53 66 34 18 66 84 16
Female 5 57 62 38 12 71 83 17
Male 21 48 70 30 21 64 85 15
Asian < < 100 0
Black < < < < < < < <
Hispanic - 61 61 39 5 65 70 30
White 21 48 69 31 27 68 95 5
Multiple Races < < 100 0
Students with Disabilities - 25 25 75 - 50 50 50
Students without Disabilities 15 57 72 28 20 69 89 11
Economically Disadvantaged 4 53 56 44 12 71 83 17
Not Economically Disadvantaged 23 53 75 25 29 58 87 13
English Learners - 50 50 50 - 53 53 47
Homeless < < 100 0 < < 100 0
Military Connected < < < <
Foster Care < < < < < < < <
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 19 44 63 37 28 47 75 25
Female 14 53 67 33 29 40 68 32
Male 24 36 60 40 27 56 83 17
Asian < < < < < < 100 0
Black < < < < < < < <
Hispanic 3 52 55 45 20 43 63 37
White 29 40 68 32 34 47 81 19
Multiple Races < < < < < < 100 0
Students with Disabilities 6 24 29 71 15 54 69 31
Students without Disabilities 22 48 70 30 30 46 76 24
Economically Disadvantaged 11 42 53 47 20 47 68 32
Not Economically Disadvantaged 29 47 76 24 43 46 89 11
English Learners 5 43 48 52 22 44 67 33
Homeless < < < <
Military Connected < < 100 0
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
Division112
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-2023
Pre-kindergarten6467
Kindergarten10084
Grade 190106
Grade 210396
Grade 3105110
Grade 4104114
Grade 597109
Grade 6105100
Grade 7115106
Grade 898123
Grade 912798
Grade 1086120
Grade 117981
Grade 128280
Total Students1,3551,394

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-2023
All Students13551394
Female686702
Male669692
American Indian32
Asian77
Black6763
Hispanic454452
White766815
Multiple Races5854
Students with Disabilities182215
Students without Disabilities11731179
Economically Disadvantaged800855
Not Economically Disadvantaged555539
English Learners258248
Not English Learners10971146
Migrant63
Homeless810
Military Connected714
Foster Care1413
< = 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 43 36 1 1 9 0
State 50941 37883 2120 845 5319 1819
Female Division 30 13 0 0 6 0
State 27811 16344 671 288 1971 747
Male Division 13 23 1 1 3 0
State 23072 21492 1448 557 3346 1069
Black Division < < < < < <
State 8188 10171 708 177 1106 701
Hispanic Division 12 16 1 0 7 0
State 6685 7832 305 130 2570 425
White Division 28 17 0 1 1 0
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < 0 <
State 3013 2017 112 65 212 87
Students with Disabilities Division < < < < < <
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 14 23 0 1 8 0
State 12376 19803 1180 475 2916 1248
English Learners Division 2 10 0 0 5 0
State 1612 4284 306 28 2112 174
Migrant Division < < < < < <
State 0 9 0 0 3 0
Homeless Division < < < < < <
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 21 47 32
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students9080898190910
Female4943884388612
Male413790389337
Black<<<<<<<
Hispanic3629812981719
White474596469812
Multiple Races<<100<10000
Students with Disabilities<<<<<<<
Economically Disadvantaged4637803883817
English Learners1712711271529
Migrant<<<<<<<
Homeless<<<<<<<
Military Connected<<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 2020-20212021-20222022-2023
Advanced Placement Test Taken - 4 / 1.07%1 / .26%
Advanced Placement Course Enrollment - 4 / 1.07%1 / .26%
Dual Enrollment66 / 19.35%77 / 20.59%118 / 31.22%
Governor's School Enrollment4 / 1.17%4 / 1.07%5 / 1.32%
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 StudentsDivision864943
State87,31757,08135
FemaleDivision433128
State43,70531,57728
MaleDivision431858
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision261158
State12,1106,62245
WhiteDivision513433
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision<<100
State8,1853,54857
Economically DisadvantagedDivision502256
State30,33514,98751
English LearnersDivision16<100
State6,5793,31950
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
CTE CompletersDivision334544
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
State LicensuresDivision--3
 State1,0771,2361,563
Industry CertificationDivision--158
 State51,68595,688100,255
Workplace ReadinessDivision-4163
 State16,88544,34841,819
Total Credentials EarnedDivision-4324
 State71,189143,862147,481
Students Earning One or More CredentialsDivision-4201
 State60,992115,682117,932
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Expenditures included in per-pupil calculations include actual personnel and non-personnel costs. The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$3,153$7,554$1,260
State$6,770$5,603$867
2020-2021Division$3,318$7,892$2,376
State$6,669$6,185$1,352
2021-2022Division$3,386$8,129$3,685
State$7,134$6,454$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,0092511,0562241,157171
Female51012853711358592
Male49912351911157279
American Indian<<<<<<
Asian<<<<<<
Black601252125210
Hispanic3111003428335971
White58712462011869587
Multiple Races41133311423
Students with Disabilities127451494317434
Economically Disadvantaged557197581174666140
English Learners194552114720644
Homeless<<75104
< = 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 44
Relationship Behaviors without Physical Harm 171
Behaviors of a Safety Concern 125
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 30

< = 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 Indian0.40.20.1
Asian0.50.51.40.5
Black5.84.99.94.59.6
Hispanic3271.433.540.832.435.6
Native Hawaiian----0.1
White57.228.656.645.158.549.3
Multiple Races44.32.83.95.5
< = 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 Indian0.40.20.1
Asian0.50.50.5
Black5.84.94.5
Hispanic3233.510032.4100
Native Hawaiian0.1
White57.256.658.5
Multiple Races44.33.9
< = 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 Indian0.40.20.1
Asian0.50.50.5
Black5.84.94.5
Hispanic3233.532.4
Native Hawaiian----0.1
White57.256.658.5
Multiple Races44.33.9
< = 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 64.264.294.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 39.839.836.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 68.668.669.3
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2021-2022 Grades K-7 Student Teacher Ratio: 11.1 : 1

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

2021-2022 Grades 8-12 Student Teacher Ratio: 11.76 : 1

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

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202147%48%0%5%
2021-202247%46%2%5%
2022-202349%45%0%6%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%74%77%88%
Asian<87%91%88%
Black67%70%64%88%
Hispanic57%60%63%88%
White81%81%84%88%
Multiple Races84%78%82%88%
Economically Disadvantaged67%68%63%88%
English Learners51%49%53%88%
Students with Disabilities36%43%50%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%75%72%85%
Asian<81%90%85%
Black56%68%56%85%
Hispanic64%69%58%85%
White79%80%80%85%
Multiple Races89%68%75%85%
Economically Disadvantaged66%70%57%85%
English Learners62%63%52%85%
Students with Disabilities43%46%47%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students50%
Asian<
Black29%
Hispanic41%
White56%
Multiple Races<
Economically Disadvantaged44%
English Learners41%
Students with Disabilities40%

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

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

Federal Graduation Indicator

Student GroupCurrent RateAnnual TargetLong-Term Goal
All Students87%84%84%
Asian-90%84%
Black<83%84%
Hispanic72%82%84%
White94%86%84%
Multiple Races<89%84%
Economically Disadvantaged83%81%84%
English Learners<74%84%
Students with Disabilities75%70%84%
Homeless---
Foster Care<--

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

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students13%13%12%10%
Asian<<10%10%
Black16%16%13%10%
Hispanic17%17%13%10%
White11%11%13%10%
Multiple Races7%7%14%10%
Economically Disadvantaged17%17%15%10%
English Learners18%18%12%10%
Students with Disabilities16%16%16%10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress49%52%58%
English Learner Proficiency7%--

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.
English LearnersNumeratorDenominatorRate
English Learner Progress8116449%
English Learner Proficiency132007%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students100%-100%-79%21%
Asian<<<<<<
Black100%-100%-71%29%
Hispanic100%-100%-82%18%
White100%-100%-77%23%
Multiple Races100%-100%-<<
Economically Disadvantaged100%-100%-81%19%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-91%9%
Students with Disabilities100%-100%-95%5%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male100%-100%-100%-
Migrant<<<<--

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

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

Growth in Reading and Mathematics

Student GroupGrowth English ReadingGrowth Mathematics
All Students75%78%
Asian<<
Black70%65%
Hispanic60%70%
White84%83%
Multiple Races100%90%
Economically Disadvantaged71%71%
English Learners55%68%
Students with Disabilities52%63%

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

Kindergarten Students Meeting Fall Literacy Benchmarks

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