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Halifax County Public Schools

General school information

Division: Halifax County Public Schools
Division Number: 41
Address: Mary Bethune Ofc Complex 1030 Mary Bethune St Halifax, VA 24558
Superintendent: Dr. Amy D. Huskin
Region: 8
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
Clays Mill ElementaryAccredited with Conditions
Cluster Springs ElementaryAccredited
Meadville ElementaryAccredited
Scottsburg ElementaryAccredited with Conditions
Sinai ElementaryAccredited
South Boston ElementaryAccredited with Conditions
Sydnor Jennings ElementaryAccredited
Middle Schools
Halifax County MiddleAccredited
High Schools
Halifax 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 7 51 59 41 9 59 68 32 8 57 65 35
Female 7 54 61 39 9 61 70 30 8 58 66 34
Male 7 49 56 44 9 57 66 34 8 57 64 36
American Indian < < < < < < 100 0 < < < <
Asian 32 53 84 16 41 59 100 0 35 60 95 5
Black 4 44 48 52 5 53 58 42 4 50 54 46
Hispanic 11 47 57 43 7 58 65 35 8 60 68 32
Native Hawaiian < < 100 0
White 9 58 66 34 12 64 76 24 11 63 74 26
Multiple Races 12 50 62 38 7 60 68 32 7 62 69 31
Students with Disabilities 8 20 27 73 7 26 33 67 6 29 35 65
Students without Disabilities 7 58 65 35 9 66 75 25 8 63 71 29
Economically Disadvantaged 5 45 50 50 5 55 60 40 5 52 57 43
Not Economically Disadvantaged 10 59 69 31 14 64 78 22 13 65 78 22
English Learners 3 20 23 77 9 35 44 56 3 45 48 52
Homeless < < < < - 47 47 53 2 51 54 46
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < < < < < < <
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 5 43 49 51 5 56 61 39 6 54 59 41
Female 5 46 51 49 2 59 62 38 7 55 62 38
Male 5 41 46 54 8 53 60 40 4 52 57 43
Asian < < 100 0 < < 100 0 < < < <
Black 2 35 36 64 2 50 53 47 3 47 50 50
Hispanic 10 30 40 60 14 36 50 50 11 50 61 39
Native Hawaiian < < 100 0
White 7 52 59 41 7 63 70 30 7 58 65 35
Multiple Races 15 38 54 46 - 50 50 50 < < < <
Students with Disabilities 12 22 34 66 9 27 36 64 2 38 40 60
Students without Disabilities 4 48 52 48 4 62 66 34 6 56 63 37
Economically Disadvantaged 4 34 39 61 4 52 56 45 4 48 52 48
Not Economically Disadvantaged 6 56 63 38 7 64 70 30 9 65 74 26
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
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 7 51 58 42 9 59 68 32 6 57 63 37
Female 5 59 64 36 6 62 68 32 5 57 63 37
Male 10 44 53 47 12 56 68 32 7 57 64 36
Black 7 39 46 54 4 48 51 49 5 53 57 43
Hispanic < < < < 8 67 75 25 - 43 43 57
White 7 57 64 36 12 66 78 22 8 63 71 29
Multiple Races 17 44 61 39 13 67 80 20 7 43 50 50
Students with Disabilities 9 25 34 66 12 35 46 54 4 31 35 65
Students without Disabilities 7 56 63 37 8 65 73 27 7 62 69 31
Economically Disadvantaged 5 45 50 50 4 55 59 41 3 55 58 42
Not Economically Disadvantaged 10 59 70 30 16 65 80 20 12 60 72 28
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 51 55 45 5 67 72 28 6 66 73 27
Female 5 52 57 43 7 68 75 25 5 68 72 28
Male 3 50 52 48 3 67 70 30 8 65 73 27
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 37 39 61 3 61 64 36 5 48 53 47
Hispanic < < < < 8 83 92 8 7 87 93 7
White 3 61 64 36 4 71 75 25 8 76 84 16
Multiple Races 6 63 69 31 12 59 71 29 - 83 83 17
Students with Disabilities 7 9 15 85 6 38 44 56 10 30 40 60
Students without Disabilities 3 58 62 38 4 74 78 22 6 73 78 22
Economically Disadvantaged 2 47 49 51 2 66 67 33 3 60 64 36
Not Economically Disadvantaged 6 56 62 38 9 69 79 21 11 75 86 14
English Learners < < < < < < < < < < < <
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 8 54 63 37 9 53 62 38 9 60 69 31
Female 8 54 62 38 13 52 65 35 12 62 74 26
Male 9 55 64 36 5 54 59 41 6 59 64 36
Asian < < < < < < 100 0 < < 100 0
Black 4 47 51 49 6 47 52 48 4 53 57 43
Hispanic 15 62 77 23 8 38 46 54 8 69 77 23
White 10 60 70 30 11 58 70 30 10 66 76 24
Multiple Races < < < < 6 63 69 31 13 50 63 38
Students with Disabilities 14 33 48 52 6 10 16 84 7 33 40 60
Students without Disabilities 7 59 66 34 10 61 71 29 9 65 74 26
Economically Disadvantaged 5 46 51 49 5 52 57 43 6 57 63 37
Not Economically Disadvantaged 12 64 76 24 15 54 69 31 13 65 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 8 54 61 39 6 65 71 29 10 48 57 43
Female 11 50 61 39 7 67 74 26 12 46 58 42
Male 4 58 62 38 6 63 69 31 7 49 56 44
American Indian < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 50 53 47 2 59 61 39 4 38 42 58
Hispanic 5 53 58 42 6 82 88 12 8 33 42 58
White 11 56 66 34 10 71 80 20 15 54 69 31
Multiple Races < < 100 0 8 54 62 38 - 77 77 23
Students with Disabilities 5 23 28 72 8 37 45 55 11 11 23 77
Students without Disabilities 8 60 68 32 6 70 76 24 9 55 64 36
Economically Disadvantaged 4 48 52 48 3 59 62 38 5 40 46 54
Not Economically Disadvantaged 13 62 74 26 12 73 85 15 16 59 76 24
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 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 8 46 54 46 9 54 63 37 6 55 61 39
Female 9 50 59 41 12 56 67 33 6 58 64 36
Male 7 43 50 50 5 52 57 43 6 51 58 43
Asian < < < < < < 100 0 < < 100 0
Black 5 43 48 52 5 50 55 45 3 46 49 51
Hispanic < < < < - 44 44 56 17 67 83 17
White 10 50 60 40 13 57 70 30 7 62 69 31
Multiple Races 6 47 53 47 - 67 67 33 - 64 64 36
Students with Disabilities 7 17 24 76 2 17 18 82 6 29 35 65
Students without Disabilities 8 52 60 40 10 62 72 28 6 59 65 35
Economically Disadvantaged 5 43 48 52 4 46 49 51 5 44 48 52
Not Economically Disadvantaged 11 50 61 39 15 64 79 21 8 72 80 20
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0 < < < <
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 9 60 69 31 17 59 76 24 13 63 76 24
Female 9 65 74 26 15 63 78 22 12 63 74 26
Male 10 53 63 37 20 55 75 25 14 64 78 22
American Indian < < 100 0 < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black 4 56 60 40 11 54 66 34 4 64 68 32
Hispanic < < < < < < < < - 70 70 30
White 12 67 79 21 23 63 86 14 20 62 83 17
Multiple Races < < < < < < < < 27 55 82 18
Students with Disabilities - 10 10 90 7 25 32 68 3 31 34 66
Students without Disabilities 11 69 80 20 20 67 87 13 16 71 87 13
Economically Disadvantaged 8 54 62 38 15 55 70 30 8 65 73 27
Not Economically Disadvantaged 10 63 74 26 20 63 83 17 19 61 80 20
English Learners < < < < < < < < < < < <
Homeless < < < < < < 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 8 44 52 48 7 48 54 46
Female 10 52 61 39 9 49 58 42
Male 6 36 42 58 4 47 51 49
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < < <
Black 5 38 42 58 2 38 40 60
Hispanic 9 41 50 50 8 35 42 58
White 11 50 61 39 11 57 68 32
Multiple Races 6 50 56 44 5 52 57 43
Students with Disabilities 2 7 9 91 - 13 13 87
Students without Disabilities 9 53 63 37 8 55 63 37
Economically Disadvantaged 4 36 40 60 3 42 46 54
Not Economically Disadvantaged 12 53 66 34 11 54 65 35
English Learners < < < < < < < <
Homeless < < < < - 55 55 45
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 6 43 49 51 6 40 47 53
Female 8 53 61 39 10 42 52 48
Male 5 31 36 64 3 38 41 59
Asian < < 100 0 < < 100 0
Black 2 37 40 60 2 32 34 66
Hispanic 15 38 54 46 7 43 50 50
White 9 49 58 42 9 49 58 42
Multiple Races 8 33 42 58 10 30 40 60
Students with Disabilities 1 4 6 94 - 3 3 98
Students without Disabilities 7 52 59 41 7 46 53 47
Economically Disadvantaged 2 36 38 62 3 33 36 64
Not Economically Disadvantaged 12 51 62 38 10 49 59 41
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 11 47 59 41 7 55 62 38
Female 14 48 63 37 9 55 64 36
Male 8 46 54 46 5 55 60 40
American Indian < < 100 0 < < 100 0
Asian < < < <
Black 9 39 48 52 2 43 45 55
Hispanic < < < < 8 25 33 67
White 15 53 68 32 12 65 77 23
Multiple Races < < 100 0 - 73 73 27
Students with Disabilities 3 11 14 86 - 19 19 81
Students without Disabilities 13 57 70 30 9 64 73 27
Economically Disadvantaged 9 36 45 55 3 51 54 46
Not Economically Disadvantaged 14 59 73 27 11 59 70 30
English Learners < < < < < < < <
Homeless < < < < < < < <
Foster Care < < < < < < < <
< = 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 2 27 29 71 5 56 61 39 6 59 65 35
Female 2 26 28 72 4 57 61 39 5 62 67 33
Male 2 28 30 70 6 55 61 39 7 56 63 37
American Indian < < < < < < < < < < < <
Asian 9 61 70 30 39 56 94 6 56 44 100 0
Black 1 15 17 83 1 49 51 49 2 53 55 45
Hispanic 4 23 27 73 5 60 65 35 7 66 73 27
Native Hawaiian < < 100 0
White 2 37 39 61 8 61 68 32 9 64 73 27
Multiple Races 3 22 26 74 5 56 60 40 5 60 66 34
Students with Disabilities 6 7 14 86 2 26 29 71 3 32 35 65
Students without Disabilities 1 31 32 68 6 62 67 33 7 64 71 29
Economically Disadvantaged 1 18 19 81 2 49 51 49 3 54 57 43
Not Economically Disadvantaged 3 39 42 58 9 66 75 25 12 67 79 21
English Learners 3 25 28 72 - 50 50 50 6 53 59 41
Homeless - 20 20 80 - 43 43 57 - 49 49 51
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 3 25 28 72 6 60 66 34 4 61 64 36
Female 2 21 23 77 1 60 60 40 1 61 62 38
Male 4 29 32 68 12 59 71 29 6 60 66 34
Asian < < < < < < 100 0 < < 100 0
Black 2 14 16 84 2 54 56 44 2 52 53 47
Hispanic 9 27 36 64 7 50 57 43 6 61 67 33
Native Hawaiian < < 100 0
White 1 35 36 64 10 66 76 24 4 67 71 29
Multiple Races 23 8 31 69 - 50 50 50 < < < <
Students with Disabilities 10 8 18 82 4 34 38 63 4 36 40 60
Students without Disabilities 1 28 30 70 6 65 71 29 4 65 69 31
Economically Disadvantaged 3 18 21 79 3 54 57 43 3 56 58 42
Not Economically Disadvantaged 3 34 36 64 11 69 79 21 6 71 77 23
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
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 2 24 26 74 5 56 61 39 4 55 60 40
Female - 25 25 75 3 53 55 45 2 57 59 41
Male 4 24 27 73 6 60 66 34 7 54 61 39
Black 2 6 8 92 - 45 45 55 2 46 48 52
Hispanic < < < < 8 62 69 31 - 64 64 36
White 2 34 36 64 7 66 73 27 6 63 69 31
Multiple Races - 33 33 67 13 40 53 47 7 50 57 43
Students with Disabilities 9 11 20 80 8 31 38 62 4 20 24 76
Students without Disabilities - 27 28 72 4 62 66 34 5 63 67 33
Economically Disadvantaged 3 15 17 83 4 46 49 51 3 53 56 44
Not Economically Disadvantaged 1 38 39 61 6 72 78 22 6 60 67 33
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 2 25 26 74 3 57 61 39 8 56 64 36
Female 1 23 25 75 3 61 64 36 5 56 62 38
Male 2 26 28 72 3 55 58 42 10 57 67 33
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 13 14 86 1 43 44 56 1 41 42 58
Hispanic < < < < - 79 79 21 20 60 80 20
White 2 32 35 65 4 64 69 31 12 67 79 21
Multiple Races - 33 33 67 6 65 71 29 9 55 64 36
Students with Disabilities 4 7 11 89 - 25 25 75 5 27 32 68
Students without Disabilities 1 28 29 71 4 65 69 31 8 62 70 30
Economically Disadvantaged 1 14 15 85 2 51 53 47 3 51 53 47
Not Economically Disadvantaged 3 38 41 59 6 67 72 28 15 64 79 21
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
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 3 28 30 70 4 44 49 51 7 61 68 32
Female 3 23 26 74 4 46 50 50 7 66 72 28
Male 2 33 35 65 5 43 48 52 7 57 64 36
Asian < < < < < < 100 0 < < 100 0
Black 2 13 15 85 1 31 32 68 2 57 59 41
Hispanic - 36 36 64 8 31 38 62 - 85 85 15
White 4 39 43 57 7 53 60 40 9 62 71 29
Multiple Races < < < < - 63 63 38 6 65 71 29
Students with Disabilities 13 2 16 84 4 8 12 88 2 36 38 62
Students without Disabilities - 33 33 67 5 51 56 44 8 66 73 27
Economically Disadvantaged 2 15 17 83 2 34 36 64 2 59 61 39
Not Economically Disadvantaged 3 42 46 54 7 58 65 35 15 65 80 20
English Learners < < < < < < < < < < < <
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 2 22 24 76 5 34 39 61 6 48 53 47
Female 3 20 23 77 5 30 34 66 7 46 53 47
Male 1 25 26 74 6 38 44 56 4 49 53 47
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 10 10 90 1 24 25 75 1 37 38 62
Hispanic - 16 16 84 6 35 41 59 - 58 58 42
White 2 33 35 65 7 44 51 49 9 55 64 36
Multiple Races < < < < 8 23 31 69 8 54 62 38
Students with Disabilities 2 5 7 93 - 15 15 85 4 20 24 76
Students without Disabilities 2 25 27 73 6 37 43 57 6 53 59 41
Economically Disadvantaged - 9 9 91 2 22 24 76 2 37 39 61
Not Economically Disadvantaged 4 39 43 57 10 49 59 41 11 64 76 24
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 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 1 10 11 89 1 68 69 31 2 69 71 29
Female 2 11 14 86 1 73 74 26 1 77 77 23
Male 1 8 9 91 2 62 63 37 2 61 64 36
Black 2 5 7 93 1 63 64 36 - 66 66 34
Hispanic < < < < - 88 88 12 6 81 88 13
White 1 17 18 82 3 69 72 28 3 72 75 25
Multiple Races - - - 100 - 80 80 20 < < < <
Students with Disabilities 7 5 11 89 - 32 32 68 2 49 51 49
Students without Disabilities - 11 11 89 2 78 80 20 1 74 75 25
Economically Disadvantaged 2 8 10 90 1 63 64 36 1 65 66 34
Not Economically Disadvantaged 1 12 13 87 3 76 79 21 4 79 83 17
English Learners < < < < < < < < < < 100 0
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 1 39 40 60 9 68 77 23 10 64 74 26
Female 2 42 44 56 10 75 85 15 11 70 81 19
Male 1 36 37 63 8 61 70 30 9 58 66 34
American Indian < < 100 0 < < < <
Asian < < 100 0 < < < < < < 100 0
Black 1 30 30 70 2 74 76 24 4 67 71 29
Hispanic 7 43 50 50 8 75 83 17 10 70 80 20
White 2 46 48 52 15 62 77 23 15 62 77 23
Multiple Races - 38 38 62 5 74 79 21 6 56 61 39
Students with Disabilities - 11 11 89 2 33 35 65 - 39 39 61
Students without Disabilities 2 46 48 52 10 74 84 16 12 69 80 20
Economically Disadvantaged 1 32 32 68 2 66 68 32 5 62 67 33
Not Economically Disadvantaged 2 47 50 50 18 70 88 12 17 67 83 17
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < < <
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 - 23 23 77 - 35 35 65 - 30 30 70
Female < < < < < < < < < < < <
Male < < < < < < < < - 20 20 80
American Indian < < < <
Black < < < < < < < < - 30 30 70
Hispanic < < < <
White < < < < - 40 40 60 - 33 33 67
Multiple Races < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 27 27 73 - 46 46 54 - 37 37 63
Economically Disadvantaged < < < < - 30 30 70 - 27 27 73
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < <
Homeless < < < <
Foster Care < < < <
Algebra II Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 63 64 36 5 75 80 20 16 71 88 12
Female - 64 64 36 5 78 83 18 14 73 88 13
Male 2 63 65 35 4 73 77 23 20 68 88 12
Asian < < < < < < 100 0
Black - 52 52 48 - 75 75 25 4 83 87 13
Hispanic < < 100 0 < < < < < < < <
White - 68 68 32 6 76 82 18 18 71 89 11
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < 100 0
Students without Disabilities 1 65 66 34 5 76 80 20 17 71 88 13
Economically Disadvantaged - 48 48 52 - 72 72 28 8 64 72 28
Not Economically Disadvantaged 2 70 72 28 7 76 83 17 19 74 93 7
English Learners < < < < < < < <
Homeless < < 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 2 36 38 62 4 52 56 44 5 58 63 37
Female 2 35 37 63 3 53 56 44 4 57 61 39
Male 1 37 38 62 6 51 57 43 6 59 65 35
Asian < < < < 38 62 100 0 40 50 90 10
Black 1 26 27 73 1 39 40 60 2 45 46 54
Hispanic 4 42 46 54 4 52 57 43 9 60 70 30
White 3 43 46 54 6 63 70 30 7 68 75 25
Multiple Races - 44 44 56 2 56 58 42 - 69 69 31
Students with Disabilities 1 13 14 86 3 21 24 76 5 26 31 69
Students without Disabilities 2 40 42 58 4 60 64 36 5 63 68 32
Economically Disadvantaged 1 27 28 72 2 46 48 52 2 48 51 49
Not Economically Disadvantaged 2 46 48 52 8 60 68 32 8 69 78 22
English Learners - 20 20 80 6 33 39 61 - 54 54 46
Homeless < < < < < < < < - 31 31 69
Military Connected < < < <
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 1 26 27 73 7 44 51 49 7 54 61 39
Female 1 25 26 74 5 47 52 48 4 49 53 47
Male 1 26 28 72 8 43 51 49 10 58 68 32
Asian < < 100 0 < < 100 0 < < < <
Black 1 13 14 86 1 27 28 72 3 35 38 62
Hispanic < < < < 7 57 64 36 13 53 67 33
White 2 32 34 66 10 56 66 34 10 66 77 23
Multiple Races - 40 40 60 6 41 47 53 - 73 73 27
Students with Disabilities 2 11 13 87 8 17 25 75 7 27 34 66
Students without Disabilities 1 28 30 70 7 51 57 43 7 59 66 34
Economically Disadvantaged 1 16 17 83 3 39 42 58 3 49 52 48
Not Economically Disadvantaged 2 39 40 60 13 53 65 35 14 60 74 26
English Learners < < < < < < < < < < < <
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 2 41 42 58 5 53 58 42 5 49 54 46
Female 2 39 42 58 4 54 58 42 5 46 51 49
Male 1 42 43 57 7 51 58 42 4 53 57 43
Asian < < < < < < 100 0 < < 100 0
Black 1 31 32 68 1 43 44 56 1 38 39 61
Hispanic < < < < - 56 56 44 18 53 71 29
White 2 50 52 48 9 62 70 30 6 60 66 34
Multiple Races - 39 39 61 - 67 67 33 - 45 45 55
Students with Disabilities 2 21 24 76 2 18 20 80 8 23 31 69
Students without Disabilities 2 44 46 54 6 61 67 33 4 54 58 42
Economically Disadvantaged 2 30 32 68 1 43 44 56 3 38 41 59
Not Economically Disadvantaged 2 52 54 46 10 65 76 24 9 67 75 25
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0 < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 42 45 55 1 58 59 41 2 62 64 36
Female 3 42 45 55 1 56 57 43 1 62 63 37
Male 2 43 45 55 2 59 61 39 2 62 64 36
Asian < < 100 0 < < 100 0 < < 100 0
Black - 33 33 67 - 42 42 58 - 53 53 47
Hispanic < < < < 7 43 50 50 - 64 64 36
White 5 49 54 46 2 71 73 27 3 69 72 28
Multiple Races < < < < - 75 75 25 - 73 73 27
Students with Disabilities - 9 9 91 - 25 25 75 - 29 29 71
Students without Disabilities 3 49 52 48 2 66 68 32 2 69 71 29
Economically Disadvantaged 1 37 38 62 1 54 55 45 1 54 55 45
Not Economically Disadvantaged 4 47 51 49 2 61 63 37 3 73 75 25
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 < < < < < < 100 0 < < < <
Male < < < < < < < < < < < <
Black < < < < < < 100 0 < < < <
White < < < < < < < < < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not 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 < < < < < < < < 11 82 93 7
Female < < < < 6 88 94 6
Male < < < < < < < < 17 74 91 9
Asian < < 100 0
Black < < < < 7 73 80 20
Hispanic < < < <
White < < < < < < < < 13 84 97 3
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < 10 85 95 5
Economically Disadvantaged < < < < < < < < 6 81 87 13
Not Economically Disadvantaged < < < < 12 82 95 5
< = 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 8 46 54 46 8 44 51 49
Female 4 46 51 49 6 42 48 52
Male 11 47 58 42 9 46 55 45
American Indian < < < < < < 100 0
Asian < < < < < < < <
Black 3 36 39 61 3 36 39 61
Hispanic 13 50 63 38 4 35 38 62
White 12 55 67 33 11 50 62 38
Multiple Races 6 48 54 46 6 57 63 37
Students with Disabilities 1 24 25 75 2 14 16 84
Students without Disabilities 9 51 60 40 9 50 59 41
Economically Disadvantaged 5 38 43 57 4 38 42 58
Not Economically Disadvantaged 12 58 71 29 13 52 65 35
English Learners 7 40 47 53 - 6 6 94
Homeless - 20 20 80 5 29 33 67
Military Connected < < < < < < 100 0
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 - 13 13 87 - 26 26 74
Female < < < < - 16 16 84
Male < < < < - 44 44 56
Black < < < < - 24 24 76
Hispanic < < < < < < < <
White < < < < - 27 27 73
Multiple Races < < 100 0
Students with Disabilities < < < < - - - 100
Students without Disabilities < < < < - 38 38 63
Economically Disadvantaged - 9 9 91 - 26 26 74
Not Economically Disadvantaged < < < < - 25 25 75
English Learners < < < < < < < <
Homeless < < < < < < < <
Foster Care < < < <
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 - 10 10 90 - 11 11 89
Female - 10 10 90 - 13 13 88
Male - 11 11 89 - 9 9 91
American Indian < < < <
Black - 3 3 97 - 7 7 93
Hispanic < < < <
White - 27 27 73 - 11 11 89
Multiple Races < < < < < < < <
Students with Disabilities - 6 6 94 - - - 100
Students without Disabilities - 13 13 88 - 15 15 85
Economically Disadvantaged - 11 11 89 - 11 11 89
Not Economically Disadvantaged - 8 8 92 - 10 10 90
Homeless < < < <
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 - 16 16 84 - 5 5 95
Female - 13 13 88 - 4 4 96
Male - 21 21 79 - 7 7 93
American Indian < < 100 0
Asian < < < <
Black - 10 10 90 - - - 100
Hispanic < < < < < < < <
White - 25 25 75 - 11 11 89
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 - 7 7 93
Students without Disabilities - 24 24 76 - 5 5 95
Economically Disadvantaged - 17 17 83 - 3 3 97
Not Economically Disadvantaged - 15 15 85 - 10 10 90
English Learners < < < < < < < <
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 3 53 57 43 3 53 56 44
Female 2 51 54 46 3 50 53 47
Male 4 55 59 41 4 56 60 40
American Indian < < 100 0
Asian < < < < < < < <
Black 1 43 44 56 - 44 44 56
Hispanic 12 47 59 41 - 43 43 57
White 4 61 65 35 6 60 66 34
Multiple Races - 68 68 32 - 82 82 18
Students with Disabilities - 22 22 78 2 15 16 84
Students without Disabilities 4 59 63 37 4 60 64 36
Economically Disadvantaged 3 45 48 52 - 41 41 59
Not Economically Disadvantaged 4 65 69 31 7 66 73 27
English Learners < < < < < < < <
Homeless < < < < < < < <
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 8 47 55 45 10 42 52 48
Female 6 46 52 48 10 37 47 53
Male 11 48 59 41 10 47 57 43
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 3 40 43 57 3 33 36 64
Hispanic 7 60 67 33 9 27 36 64
White 12 54 66 34 15 49 64 36
Multiple Races 15 31 46 54 8 62 69 31
Students with Disabilities - 22 22 78 2 9 11 89
Students without Disabilities 10 51 60 40 11 48 59 41
Economically Disadvantaged 4 37 41 59 3 37 39 61
Not Economically Disadvantaged 15 61 76 24 21 50 72 28
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 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 16 49 65 35 14 50 64 36
Female 7 53 60 40 10 50 60 40
Male 25 45 70 30 19 50 69 31
Asian < < 100 0
Black 7 36 44 56 10 46 56 44
Hispanic 27 64 91 9 8 38 46 54
White 23 57 80 20 18 56 73 27
Multiple Races 7 50 57 43 14 36 50 50
Students with Disabilities 4 44 49 51 2 30 33 67
Students without Disabilities 19 50 69 31 16 54 70 30
Economically Disadvantaged 11 43 54 46 11 48 60 40
Not Economically Disadvantaged 24 58 82 18 19 54 73 27
English Learners < < < < < < < <
Homeless < < < < < < < <
< = 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
Division13-
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-kindergarten271329
Kindergarten363367
Grade 1324375
Grade 2308308
Grade 3320308
Grade 4284327
Grade 5271284
Grade 6314276
Grade 7338324
Grade 8370325
Grade 9373366
Grade 10390360
Grade 11340357
Grade 12327319
Total Students4,5934,625

< = 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 Students45934625
Female22632285
Male23292339
American Indian57
Asian3735
Black19061927
Hispanic192233
Native Hawaiian37
White22502186
Multiple Races200230
Students with Disabilities810774
Students without Disabilities37833851
Economically Disadvantaged25792666
Not Economically Disadvantaged20141959
English Learners7080
Not English Learners45234545
Homeless3569
Military Connected810
Foster Care1821
< = 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 110 184 11 5 25 12
State 50941 37883 2120 845 5319 1819
Female Division 66 94 2 3 9 5
State 27811 16344 671 288 1971 747
Male Division 44 90 9 2 16 7
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 33 97 7 2 12 7
State 8188 10171 708 177 1106 701
Hispanic Division 4 5 0 1 0 0
State 6685 7832 305 130 2570 425
White Division 68 79 4 2 11 5
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < < <
State 3013 2017 112 65 212 87
Students with Disabilities Division 1 35 11 0 7 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 26 110 10 3 18 9
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < 0 <
State 1612 4284 306 28 2112 174
Homeless Division < < < < < <
State 183 697 76 17 189 78
Foster Care Division < < < < < <
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 Students3473058831089257
Female179162911659295
Male16814385145861610
Asian<<100<10000
Black1581378713988128
Hispanic109901010000
White1691518915391117
Multiple Races<<<<<<<
Students with Disabilities5447874787713
Economically Disadvantaged17614683149851810
English Learners<<100<10000
Homeless<<<<<<<
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment190 / 13.23%207 / 14.53%227 / 16.24%
Dual Enrollment384 / 26.74%383 / 26.88%397 / 28.4%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision31617644
State87,31757,08135
FemaleDivision18211338
State43,70531,57728
MaleDivision1346353
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision1367446
State18,62410,60143
HispanicDivision11<100
State12,1106,62245
WhiteDivision1589142
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision361169
State8,1853,54857
Economically DisadvantagedDivision1456456
State30,33514,98751
English LearnersDivision<<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
State LicensuresDivision198
 State1,0771,2361,563
Industry CertificationDivision439556612
 State51,68595,688100,255
Total Credentials EarnedDivision440565620
 State71,189143,862147,481
Students Earning One or More CredentialsDivision335407371
 State60,992115,682117,932
CTE CompletersDivision111166196
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
Workplace ReadinessDivision---
 State16,88544,34841,819
Armed Services Vocational Aptitude Battery ExaminationDivision--13
 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$2,560$7,577$1,135
State$6,770$5,603$867
2020-2021Division$2,579$8,271$1,995
State$6,669$6,185$1,352
2021-2022Division$3,018$8,477$2,558
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 Students4,1192902,4331,8963,0011,246
Female2,0481301,2249251,486623
Male2,0711601,2099701,515622
American Indian<<<<<<
Asian410314273
Black1,6781671,0647371,252521
Hispanic16381058013967
Native Hawaiian<<<<<<
White2,0701001,1449661,452578
Multiple Races161158310712475
Students with Disabilities69569379305465215
Economically Disadvantaged2,3562551,2871,3651,678957
English Learners79245305722
Homeless26218273439
< = 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 383
Relationship Behaviors without Physical Harm 439
Behaviors of a Safety Concern 518
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 128
Behaviors used to determine Persistently Dangerous Schools 3

< = 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 Indian0.10.10.2
Asian0.90.80.20.80.2
Black41.26041.554.641.752.5
Hispanic4.1104.21.452.6
Native Hawaiian0.10.10.2
White49.7304936.647.338
Multiple Races44.47.156.7
< = 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 Indian0.10.10.2
Asian0.90.80.8
Black41.210041.546.241.7
Hispanic4.14.25
Native Hawaiian0.10.10.2
White49.74930.847.3
Multiple Races44.423.15
< = 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 Indian0.10.10.2
Asian0.90.80.8
Black41.241.510041.7100
Hispanic4.14.25
Native Hawaiian0.10.10.2
White49.74947.3
Multiple Races44.45
< = 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 84.684.694.5
< = 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 41.641.644.3
< = 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 70.270.269.2
< = 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: 10.44 : 1

student 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: 10.18 : 1

student 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
2020-202153%44%1%2%
2021-202253%43%1%3%
2022-202357%38%1%4%
< = 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 Students66%69%77%88%
Asian94%96%91%88%
Black55%60%64%88%
Hispanic70%72%63%88%
White75%77%84%88%
Multiple Races68%69%82%88%
Economically Disadvantaged57%66%63%88%
English Learners63%65%53%88%
Students with Disabilities36%36%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 Students64%71%72%85%
Asian100%100%90%85%
Black52%61%56%85%
Hispanic74%75%58%85%
White72%78%80%85%
Multiple Races67%71%75%85%
Economically Disadvantaged56%68%57%85%
English Learners73%74%52%85%
Students with Disabilities34%37%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 Students56%
Asian<
Black40%
Hispanic68%
White67%
Multiple Races61%
Economically Disadvantaged46%
English Learners64%
Students with Disabilities28%

< = 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 Students82%84%84%
Asian<90%84%
Black75%83%84%
Hispanic<82%84%
White89%86%84%
Multiple Races<89%84%
Economically Disadvantaged75%81%84%
English Learners<74%84%
Students with Disabilities64%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 Students29%29%12%10%
Asian10%10%10%10%
Black29%29%13%10%
Hispanic33%33%13%10%
White28%28%13%10%
Multiple Races38%38%14%10%
Economically Disadvantaged36%36%15%10%
English Learners28%28%12%10%
Students with Disabilities32%32%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 Progress37%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 Progress174637%
English Learner Proficiency4587%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%99%1%
Asian100%-100%-<<
Black99%1%99%1%99%1%
Hispanic99%1%98%2%95%5%
White99%1%100%-100%-
Multiple Races96%4%95%5%93%7%
Economically Disadvantaged99%1%99%1%99%1%
Not Economically Disadvantaged99%1%100%-99%1%
English Learners100%-100%-100%-
Students with Disabilities99%1%98%2%99%1%
Students without Disabilities99%1%99%1%99%1%
Female99%1%99%1%100%-
Male99%1%99%1%98%2%
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 Students69%71%
Asian<<
Black59%61%
Hispanic75%82%
White77%77%
Multiple Races68%71%
Economically Disadvantaged62%64%
English Learners77%81%
Students with Disabilities45%47%

< = 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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