Hanover County Public Schools

General school information

Division: Hanover County Public Schools
Division Number: 42
Address: 200 Berkley St Ashland, VA 23005-1399
Superintendent: Dr. Michael B. Gill
Region: 1
Division Website (opens new window)
Schools in this Division (opens new window)

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

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Battlefield Park Elementary	Accredited
Beaverdam Elementary	Accredited
Cold Harbor Elementary	Accredited
Cool Spring Elementary	Accredited
Elmont Elementary	Accredited
Henry Clay Elementary	Accredited
John M. Gandy Elementary	Accredited
Kersey Creek Elementary	Accredited
Laurel Meadow Elementary	Accredited
Mechanicsville Elementary	Accredited
Pearson's Corner Elementary	Accredited
Pole Green Elementary	Accredited
Rural Point Elementary	Accredited
South Anna Elementary	Accredited
Washington-Henry Elementary	Accredited
Middle Schools
Bell Creek Middle	Accredited
Chickahominy Middle	Accredited
Liberty Middle	Accredited
Oak Knoll Middle	Accredited
High Schools
Atlee High	Accredited
Hanover High	Accredited
Mechanicsville High	Accredited
Patrick Henry High	Accredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	20	61	81	19	16	65	81	19
Female	22	61	83	17	18	66	84	16
Male	18	62	79	21	15	64	79	21
American Indian	13	63	75	25	13	63	75	25
Asian	25	53	78	22	25	57	83	18
Black	12	51	62	38	8	56	64	36
Hispanic	10	55	65	35	7	61	68	33
Native Hawaiian	<	<	100	0	<	<	100	0
White	21	63	84	16	18	67	85	15
Multiple Races	21	62	83	17	14	67	81	19
Students with Disabilities	9	36	45	55	7	40	46	54
Students without Disabilities	21	66	87	13	18	69	87	13
Economically Disadvantaged	9	54	62	38	7	58	65	35
Not Economically Disadvantaged	23	64	87	13	20	68	88	12
English Learners	3	14	17	83	1	30	31	69
Homeless	-	46	46	54	<	<	<	<
Military Connected	33	58	92	8	23	67	90	10
Foster Care	-	67	67	33	<	<	<	<
Grade 3 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	58	73	27	11	64	75	25
Female	17	57	74	26	12	67	79	21
Male	14	58	72	28	11	62	73	27
American Indian	<	<	<	<	<	<	<	<
Asian	29	42	71	29	20	57	77	23
Black	13	44	56	44	6	58	63	37
Hispanic	7	53	59	41	5	57	61	39
Native Hawaiian					<	<	100	0
White	16	60	76	24	12	65	78	22
Multiple Races	14	61	75	25	12	70	82	18
Students with Disabilities	9	37	46	54	6	37	43	57
Students without Disabilities	17	62	78	22	13	69	81	19
Economically Disadvantaged	8	49	57	43	6	56	62	38
Not Economically Disadvantaged	18	61	79	21	14	67	81	19
English Learners	4	22	26	74	-	41	41	59
Homeless	<	<	<	<	<	<	<	<
Military Connected	33	58	92	8	4	74	78	22
Foster Care	<	<	100	0	<	<	100	0
Grade 4 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	19	60	79	21	21	61	82	18
Female	21	61	82	18	23	62	85	15
Male	17	60	77	23	20	60	80	20
American Indian	<	<	100	0	<	<	100	0
Asian	14	52	67	33	30	58	88	13
Black	12	48	60	40	7	60	68	32
Hispanic	4	51	55	45	8	63	71	29
White	21	62	83	17	24	60	84	16
Multiple Races	14	57	71	29	16	76	93	7
Students with Disabilities	9	31	41	59	8	41	49	51
Students without Disabilities	21	66	87	13	23	64	88	12
Economically Disadvantaged	8	51	59	41	8	61	69	31
Not Economically Disadvantaged	23	64	87	13	26	61	88	12
English Learners	-	14	14	86	-	38	38	63
Homeless	<	<	<	<	<	<	<	<
Military Connected	32	64	95	5	47	53	100	0
Foster Care	<	<	100	0	<	<	<	<
Grade 5 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	63	80	20	12	67	80	20
Female	18	63	81	19	15	69	84	16
Male	16	63	79	21	10	66	76	24
American Indian	<	<	100	0	<	<	<	<
Asian	22	59	81	19	24	59	83	17
Black	13	46	59	41	6	51	57	43
Hispanic	14	60	74	26	5	52	58	42
White	17	64	81	19	14	71	84	16
Multiple Races	23	66	89	11	7	67	74	26
Students with Disabilities	9	40	50	50	5	38	43	57
Students without Disabilities	19	67	85	15	14	73	87	13
Economically Disadvantaged	5	55	60	40	4	56	60	40
Not Economically Disadvantaged	21	66	86	14	16	72	88	12
English Learners	-	18	18	82	3	23	26	74
Military Connected	25	75	100	0	22	67	89	11
Grade 6 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	62	80	20	14	65	79	21
Female	17	61	78	22	16	66	82	18
Male	18	63	81	19	12	64	77	23
American Indian	<	<	100	0	<	<	<	<
Asian	19	63	81	19	27	52	79	21
Black	6	51	57	43	8	50	58	42
Hispanic	10	46	56	44	3	67	69	31
White	19	64	83	17	16	67	82	18
Multiple Races	19	71	90	10	12	68	79	21
Students with Disabilities	2	37	40	60	8	39	47	53
Students without Disabilities	20	66	86	14	15	69	84	16
Economically Disadvantaged	9	52	61	39	4	57	61	39
Not Economically Disadvantaged	21	66	86	14	18	68	86	14
English Learners	-	7	7	93	-	24	24	76
Military Connected	39	39	78	22	17	74	91	9
Grade 7 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	65	82	18	14	66	81	19
Female	18	65	83	17	16	65	82	18
Male	15	66	81	19	13	67	80	20
American Indian	<	<	<	<	<	<	<	<
Asian	27	60	87	13	14	71	86	14
Black	4	60	63	37	6	46	53	47
Hispanic	6	61	67	33	8	60	68	32
White	18	67	85	15	17	69	86	14
Multiple Races	19	61	81	19	12	68	80	20
Students with Disabilities	8	36	45	55	4	39	43	57
Students without Disabilities	18	71	89	11	16	71	87	13
Economically Disadvantaged	7	57	64	36	7	58	65	35
Not Economically Disadvantaged	20	68	88	12	18	70	88	12
English Learners	-	14	14	86	-	26	26	74
Homeless	<	<	<	<	<	<	100	0
Military Connected	27	55	82	18	27	59	86	14
Foster Care					<	<	100	0
Grade 8 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	67	84	16	12	69	81	19
Female	22	65	87	13	14	69	83	17
Male	13	68	82	18	11	68	79	21
American Indian	<	<	100	0	<	<	<	<
Asian	25	50	75	25	30	60	90	10
Black	5	54	60	40	7	60	67	33
Hispanic	8	59	67	33	6	59	66	34
Native Hawaiian					<	<	100	0
White	19	69	88	12	13	71	84	16
Multiple Races	27	57	84	16	11	66	77	23
Students with Disabilities	10	38	48	52	6	37	43	57
Students without Disabilities	19	71	90	10	13	74	87	13
Economically Disadvantaged	9	55	63	37	6	59	65	35
Not Economically Disadvantaged	20	70	90	10	15	73	87	13
English Learners	15	-	15	85	4	24	28	72
Homeless	<	<	100	0	<	<	<	<
Military Connected	29	67	95	5	15	77	92	8
Foster Care	<	<	100	0	<	<	100	0
EOC English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	29	57	86	14	27	63	91	9
Female	33	57	89	11	29	63	92	8
Male	26	56	83	17	26	63	89	11
American Indian	<	<	<	<	<	<	100	0
Asian	31	53	83	17	31	47	78	22
Black	20	52	72	28	14	66	80	20
Hispanic	19	54	73	27	14	65	80	20
White	31	57	88	12	30	64	94	6
Multiple Races	29	60	89	11	26	57	82	18
Students with Disabilities	14	33	47	53	10	49	60	40
Students without Disabilities	32	60	92	8	30	65	94	6
Economically Disadvantaged	14	57	71	29	14	63	77	23
Not Economically Disadvantaged	34	57	90	10	32	63	95	5
English Learners	-	17	17	83	-	21	21	79
Homeless					<	<	100	0
Military Connected	50	44	94	6	35	65	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

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					10	51	61	39
Female					12	56	69	31
Male					8	47	55	45
American Indian					<	<	<	<
Asian					24	59	82	18
Black					4	37	41	59
Hispanic					4	34	38	62
Native Hawaiian					<	<	100	0
White					10	55	66	34
Multiple Races					17	37	54	46
Students with Disabilities					1	18	19	81
Students without Disabilities					11	57	69	31
Economically Disadvantaged					4	37	41	59
Not Economically Disadvantaged					12	57	69	31
English Learners					-	6	6	94
Homeless					<	<	<	<
Military Connected					15	46	62	38
Foster Care					<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	52	61	39
Female					11	57	69	31
Male					7	48	55	45
American Indian					<	<	<	<
Asian					14	69	83	17
Black					3	38	41	59
Hispanic					4	34	38	62
Native Hawaiian					<	<	100	0
White					10	56	66	34
Multiple Races					15	38	53	47
Students with Disabilities					1	19	20	80
Students without Disabilities					10	58	68	32
Economically Disadvantaged					4	37	41	59
Not Economically Disadvantaged					11	58	69	31
English Learners					-	6	6	94
Homeless					<	<	<	<
Military Connected					15	46	62	38
Foster Care					<	<	<	<
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					42	18	61	39
Female					56	13	69	31
Male					29	24	53	47
Asian					<	<	<	<
Black					<	<	<	<
Hispanic					<	<	<	<
White					33	25	58	42
Multiple Races					<	<	100	0
Students with Disabilities					-	8	8	92
Students without Disabilities					70	25	95	5
Economically Disadvantaged					<	<	<	<
Not Economically Disadvantaged					58	17	75	25
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

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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.

select test

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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	78	22	13	68	80	20
Female	12	66	78	22	12	69	80	20
Male	13	66	79	21	14	66	80	20
American Indian	18	41	59	41	4	64	68	32
Asian	21	62	83	17	26	60	86	14
Black	5	47	52	48	5	55	60	40
Hispanic	8	57	65	35	5	62	67	33
Native Hawaiian	<	<	100	0	<	<	100	0
White	13	68	82	18	14	70	84	16
Multiple Races	12	62	74	26	11	65	76	24
Students with Disabilities	9	38	48	52	4	46	50	50
Students without Disabilities	13	71	84	16	14	71	86	14
Economically Disadvantaged	5	54	59	41	5	58	63	37
Not Economically Disadvantaged	15	70	85	15	16	71	88	12
English Learners	4	31	35	65	1	38	40	60
Homeless	-	40	40	60	-	31	31	69
Military Connected	16	67	84	16	20	67	87	13
Foster Care	6	44	50	50	<	<	<	<
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	60	74	26	13	69	81	19
Female	11	60	72	28	9	69	78	22
Male	16	60	76	24	16	68	84	16
American Indian	<	<	<	<	<	<	<	<
Asian	17	63	79	21	16	69	84	16
Black	5	45	51	49	7	66	74	26
Hispanic	7	52	58	42	4	61	65	35
Native Hawaiian					<	<	100	0
White	16	62	78	22	14	69	83	17
Multiple Races	6	58	64	36	12	72	84	16
Students with Disabilities	8	46	54	46	7	46	53	47
Students without Disabilities	15	63	78	22	14	72	86	14
Economically Disadvantaged	5	50	55	45	5	62	68	32
Not Economically Disadvantaged	17	64	81	19	16	71	87	13
English Learners	3	31	34	66	2	44	46	54
Homeless	<	<	<	<	<	<	<	<
Military Connected	25	58	83	17	13	65	78	22
Foster Care	<	<	<	<	<	<	100	0
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	18	61	79	21	20	61	81	19
Female	16	63	79	21	16	64	80	20
Male	19	60	80	20	23	59	82	18
American Indian	<	<	<	<	<	<	100	0
Asian	23	55	77	23	22	66	88	12
Black	5	40	46	54	8	46	54	46
Hispanic	8	56	65	35	8	59	67	33
White	20	64	84	16	23	62	85	15
Multiple Races	10	57	67	33	12	66	78	22
Students with Disabilities	11	36	47	53	6	42	49	51
Students without Disabilities	19	66	86	14	22	64	86	14
Economically Disadvantaged	6	54	60	40	6	57	63	37
Not Economically Disadvantaged	22	64	87	13	25	63	88	12
English Learners	4	22	26	74	-	42	42	58
Homeless	<	<	<	<	<	<	<	<
Military Connected	5	86	91	9	47	41	88	12
Foster Care	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	66	74	26	11	65	76	24
Female	7	66	73	27	11	68	79	21
Male	9	66	75	25	11	63	74	26
American Indian	<	<	<	<	<	<	<	<
Asian	6	65	71	29	29	54	83	17
Black	-	49	49	51	1	49	50	50
Hispanic	14	59	73	27	5	59	65	35
White	8	68	76	24	13	69	81	19
Multiple Races	10	63	73	27	7	62	68	32
Students with Disabilities	13	37	50	50	3	42	45	55
Students without Disabilities	7	72	80	20	13	71	84	16
Economically Disadvantaged	5	53	58	42	5	55	59	41
Not Economically Disadvantaged	10	71	81	19	14	71	85	15
English Learners	-	47	47	53	3	34	37	63
Military Connected	33	53	87	13	13	75	88	13
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	62	75	25	12	65	77	23
Female	10	60	71	29	11	67	78	22
Male	17	63	80	20	13	64	76	24
American Indian	<	<	100	0	<	<	<	<
Asian	26	53	79	21	23	50	73	27
Black	3	38	41	59	4	41	46	54
Hispanic	5	45	50	50	3	56	59	41
White	14	65	80	20	13	69	82	18
Multiple Races	20	59	80	20	12	62	74	26
Students with Disabilities	8	35	42	58	4	43	47	53
Students without Disabilities	14	66	80	20	13	69	82	18
Economically Disadvantaged	4	45	50	50	3	55	58	42
Not Economically Disadvantaged	17	67	84	16	16	69	85	15
English Learners	-	6	6	94	-	30	30	70
Military Connected	22	44	67	33	33	62	95	5
Foster Care	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	62	66	34	4	61	65	35
Female	3	61	64	36	4	61	65	35
Male	4	64	68	32	5	61	65	35
American Indian	<	<	<	<	<	<	<	<
Asian	<	<	<	<	12	59	71	29
Black	4	39	43	57	1	45	46	54
Hispanic	4	50	54	46	-	49	49	51
White	3	66	70	30	5	65	71	29
Multiple Races	5	53	58	42	4	69	73	27
Students with Disabilities	5	31	36	64	3	34	38	62
Students without Disabilities	3	72	75	25	4	68	73	27
Economically Disadvantaged	3	49	52	48	3	45	48	52
Not Economically Disadvantaged	4	69	73	27	5	72	77	23
English Learners	-	21	21	79	-	26	26	74
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	14	57	71	29
Foster Care					<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	70	81	19	11	71	82	18
Female	12	72	83	17	11	71	82	18
Male	10	69	80	20	11	71	82	18
American Indian	<	<	<	<	<	<	100	0
Asian	22	61	83	17	45	48	93	7
Black	5	52	57	43	4	63	68	32
Hispanic	10	57	68	32	3	62	65	35
Native Hawaiian					<	<	100	0
White	11	74	85	15	11	74	86	14
Multiple Races	8	62	70	30	15	58	73	27
Students with Disabilities	11	36	47	53	2	54	56	44
Students without Disabilities	11	76	87	13	13	74	87	13
Economically Disadvantaged	7	57	64	36	4	63	67	33
Not Economically Disadvantaged	12	74	86	14	14	74	88	12
English Learners	20	33	53	47	3	29	32	68
Homeless	<	<	<	<	<	<	<	<
Military Connected	15	75	90	10	7	80	87	13
Foster Care	<	<	<	<	<	<	<	<
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	68	80	20	15	71	86	14
Female	14	68	83	17	16	72	88	12
Male	11	68	78	22	14	71	85	15
American Indian	<	<	<	<	<	<	<	<
Asian	14	79	93	7	30	68	97	3
Black	5	53	58	42	7	70	76	24
Hispanic	5	74	79	21	10	71	81	19
White	13	69	82	18	17	72	89	11
Multiple Races	17	62	79	21	10	65	75	25
Students with Disabilities	3	49	51	49	2	59	61	39
Students without Disabilities	14	71	86	14	17	73	90	10
Economically Disadvantaged	4	62	67	33	7	65	72	28
Not Economically Disadvantaged	15	70	85	15	19	73	92	8
English Learners	-	65	65	35	-	64	64	36
Homeless	<	<	<	<	<	<	<	<
Military Connected	14	71	86	14	13	79	92	8
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	79	93	7	12	75	86	14
Female	15	77	92	8	10	77	88	12
Male	12	81	93	7	13	72	85	15
American Indian	<	<	100	0	<	<	100	0
Asian	21	68	89	11	36	55	91	9
Black	-	87	87	13	7	50	57	43
Hispanic	-	77	77	23	-	76	76	24
White	14	79	94	6	13	78	90	10
Multiple Races	12	81	92	8	14	64	79	21
Students with Disabilities	8	31	38	62	7	29	37	63
Students without Disabilities	13	80	94	6	12	78	89	11
Economically Disadvantaged	3	75	78	22	5	59	64	36
Not Economically Disadvantaged	15	80	94	6	14	80	93	7
English Learners	<	<	<	<	<	<	<	<
Homeless					<	<	<	<
Military Connected	<	<	100	0	27	64	91	9
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	76	91	9	18	77	95	5
Female	19	75	94	6	18	78	96	4
Male	13	76	89	11	18	77	94	6
American Indian	<	<	100	0
Asian	50	50	100	0	36	57	93	7
Black	<	<	<	<	<	<	<	<
Hispanic	<	<	<	<	<	<	100	0
White	15	78	92	8	18	78	95	5
Multiple Races	<	<	100	0	17	78	94	6
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	16	75	91	9	18	77	95	5
Economically Disadvantaged	9	55	64	36	8	84	92	8
Not Economically Disadvantaged	16	78	94	6	19	76	95	5
Military Connected	<	<	<	<	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	63	74	26	10	64	74	26
Female	10	64	74	26	8	65	73	27
Male	11	63	74	26	11	63	74	26
American Indian	14	79	93	7	17	67	83	17
Asian	16	57	74	26	14	65	79	21
Black	4	41	45	55	3	43	47	53
Hispanic	6	49	56	44	2	59	61	39
Native Hawaiian	<	<	100	0	<	<	100	0
White	11	67	78	22	12	67	78	22
Multiple Races	11	64	75	25	10	61	71	29
Students with Disabilities	5	36	42	58	4	37	41	59
Students without Disabilities	11	68	80	20	11	69	80	20
Economically Disadvantaged	4	49	53	47	4	50	54	46
Not Economically Disadvantaged	12	68	81	19	13	70	82	18
English Learners	2	11	13	87	1	23	24	76
Homeless	<	<	<	<	<	<	<	<
Military Connected	10	71	81	19	10	71	81	19
Grade 5 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	53	68	32	17	55	71	29
Female	15	53	68	32	16	56	72	28
Male	16	52	69	31	17	53	71	29
American Indian	<	<	<	<	<	<	<	<
Asian	26	44	70	30	17	50	67	33
Black	4	33	37	63	7	31	38	62
Hispanic	16	42	58	42	4	49	53	47
White	16	55	71	29	19	57	77	23
Multiple Races	12	56	67	33	10	59	70	30
Students with Disabilities	9	36	45	55	7	33	40	60
Students without Disabilities	17	56	73	27	19	59	78	22
Economically Disadvantaged	5	38	43	57	6	43	48	52
Not Economically Disadvantaged	19	57	76	24	22	60	81	19
English Learners	-	12	12	88	-	19	19	81
Homeless	<	<	<	<	<	<	100	0
Military Connected	25	60	85	15	15	70	85	15
Grade 8 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	67	76	24	7	69	75	25
Female	9	67	76	24	5	68	73	27
Male	9	67	77	23	8	69	77	23
American Indian	<	<	100	0	<	<	100	0
Asian	15	55	70	30	13	78	91	9
Black	-	40	40	60	2	50	52	48
Hispanic	4	49	54	46	3	58	61	39
Native Hawaiian					<	<	100	0
White	10	71	81	19	7	72	79	21
Multiple Races	11	66	77	23	5	62	67	33
Students with Disabilities	4	32	36	64	4	39	43	57
Students without Disabilities	10	73	83	17	7	74	81	19
Economically Disadvantaged	4	50	55	45	3	54	56	44
Not Economically Disadvantaged	11	72	83	17	8	75	83	17
English Learners	7	7	14	86	3	30	33	67
Homeless	<	<	<	<	<	<	<	<
Military Connected	5	86	90	10	8	85	92	8
Biology Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	69	79	21	9	66	75	25
Female	10	70	80	20	8	68	77	23
Male	11	67	78	22	11	63	74	26
American Indian	<	<	100	0	<	<	<	<
Asian	11	74	86	14	14	68	82	18
Black	5	46	52	48	4	43	47	53
Hispanic	2	49	51	49	1	63	64	36
Native Hawaiian					<	<	100	0
White	11	71	83	17	11	69	80	20
Multiple Races	13	67	80	20	11	62	73	27
Students with Disabilities	1	36	37	63	1	34	35	65
Students without Disabilities	12	72	84	16	11	70	81	19
Economically Disadvantaged	4	53	57	43	4	50	55	45
Not Economically Disadvantaged	12	73	85	15	11	72	83	17
English Learners	-	13	13	87	-	10	10	90
Homeless					<	<	<	<
Military Connected	5	70	75	25	11	59	70	30
Chemistry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	43	57	43	10	72	83	17
Female	<	<	<	<	7	71	79	21
Male	<	<	<	<	13	73	87	13
Asian	<	<	100	0	<	<	100	0
Black	<	<	<	<	<	<	100	0
Hispanic	<	<	<	<	<	<	100	0
White	<	<	<	<	14	67	81	19
Multiple Races	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	15	46	62	38	11	74	85	15
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	14	73	86	14
Earth Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	66	69	31	5	67	72	28
Female	2	65	67	33	2	65	68	32
Male	4	67	71	29	7	68	76	24
American Indian	<	<	100	0	<	<	100	0
Asian	<	<	<	<	15	54	69	31
Black	2	44	45	55	-	47	47	53
Hispanic	-	60	60	40	-	67	67	33
Native Hawaiian	<	<	100	0
White	4	69	73	27	6	71	77	23
Multiple Races	-	77	77	23	11	63	74	26
Students with Disabilities	1	43	44	56	-	42	42	58
Students without Disabilities	4	72	76	24	6	73	79	21
Economically Disadvantaged	1	55	55	45	3	56	59	41
Not Economically Disadvantaged	5	71	76	24	6	74	80	20
English Learners	-	13	13	88	-	30	30	70
Homeless					<	<	<	<
Military Connected	<	<	<	<	-	82	82	18
< = 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 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					24	55	79	21
Female					20	58	78	22
Male					28	52	80	20
American Indian					<	<	<	<
Asian					43	45	88	13
Black					12	48	60	40
Hispanic					14	54	68	32
Native Hawaiian					<	<	100	0
White					26	56	83	17
Multiple Races					22	54	75	25
Students with Disabilities					7	39	46	54
Students without Disabilities					27	57	84	16
Economically Disadvantaged					11	51	62	38
Not Economically Disadvantaged					30	56	86	14
English Learners					2	35	37	63
Homeless					<	<	<	<
Military Connected					37	47	84	16
Foster Care					<	<	<	<
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					10	32	42	58
Female					15	23	38	62
Male					6	38	44	56
Asian					<	<	<	<
Black					-	30	30	70
Hispanic					<	<	<	<
White					10	38	49	51
Multiple Races					<	<	<	<
Students with Disabilities					-	17	17	83
Students without Disabilities					17	42	58	42
Economically Disadvantaged					-	13	13	87
Not Economically Disadvantaged					20	50	70	30
Homeless					<	<	<	<
Military Connected					<	<	<	<
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	66	78	22
Female					9	68	76	24
Male					15	64	79	21
American Indian					<	<	<	<
Asian					31	46	77	23
Black					5	45	49	51
Hispanic					9	64	72	28
White					12	69	81	19
Multiple Races					20	66	86	14
Students with Disabilities					3	48	52	48
Students without Disabilities					13	68	81	19
Economically Disadvantaged					7	56	63	37
Not Economically Disadvantaged					14	70	84	16
English Learners					-	43	43	57
Homeless					<	<	<	<
Military Connected					20	50	70	30
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					8	62	69	31
Female					4	64	68	32
Male					11	60	71	29
American Indian					<	<	<	<
Asian					17	75	92	8
Black					3	38	41	59
Hispanic					-	35	35	65
White					8	66	74	26
Multiple Races					12	53	65	35
Students with Disabilities					-	19	19	81
Students without Disabilities					8	65	73	27
Economically Disadvantaged					1	38	39	61
Not Economically Disadvantaged					10	69	79	21
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					5	67	72	28
Female					4	66	70	30
Male					6	68	74	26
American Indian					<	<	100	0
Asian					<	<	<	<
Black					2	52	54	46
Hispanic					2	64	67	33
White					6	71	77	23
Multiple Races					8	75	83	17
Students with Disabilities					-	44	44	56
Students without Disabilities					6	73	79	21
Economically Disadvantaged					1	58	59	41
Not Economically Disadvantaged					7	73	80	20
English Learners					-	38	38	62
Military Connected					<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					32	54	86	14
Female					26	60	86	14
Male					36	49	85	15
American Indian					<	<	<	<
Asian					50	40	90	10
Black					18	57	75	25
Hispanic					17	53	70	30
Native Hawaiian					<	<	100	0
White					35	54	89	11
Multiple Races					24	54	78	22
Students with Disabilities					9	43	52	48
Students without Disabilities					35	56	91	9
Economically Disadvantaged					14	58	72	28
Not Economically Disadvantaged					39	52	92	8
English Learners					-	27	27	73
Homeless					<	<	<	<
Military Connected					38	54	92	8
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					37	43	80	20
Female					32	46	78	22
Male					42	41	83	17
American Indian					<	<	100	0
Asian					60	33	93	7
Black					18	41	58	42
Hispanic					28	46	74	26
White					39	44	83	17
Multiple Races					32	44	76	24
Students with Disabilities					13	34	46	54
Students without Disabilities					41	45	86	14
Economically Disadvantaged					18	44	62	38
Not Economically Disadvantaged					44	43	87	13
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					65	24	88	12
Foster Care					<	<	<	<
< = 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

	2020-2021	2021-2022
Division	5	19
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	173	227	323
Kindergarten	947	1,106	1,058
Grade 1	1,067	1,133	1,196
Grade 2	1,091	1,152	1,190
Grade 3	1,116	1,192	1,231
Grade 4	1,198	1,181	1,265
Grade 5	1,224	1,251	1,256
Grade 6	1,294	1,242	1,294
Grade 7	1,322	1,332	1,260
Grade 8	1,355	1,355	1,363
Grade 9	1,447	1,440	1,440
Grade 10	1,430	1,426	1,405
Grade 11	1,428	1,393	1,406
Grade 12	1,427	1,435	1,379
Total Students	16,519	16,865	17,066

< = 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	2020-2021	2021-2022	2022-2023
All Students	16519	16865	17066
Female	7896	8037	8112
Male	8623	8826	8954
American Indian	44	40	41
Asian	390	414	510
Black	1569	1551	1545
Hispanic	1032	1132	1252
Native Hawaiian	6	5	6
White	12647	12801	12673
Multiple Races	831	922	1039
Students with Disabilities	2289	2376	2466
Students without Disabilities	14230	14489	14600
Economically Disadvantaged	4327	4127	5108
Not Economically Disadvantaged	12192	12738	11958
English Learners	469	519	625
Not English Learners	16050	16346	16441
Homeless	19	18	37
Military Connected	239	243	270
Foster Care	36	17	13
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	1002	375	20	13	37	21
	State	52168	36669	2129	747	5100	1879
Female	Division	528	166	5	7	10	7
	State	28664	15798	666	263	1813	760
Male	Division	474	209	15	6	27	14
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	<	<
	State	99	75	3	1	20	7
Asian	Division	31	11	0	0	0	0
	State	6086	1308	81	11	85	37
Black	Division	73	45	6	2	5	2
	State	8347	9965	765	162	1156	730
Hispanic	Division	39	38	2	0	8	5
	State	6301	7054	289	79	2275	395
White	Division	823	264	12	11	21	13
	State	28377	16228	880	440	1364	623
Multiple Races	Division	34	15	0	0	2	1
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	35	108	20	2	19	1
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	165	164	11	6	26	14
	State	12248	19244	1249	413	2860	1292
English Learners	Division	3	18	0	0	6	3
	State	1452	3819	261	24	1863	151
Homeless	Division	<	<	<	<	0	<
	State	183	581	38	11	180	54
Military Connected	Division	14	1	0	0	0	0
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	<	<
	State	22	161	31	10	64	15
< = 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 Students	1,468	1,397	95	1,410	96	37	3
Female	723	699	97	706	98	10	1
Male	745	698	94	704	95	27	4
American Indian	<	<	<	<	<	<	<
Asian	42	42	100	42	100	0	0
Black	133	124	93	126	95	5	4
Hispanic	92	79	86	79	86	8	9
White	1,144	1,099	96	1,110	97	21	2
Multiple Races	52	49	94	49	94	2	4
Students with Disabilities	185	163	88	165	89	19	10
Economically Disadvantaged	386	340	88	346	90	26	7
English Learners	30	21	70	21	70	6	20
Homeless	<	<	<	<	<	0	0
Military Connected	15	15	100	15	100	0	0
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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	763 / 13.15%	712 / 12.42%	1,060 / 18.62%
Advanced Placement Course Enrollment	1,818 / 31.33%	1,215 / 21.2%	1,269 / 22.29%
Dual Enrollment	274 / 4.72%	352 / 6.14%	361 / 6.34%
Governor's School Enrollment	52 / .9%	50 / .87%	52 / .91%
IB Course Enrollment	522 / 9%	548 / 9.56%	506 / 8.89%
Senior Enrolled in IB Program	124 / 2.14%	115 / 2.01%	53 / .93%

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

Postsecondary Enrollment

2018-2019 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.

2018-2019 FGI cohort year (students entering high school in 2015)
	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 Students	Division	1,395	1,049	25
	State	86,211	59,463	31
Female	Division	662	554	16
	State	43,379	32,579	25
Male	Division	733	495	32
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	26	23	12
	State	6,380	5,553	13
Black	Division	133	96	28
	State	18,493	11,408	38
Hispanic	Division	53	32	40
	State	10,799	6,318	41
White	Division	1,147	877	24
	State	46,061	33,076	28
Multiple Races	Division	31	18	42
	State	4,134	2,891	30
Students with Disabilities	Division	141	56	60
	State	7,527	3,575	53
Economically Disadvantaged	Division	169	76	55
	State	28,169	15,215	46
English Learners	Division	21	<	100
	State	5,296	2,828	47
Native Hawaiian	Division	-	-	100
	State	124	82	34
< = 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
		2019-2020	2020-2021	2021-2022
CTE Completers	Division	815	727	763
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	83	56
	State	511	1,542	2,590
State Licensures	Division	-	133	78
	State	333	1,077	1,236
Industry Certification	Division	-	1,389	2,045
	State	43,660	51,685	95,688
Workplace Readiness	Division	-	99	146
	State	26,627	16,885	44,348
Total Credentials Earned	Division	-	1,704	2,325
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	-	1,365	1,806
	State	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	Division	-	43	64
	State	917	302	761

< = 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

show explanation show data export data download png download pdf

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:

Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	70.3	71.5	70.1

Per-Pupil Spending

2020-2021 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
2018-2019	Division	$5,009	$5,133	$538
	State	$6,642	$5,388	$901
2019-2020	Division	$5,124	$5,327	$538
	State	$6,770	$5,603	$867
2020-2021	Division	$5,855	$5,650	$822
	State	$6,669	$6,185	$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above
All Students	15,565	825	15,351	1,300
Female	7,444	380	7,327	612
Male	8,121	445	8,024	688
American Indian	38	4	33	9
Asian	362	21	406	29
Black	1,392	133	1,355	159
Hispanic	941	87	969	147
Native Hawaiian	<	<	<	<
White	12,062	524	11,772	854
Multiple Races	765	56	811	102
Students with Disabilities	2,132	231	2,041	345
Economically Disadvantaged	4,009	549	3,917	811
English Learners	449	47	482	74
Homeless	32	18	15	26
< = 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

2020-2021 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	97
Disorderly or Disruptive Behavior Offenses	268
Other Offenses Against Persons	80
All Other Offenses	<
Property Offenses	<
Weapons Offenses	19
Offenses Against Staff	20
Offenses Against Student	43
Technology Offenses	<

< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.5	0.3	0.4
Asian	2.2	1.2	2.4	2
Black	9.4	18.7	9.5	17.6
Hispanic	5.7	6	6.2	4.9
Native Hawaiian	0		0
White	77.6	63.6	76.6	68.2
Multiple Races	5	10	5	6.9
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.3
Asian	2.2		2.4
Black	9.4		9.5	8.3
Hispanic	5.7		6.2	8.3
Native Hawaiian	0		0
White	77.6	50	76.6	83.3
Multiple Races	5	50	5
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3
Asian	2.2		2.4
Black	9.4		9.5
Hispanic	5.7		6.2
Native Hawaiian	0		0
White	77.6		76.6
Multiple Races	5		5
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	22.6	22.6	22.6
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	29.1	29.1	29.1
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	64.3	64.3	64.3
< = 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

2020-2021 Grades K-7 Student Teacher Ratio: 10.55 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 12.09 : 1

Teacher Quality

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

< = 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.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers	Special Education Teachers

< = 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: 2021-2022

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2019-2020	33%	65%	1%	1%
2020-2021	31%	66%	1%	2%
2021-2022	31%	65%	1%	3%
< = 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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	84%	75%	88%
Asian	83%	86%	91%	88%
Black	63%	69%	60%	88%
Hispanic	67%	72%	59%	88%
White	84%	87%	83%	88%
Multiple Races	82%	83%	81%	88%
Economically Disadvantaged	65%	66%	59%	88%
English Learners	46%	52%	47%	88%
Students with Disabilities	45%	49%	43%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	82%	87%	70%	85%
Asian	87%	90%	90%	85%
Black	63%	73%	51%	85%
Hispanic	68%	78%	53%	85%
White	86%	89%	79%	85%
Multiple Races	80%	85%	73%	85%
Economically Disadvantaged	65%	71%	52%	85%
English Learners	53%	68%	46%	85%
Students with Disabilities	52%	57%	40%	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 Group	Current Rate
All Students	78%
Asian	82%
Black	52%
Hispanic	63%
White	82%
Multiple Races	74%
Economically Disadvantaged	56%
English Learners	35%
Students with Disabilities	44%

< = 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 Group	Current Rate	Annual Target	Long-Term Goal
All Students	94%	84%	84%
Asian	93%	90%	84%
Black	90%	82%	84%
Hispanic	87%	82%	84%
White	95%	86%	84%
Multiple Races	94%	89%	84%
Economically Disadvantaged	86%	80%	84%
English Learners	68%	71%	84%
Students with Disabilities	73%	65%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	8%	6%	13%	10%
Asian	7%	4%	10%	10%
Black	11%	7%	14%	10%
Hispanic	13%	10%	14%	10%
White	7%	5%	14%	10%
Multiple Races	11%	11%	15%	10%
Economically Disadvantaged	17%	13%	17%	10%
English Learners	13%	9%	13%	10%
Students with Disabilities	14%	11%	18%	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 Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	49%	50%	58%
English Learner Proficiency	9%	-	-

< = 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 Learners	Numerator	Denominator	Rate
English Learner Progress	132	268	49%
English Learner Proficiency	35	404	9%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	100%	-	99%	1%
Asian	100%	-	100%	-	99%	1%
Black	99%	1%	100%	-	98%	2%
Hispanic	100%	-	100%	-	100%	-
White	100%	-	100%	-	99%	1%
Multiple Races	99%	1%	100%	-	99%	1%
Economically Disadvantaged	99%	1%	100%	-	99%	1%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	100%	-	100%	-	99%	1%
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	100%	-	100%	-
Female	99%	1%	100%	-	100%	-
Male	100%	-	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 Group	Growth English Reading	Growth Mathematics
All Students	86%	87%
Asian	90%	91%
Black	73%	75%
Hispanic	76%	81%
White	88%	90%
Multiple Races	88%	85%
Economically Disadvantaged	75%	77%
English Learners	65%	73%
Students with Disabilities	65%	68%

< = 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.

Federal Designation

2020 ESSA Status is based on the last available data from the 2018-2019 school year.

Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

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