Henrico County Public Schools

General school information

Division: Henrico County Public Schools
Division Number: 43
Address: 3820 Nine Mile Rd. Henrico, VA 23223-0420
Superintendent: Dr. Amy E. Cashwell
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
Anthony P. Mehfoud Elementary	Accredited
Arthur Ashe Jr. Elementary	Accredited
Cashell Donahoe Elementary	Accredited
Chamberlayne Elementary	Accredited
Charles M. Johnson Elementary	Accredited
Colonial Trail Elementary	Accredited
Crestview Elementary	Accredited
David A. Kaechele Elementary	Accredited
Dumbarton Elementary	Accredited
Echo Lake Elementary	Accredited
Elizabeth Holladay Elementary	Accredited
Fair Oaks Elementary	Accredited with Conditions
Gayton Elementary	Accredited
George F. Baker Elementary	Accredited
Glen Allen Elementary	Accredited
Glen Lea Elementary	Accredited with Conditions
Greenwood Elementary	Accredited
Harold Macon Ratcliffe Elementary	Accredited with Conditions
Harvie Elementary	Accredited
Henry D. Ward Elementary	Accredited
Highland Springs Elementary	Accredited with Conditions
Jackson Davis Elementary	Accredited
Jacob L. Adams Elementary	Accredited
Laburnum Elementary	Accredited with Conditions
Lakeside Elementary	Accredited
Longdale Elementary	Accredited
Maude Trevvett Elementary	Accredited
Maybeury Elementary	Accredited
Montrose Elementary	Accredited with Conditions
Nuckols Farm Elementary	Accredited
Pemberton Elementary	Accredited
Pinchbeck Elementary	Accredited
R.C. Longan Elementary	Accredited
Ridge Elementary	Accredited
Rivers Edge Elementary	Accredited
Ruby F. Carver Elementary	Accredited
Sandston Elementary	Accredited
Seven Pines Elementary	Accredited
Shady Grove Elementary	Accredited
Short Pump Elementary	Accredited
Skipwith Elementary	Accredited
Springfield Park Elementary	Accredited
Three Chopt Elementary	Accredited
Tuckahoe Elementary	Accredited
Twin Hickory Elementary	Accredited
Varina Elementary	Accredited
Middle Schools
Brookland Middle	Accredited with Conditions
Elko Middle	Accredited with Conditions
Fairfield Middle	Accredited with Conditions
George H. Moody Middle	Accredited
Holman Middle	Accredited
Hungary Creek Middle	Accredited
John Rolfe Middle	Accredited with Conditions
L. Douglas Wilder Middle	Accredited with Conditions
Pocahontas Middle	Accredited
Quioccasin Middle	Accredited
Short Pump Middle	Accredited
Tuckahoe Middle	Accredited
High Schools
Deep Run High	Accredited
Douglas S. Freeman High	Accredited
Glen Allen High	Accredited
Henrico High	Accredited
Hermitage High	Accredited
Highland Springs High	Accredited
John Randolph Tucker High	Accredited
Mills E. Godwin High	Accredited
Varina 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	17	46	63	37	17	53	70	30
Female	19	47	66	34	18	55	73	27
Male	16	45	61	39	15	52	67	33
American Indian	7	64	71	29	11	65	76	24
Asian	34	51	85	15	34	57	90	10
Black	6	40	46	54	6	47	53	47
Hispanic	7	38	45	55	8	47	55	45
Native Hawaiian	-	50	50	50	9	65	74	26
White	23	51	74	26	25	60	84	16
Multiple Races	18	48	66	34	21	57	78	22
Students with Disabilities	9	23	32	68	9	29	38	62
Students without Disabilities	19	49	68	32	18	57	75	25
Economically Disadvantaged	6	39	45	55	6	48	54	46
Not Economically Disadvantaged	26	51	76	24	26	58	84	16
English Learners	3	24	27	73	1	26	27	73
Homeless	-	27	27	73	3	37	39	61
Military Connected	24	45	69	31	18	56	74	26
Foster Care	13	34	46	54	7	42	49	51
Grade 3 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	44	57	43	14	53	67	33
Female	11	48	59	41	14	54	69	31
Male	13	41	55	45	13	52	65	35
American Indian	<	<	<	<	<	<	<	<
Asian	28	56	84	16	27	59	86	14
Black	4	31	35	65	4	45	49	51
Hispanic	4	31	35	65	8	42	50	50
Native Hawaiian	<	<	<	<	<	<	100	0
White	16	54	70	30	20	63	83	17
Multiple Races	11	54	65	35	16	57	73	27
Students with Disabilities	9	22	31	69	7	31	38	62
Students without Disabilities	13	47	60	40	14	56	71	29
Economically Disadvantaged	3	34	37	63	4	46	50	50
Not Economically Disadvantaged	20	53	73	27	22	60	82	18
English Learners	1	23	25	75	2	32	34	66
Homeless	-	11	11	89	2	23	25	75
Military Connected	19	56	74	26	17	58	75	25
Foster Care	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	45	62	38	19	51	70	30
Female	20	46	66	34	20	54	74	26
Male	15	43	59	41	18	48	66	34
American Indian	<	<	<	<	18	64	82	18
Asian	36	51	87	13	34	56	90	10
Black	5	39	44	56	7	44	51	49
Hispanic	4	34	38	62	10	44	54	46
Native Hawaiian	<	<	<	<	<	<	<	<
White	23	50	73	27	28	57	85	15
Multiple Races	24	44	68	32	21	59	81	19
Students with Disabilities	11	22	33	67	8	26	34	66
Students without Disabilities	18	48	67	33	21	55	75	25
Economically Disadvantaged	5	39	44	56	8	47	55	45
Not Economically Disadvantaged	27	50	77	23	29	54	82	18
English Learners	4	32	35	65	2	37	39	61
Homeless	-	17	17	83	-	35	35	65
Military Connected	27	33	60	40	24	51	76	24
Foster Care	20	53	73	27	<	<	<	<
Grade 5 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	44	56	44	14	58	72	28
Female	13	47	60	40	16	60	75	25
Male	11	42	53	47	13	56	69	31
American Indian	<	<	<	<	<	<	<	<
Asian	29	55	85	15	28	64	92	8
Black	4	33	37	63	4	52	56	44
Hispanic	5	38	42	58	5	51	55	45
Native Hawaiian	<	<	<	<	<	<	<	<
White	15	51	66	34	21	64	86	14
Multiple Races	7	51	58	42	19	60	79	21
Students with Disabilities	6	21	27	73	6	32	38	62
Students without Disabilities	13	48	61	39	15	62	77	23
Economically Disadvantaged	4	36	40	60	4	53	57	43
Not Economically Disadvantaged	19	52	71	29	22	63	85	15
English Learners	3	22	24	76	1	31	32	68
Homeless	-	23	23	77	5	37	42	58
Military Connected	18	61	79	21	16	65	81	19
Foster Care	<	<	<	<	6	65	71	29
Grade 6 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	44	59	41	15	48	63	37
Female	15	45	60	40	17	50	67	33
Male	14	43	58	42	13	46	59	41
American Indian	<	<	<	<	<	<	<	<
Asian	35	52	86	14	37	52	90	10
Black	5	34	38	62	5	38	42	58
Hispanic	5	36	40	60	5	39	45	55
Native Hawaiian	<	<	<	<	<	<	<	<
White	18	51	69	31	20	59	79	21
Multiple Races	15	45	61	39	19	53	72	28
Students with Disabilities	9	14	23	77	6	26	32	68
Students without Disabilities	16	49	64	36	16	51	68	32
Economically Disadvantaged	4	36	40	60	5	40	45	55
Not Economically Disadvantaged	22	50	72	28	26	55	81	19
English Learners	3	20	23	77	-	12	13	87
Homeless	-	31	31	69	6	25	31	69
Military Connected	25	29	54	46	8	67	74	26
Foster Care	<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	45	59	41	12	54	66	34
Female	15	46	61	39	13	55	68	32
Male	13	44	57	43	11	53	64	36
American Indian	<	<	<	<	<	<	100	0
Asian	31	54	85	15	27	64	91	9
Black	5	36	40	60	4	43	47	53
Hispanic	4	38	42	58	5	51	55	45
Native Hawaiian					<	<	100	0
White	16	49	66	34	17	63	80	20
Multiple Races	10	46	56	44	17	59	76	24
Students with Disabilities	8	19	27	73	10	23	32	68
Students without Disabilities	14	48	63	37	12	59	71	29
Economically Disadvantaged	5	34	39	61	4	46	50	50
Not Economically Disadvantaged	20	52	72	28	19	62	80	20
English Learners	3	23	26	74	-	17	17	83
Homeless	-	20	20	80	2	24	26	74
Military Connected	16	44	59	41	11	43	55	45
Foster Care	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	46	60	40	14	54	67	33
Female	16	44	59	41	16	55	71	29
Male	13	48	60	40	11	52	63	37
American Indian	<	<	<	<	<	<	<	<
Asian	26	54	80	20	32	58	90	10
Black	6	37	43	57	5	45	50	50
Hispanic	6	37	43	57	8	45	53	47
Native Hawaiian	<	<	100	0	<	<	<	<
White	17	52	69	31	19	63	82	18
Multiple Races	17	44	62	38	14	60	74	26
Students with Disabilities	10	16	26	74	10	24	34	66
Students without Disabilities	14	49	64	36	14	58	72	28
Economically Disadvantaged	4	37	41	59	5	44	49	51
Not Economically Disadvantaged	20	51	71	29	22	62	84	16
English Learners	1	23	24	76	1	10	11	89
Homeless	-	29	29	71	-	48	48	52
Military Connected	14	50	64	36	19	48	67	33
Foster Care	<	<	<	<	20	30	50	50
EOC English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	50	82	18	30	55	85	15
Female	33	51	84	16	33	54	88	13
Male	29	50	80	20	27	56	83	17
American Indian	<	<	<	<	<	<	<	<
Asian	53	34	87	13	52	42	94	6
Black	12	56	68	32	12	62	74	26
Hispanic	22	56	78	22	15	63	78	22
Native Hawaiian	<	<	<	<	<	<	100	0
White	43	49	92	8	42	51	93	7
Multiple Races	36	51	87	13	40	52	92	8
Students with Disabilities	9	38	47	53	14	42	56	44
Students without Disabilities	34	52	87	13	33	57	90	10
Economically Disadvantaged	14	54	68	32	14	60	74	26
Not Economically Disadvantaged	42	49	90	10	41	52	93	7
English Learners	3	19	22	78	-	30	30	70
Homeless	-	64	64	36	6	68	74	26
Military Connected	46	43	89	11	35	62	97	3
Foster Care	30	20	50	50	-	36	36	64
< = 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					21	41	61	39
Female					24	43	67	33
Male					17	39	55	45
American Indian					12	35	47	53
Asian					51	38	89	11
Black					4	35	39	61
Hispanic					10	36	46	54
Native Hawaiian					<	<	<	<
White					30	48	78	22
Multiple Races					20	47	68	32
Students with Disabilities					2	16	18	82
Students without Disabilities					23	44	67	33
Economically Disadvantaged					6	34	40	60
Not Economically Disadvantaged					32	46	77	23
English Learners					-	10	10	90
Homeless					1	25	26	74
Military Connected					20	49	68	32
Foster Care					-	20	20	80
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	38	55	45
Female					20	41	62	38
Male					14	34	48	52
American Indian					<	<	<	<
Asian					48	41	90	10
Black					4	27	31	69
Hispanic					11	32	43	57
Native Hawaiian					<	<	<	<
White					23	49	71	29
Multiple Races					16	42	58	42
Students with Disabilities					1	10	11	89
Students without Disabilities					19	41	60	40
Economically Disadvantaged					4	28	33	67
Not Economically Disadvantaged					27	45	72	28
English Learners					-	13	13	87
Homeless					-	18	18	82
Military Connected					18	41	59	41
Foster Care					<	<	<	<
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					24	44	68	32
Female					28	45	73	27
Male					20	43	62	38
American Indian					<	<	<	<
Asian					54	35	89	11
Black					5	43	48	52
Hispanic					10	40	49	51
Native Hawaiian					<	<	100	0
White					36	48	84	16
Multiple Races					25	52	78	22
Students with Disabilities					4	22	25	75
Students without Disabilities					26	47	73	27
Economically Disadvantaged					7	41	47	53
Not Economically Disadvantaged					36	46	82	18
English Learners					-	9	9	91
Homeless					3	34	38	62
Military Connected					22	59	80	20
Foster Care					-	21	21	79
< = 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	7	41	48	52	10	51	61	39
Female	7	42	49	51	9	52	61	39
Male	8	39	48	52	10	50	60	40
American Indian	6	45	51	49	5	60	66	34
Asian	23	57	80	20	30	58	89	11
Black	2	24	26	74	2	39	41	59
Hispanic	2	29	31	69	3	45	48	52
Native Hawaiian	14	29	43	57	13	48	61	39
White	7	52	59	41	12	63	75	25
Multiple Races	7	42	49	51	11	56	66	34
Students with Disabilities	7	15	21	79	5	27	32	68
Students without Disabilities	8	45	52	48	10	55	65	35
Economically Disadvantaged	2	26	29	71	3	41	44	56
Not Economically Disadvantaged	12	52	63	37	16	60	76	24
English Learners	2	23	25	75	1	31	32	68
Homeless	-	14	14	86	1	21	23	77
Military Connected	4	47	51	49	10	58	68	32
Foster Care	4	28	33	67	5	31	36	64
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	37	47	53	13	50	63	37
Female	7	39	46	54	11	50	60	40
Male	12	35	48	52	14	51	66	34
American Indian	<	<	<	<	<	<	<	<
Asian	26	54	80	20	32	57	89	11
Black	3	16	19	81	2	37	39	61
Hispanic	3	23	26	74	5	46	51	49
Native Hawaiian	<	<	<	<	<	<	100	0
White	10	52	62	38	18	63	81	19
Multiple Races	10	42	51	49	14	53	67	33
Students with Disabilities	12	12	24	76	6	30	37	63
Students without Disabilities	9	40	50	50	13	53	67	33
Economically Disadvantaged	3	21	24	76	3	40	44	56
Not Economically Disadvantaged	16	50	66	34	21	59	80	20
English Learners	1	21	22	78	2	39	40	60
Homeless	-	6	6	94	-	19	19	81
Military Connected	7	48	56	44	17	56	73	27
Foster Care	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	37	49	51	14	46	60	40
Female	11	37	48	52	11	49	60	40
Male	14	36	50	50	16	43	60	40
American Indian	<	<	<	<	18	64	82	18
Asian	36	48	84	16	36	52	88	12
Black	3	21	24	76	2	32	34	66
Hispanic	2	22	24	76	4	41	45	55
Native Hawaiian	<	<	<	<	<	<	<	<
White	13	49	62	38	20	59	79	21
Multiple Races	14	38	52	48	16	56	73	27
Students with Disabilities	9	15	24	76	4	21	25	75
Students without Disabilities	13	40	53	47	15	50	65	35
Economically Disadvantaged	3	23	26	74	3	38	41	59
Not Economically Disadvantaged	20	47	67	33	23	53	76	24
English Learners	4	23	28	72	1	39	39	61
Homeless	-	5	5	95	-	9	9	91
Military Connected	10	35	45	55	14	57	70	30
Foster Care	13	27	40	60	<	<	<	<
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	33	45	55	16	47	63	37
Female	11	34	45	55	16	48	63	37
Male	12	33	45	55	17	46	64	36
American Indian	<	<	<	<	<	<	<	<
Asian	34	48	81	19	42	48	91	9
Black	3	20	23	77	3	39	43	57
Hispanic	2	24	26	74	5	43	48	52
Native Hawaiian	<	<	<	<	<	<	<	<
White	14	43	57	43	23	56	79	21
Multiple Races	10	33	43	57	20	49	69	31
Students with Disabilities	6	12	18	82	5	27	32	68
Students without Disabilities	12	37	49	51	18	50	68	32
Economically Disadvantaged	2	23	25	75	4	41	45	55
Not Economically Disadvantaged	19	43	62	38	27	52	79	21
English Learners	3	18	21	79	1	30	32	68
Homeless	-	12	12	88	2	24	26	74
Military Connected	11	59	70	30	20	57	77	23
Foster Care	<	<	<	<	11	28	39	61
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	23	25	75	2	30	32	68
Female	1	24	25	75	2	33	35	65
Male	3	22	26	74	2	28	30	70
American Indian	<	<	<	<	<	<	<	<
Asian	9	51	60	40	13	57	70	30
Black	1	14	15	85	1	18	20	80
Hispanic	1	12	13	87	-	22	22	78
Native Hawaiian	<	<	<	<	<	<	<	<
White	2	32	35	65	1	47	48	52
Multiple Races	3	26	29	71	3	33	35	65
Students with Disabilities	7	7	14	86	4	19	23	77
Students without Disabilities	1	27	28	72	2	33	35	65
Economically Disadvantaged	2	14	15	85	1	22	23	77
Not Economically Disadvantaged	3	36	39	61	4	45	49	51
English Learners	2	12	14	86	-	13	13	87
Homeless	-	-	-	100	3	14	16	84
Military Connected	-	47	47	53	8	29	38	63
Foster Care	<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	36	43	57	8	41	49	51
Female	7	35	42	58	7	42	49	51
Male	7	37	44	56	8	41	50	50
American Indian	20	50	70	30	<	<	<	<
Asian	21	58	79	21	30	53	83	17
Black	2	17	18	82	1	27	29	71
Hispanic	3	22	25	75	3	33	36	64
Native Hawaiian					<	<	100	0
White	8	46	54	46	9	55	64	36
Multiple Races	6	32	38	62	9	46	55	45
Students with Disabilities	8	9	17	83	4	17	21	79
Students without Disabilities	7	40	47	53	8	46	54	46
Economically Disadvantaged	2	19	21	79	2	31	32	68
Not Economically Disadvantaged	11	48	60	40	13	52	65	35
English Learners	2	18	20	80	-	15	15	85
Homeless	-	17	17	83	-	14	14	86
Military Connected	5	24	29	71	7	43	50	50
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	28	30	70	2	43	44	56
Female	1	29	30	70	2	45	47	53
Male	4	27	30	70	2	41	42	58
American Indian	<	<	<	<	<	<	<	<
Asian	11	61	71	29	11	66	77	24
Black	2	13	14	86	1	33	34	66
Hispanic	-	23	24	76	1	35	36	64
Native Hawaiian					<	<	<	<
White	2	34	36	64	2	54	56	44
Multiple Races	-	31	31	69	3	49	52	48
Students with Disabilities	6	11	16	84	3	23	25	75
Students without Disabilities	2	31	33	67	2	47	48	52
Economically Disadvantaged	2	20	22	78	1	34	35	65
Not Economically Disadvantaged	4	36	40	60	3	54	57	43
English Learners	1	17	19	81	-	13	13	87
Homeless	-	-	-	100	-	18	18	82
Military Connected	-	28	28	72	-	47	47	53
Foster Care	<	<	<	<	-	36	36	64
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	50	53	47	7	70	77	23
Female	3	53	56	44	7	73	80	20
Male	2	48	50	50	7	69	75	25
American Indian	<	<	<	<	-	79	79	21
Asian	12	65	78	22	28	66	95	5
Black	-	38	39	61	1	66	67	33
Hispanic	1	47	48	52	2	70	73	27
Native Hawaiian	<	<	100	0	<	<	100	0
White	2	57	59	41	9	76	85	15
Multiple Races	2	54	56	44	6	74	80	20
Students with Disabilities	-	25	25	75	1	51	52	48
Students without Disabilities	3	54	57	43	8	73	81	19
Economically Disadvantaged	1	40	40	60	2	67	69	31
Not Economically Disadvantaged	4	59	63	37	12	73	85	15
English Learners	2	36	38	62	-	55	55	45
Homeless	-	31	31	69	-	50	50	50
Military Connected	-	50	50	50	3	76	79	21
Foster Care	-	20	20	80	-	47	47	53
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	61	68	32	8	70	78	22
Female	6	64	69	31	9	71	79	21
Male	8	59	67	33	8	69	76	24
American Indian	<	<	<	<	<	<	<	<
Asian	20	63	83	17	23	73	96	4
Black	2	41	43	57	1	53	54	46
Hispanic	3	63	65	35	6	63	69	31
Native Hawaiian	<	<	<	<	<	<	<	<
White	5	70	75	25	7	81	88	12
Multiple Races	6	60	65	35	8	67	75	25
Students with Disabilities	5	32	36	64	1	39	40	60
Students without Disabilities	7	62	69	31	8	71	79	21
Economically Disadvantaged	1	49	50	50	3	54	57	43
Not Economically Disadvantaged	9	65	74	26	11	77	88	12
English Learners	-	55	55	45	5	13	18	83
Homeless	<	<	<	<	-	29	29	71
Military Connected	-	56	56	44	10	74	84	16
Foster Care	<	<	<	<	<	<	<	<
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	66	77	23	15	71	86	14
Female	10	67	78	22	16	70	85	15
Male	11	65	76	24	15	72	87	13
American Indian	<	<	100	0	<	<	<	<
Asian	22	68	90	10	33	62	95	5
Black	3	42	45	55	2	69	71	29
Hispanic	3	59	62	38	9	74	82	18
Native Hawaiian					<	<	100	0
White	8	74	83	17	11	75	87	13
Multiple Races	13	60	73	27	12	79	91	9
Students with Disabilities	20	50	70	30	<	<	<	<
Students without Disabilities	10	66	77	23	15	71	86	14
Economically Disadvantaged	4	55	59	41	11	66	77	23
Not Economically Disadvantaged	12	69	81	19	17	72	89	11
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0
Military Connected	<	<	100	0	-	82	82	18
< = 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	48	58	42	12	53	65	35
Female	9	50	59	41	12	54	66	34
Male	11	47	58	42	13	52	65	35
American Indian	9	57	65	35	7	52	59	41
Asian	25	59	84	16	31	58	89	11
Black	2	33	35	65	3	41	44	56
Hispanic	3	40	43	57	5	47	52	48
Native Hawaiian	<	<	<	<	25	25	50	50
White	12	58	70	30	17	65	82	18
Multiple Races	10	49	58	42	14	60	75	25
Students with Disabilities	4	20	24	76	9	25	34	66
Students without Disabilities	11	52	63	37	13	57	70	30
Economically Disadvantaged	2	34	37	63	4	43	47	53
Not Economically Disadvantaged	15	57	72	28	19	61	80	20
English Learners	2	21	22	78	1	15	16	84
Homeless	2	15	17	83	2	27	29	71
Military Connected	11	60	71	29	14	57	72	28
Foster Care	3	45	48	52	4	35	38	62
Grade 5 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	32	45	55	18	42	61	39
Female	13	33	45	55	17	43	59	41
Male	14	31	45	55	20	42	62	38
American Indian	<	<	<	<	<	<	<	<
Asian	38	40	78	22	40	45	85	15
Black	2	21	23	77	5	34	39	61
Hispanic	4	24	28	72	5	39	45	55
Native Hawaiian	<	<	<	<	<	<	<	<
White	16	40	56	44	27	50	77	23
Multiple Races	11	34	45	55	23	47	70	30
Students with Disabilities	5	13	18	82	10	22	31	69
Students without Disabilities	15	34	49	51	19	45	65	35
Economically Disadvantaged	3	22	25	75	6	36	42	58
Not Economically Disadvantaged	22	40	62	38	29	48	76	24
English Learners	2	17	19	81	1	20	21	79
Homeless	-	15	15	85	2	17	19	81
Military Connected	19	48	67	33	20	50	70	30
Foster Care	<	<	<	<	6	35	41	59
Grade 8 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	49	54	46	6	51	57	43
Female	4	49	53	47	5	52	56	44
Male	7	49	56	44	7	50	57	43
American Indian	<	<	<	<	-	50	50	50
Asian	15	70	85	15	17	69	87	13
Black	1	29	31	69	2	32	34	66
Hispanic	1	34	36	64	2	41	44	56
Native Hawaiian					<	<	<	<
White	6	58	64	36	7	67	75	25
Multiple Races	2	44	46	54	5	66	71	29
Students with Disabilities	6	20	25	75	7	22	30	70
Students without Disabilities	6	52	58	42	5	55	60	40
Economically Disadvantaged	1	32	33	67	2	36	38	62
Not Economically Disadvantaged	9	59	68	32	9	65	74	26
English Learners	1	23	24	76	1	8	9	91
Homeless	-	9	9	91	-	25	25	75
Military Connected	3	58	61	39	2	53	56	44
Foster Care	<	<	<	<	8	33	42	58
Biology Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	54	64	36	11	56	67	33
Female	10	57	66	34	11	58	69	31
Male	11	51	62	38	12	53	65	35
American Indian	<	<	<	<	<	<	<	<
Asian	25	61	86	14	32	59	91	9
Black	1	40	41	59	2	44	46	54
Hispanic	2	49	51	49	5	50	56	44
Native Hawaiian	<	<	<	<	<	<	<	<
White	15	63	78	22	16	68	84	16
Multiple Races	11	60	70	30	16	62	78	22
Students with Disabilities	1	23	24	76	2	27	29	71
Students without Disabilities	12	58	69	31	13	59	72	28
Economically Disadvantaged	2	41	43	57	3	49	52	48
Not Economically Disadvantaged	16	62	78	22	18	62	80	20
English Learners	-	16	16	84	-	15	15	85
Homeless	6	28	33	67	-	30	30	70
Military Connected	12	73	85	15	17	60	77	23
Foster Care	<	<	<	<	-	41	41	59
Chemistry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	30	32	68	5	48	53	47
Female	-	32	32	68	6	61	68	32
Male	4	28	32	68	3	36	39	61
American Indian					<	<	<	<
Asian	<	<	<	<	<	<	<	<
Black	-	8	8	92	-	52	52	48
Hispanic	<	<	<	<	<	<	<	<
White	-	64	64	36	10	43	52	48
Multiple Races	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	2	33	35	65	5	49	54	46
Economically Disadvantaged	-	17	17	83	6	18	24	76
Not Economically Disadvantaged	4	42	46	54	4	60	64	36
English Learners	<	<	<	<	<	<	<	<
Homeless	<	<	<	<
Military Connected					<	<	100	0
Earth Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	72	28	15	70	85	15
Female	9	62	71	29	15	68	83	17
Male	11	62	73	27	15	71	86	14
American Indian	<	<	100	0	<	<	<	<
Asian	23	64	87	13	32	64	96	4
Black	3	43	46	54	2	66	68	32
Hispanic	1	62	63	37	8	67	75	25
Native Hawaiian	<	<	100	0	<	<	100	0
White	10	71	80	20	18	74	92	8
Multiple Races	14	56	70	30	11	73	84	16
Students with Disabilities	2	33	35	65	7	49	56	44
Students without Disabilities	10	64	74	26	15	71	87	13
Economically Disadvantaged	2	50	52	48	3	65	68	32
Not Economically Disadvantaged	13	67	80	20	21	72	93	7
English Learners	4	44	47	53	3	27	30	70
Homeless	<	<	<	<	-	73	73	27
Military Connected	9	59	68	32	14	67	81	19
Foster Care	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

History results for 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					17	47	64	36
Female					15	49	64	36
Male					20	45	65	35
American Indian					24	52	76	24
Asian					43	48	91	9
Black					4	38	42	58
Hispanic					9	48	57	43
Native Hawaiian					<	<	<	<
White					26	56	81	19
Multiple Races					20	51	71	29
Students with Disabilities					4	25	29	71
Students without Disabilities					19	50	69	31
Economically Disadvantaged					6	41	47	53
Not Economically Disadvantaged					28	52	80	20
English Learners					3	30	33	67
Homeless					2	28	30	70
Military Connected					12	60	72	28
Foster Care					8	37	45	55
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					2	31	33	67
Female					1	30	31	69
Male					3	33	35	65
Asian					8	25	33	67
Black					1	27	28	72
Hispanic					-	22	22	78
White					3	52	55	45
Multiple Races					<	<	<	<
Students with Disabilities					2	23	24	76
Students without Disabilities					2	34	36	64
Economically Disadvantaged					1	28	29	71
Not Economically Disadvantaged					3	36	39	61
English Learners					-	10	10	90
Homeless					<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					11	53	64	36
Female					9	54	64	36
Male					12	52	64	36
American Indian					-	58	58	42
Asian					28	64	92	8
Black					2	41	42	58
Hispanic					6	48	54	46
Native Hawaiian					<	<	100	0
White					16	64	81	19
Multiple Races					10	59	69	31
Students with Disabilities					2	26	29	71
Students without Disabilities					12	57	69	31
Economically Disadvantaged					3	43	46	54
Not Economically Disadvantaged					18	62	80	20
English Learners					1	27	28	72
Homeless					3	20	23	77
Military Connected					11	68	79	21
Foster Care					-	39	39	61
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	49	58	42
Female					6	50	55	45
Male					14	47	61	39
American Indian					<	<	100	0
Asian					23	67	90	10
Black					2	28	30	70
Hispanic					8	48	57	43
Native Hawaiian					<	<	100	0
White					14	65	78	22
Multiple Races					12	49	60	40
Students with Disabilities					-	27	27	73
Students without Disabilities					10	50	60	40
Economically Disadvantaged					4	35	39	61
Not Economically Disadvantaged					14	60	74	26
English Learners					-	33	33	67
Homeless					<	<	<	<
Military Connected					<	<	<	<
Foster Care					<	<	<	<
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					4	39	43	57
Female					-	37	37	63
Male					6	41	46	54
Asian					<	<	<	<
Black					-	36	36	64
Hispanic					-	37	37	63
White					-	47	47	53
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					4	41	44	56
Economically Disadvantaged					-	31	31	69
Not Economically Disadvantaged					8	49	56	44
English Learners					-	26	26	74
Homeless					<	<	<	<
Foster Care					<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	50	67	33
Female					15	52	67	33
Male					19	47	66	34
American Indian					<	<	<	<
Asian					47	47	94	6
Black					3	41	45	55
Hispanic					8	55	63	37
Native Hawaiian					<	<	<	<
White					24	58	82	18
Multiple Races					19	52	71	29
Students with Disabilities					4	24	29	71
Students without Disabilities					19	53	72	28
Economically Disadvantaged					5	45	50	50
Not Economically Disadvantaged					28	54	82	18
English Learners					2	23	25	75
Homeless					-	38	38	63
Military Connected					9	52	61	39
Foster Care					<	<	<	<
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					29	38	67	33
Female					26	41	67	33
Male					33	35	67	33
American Indian					45	55	100	0
Asian					59	31	90	10
Black					8	34	42	58
Hispanic					16	44	61	39
Native Hawaiian					<	<	<	<
White					43	41	84	16
Multiple Races					34	43	77	23
Students with Disabilities					8	24	32	68
Students without Disabilities					32	40	72	28
Economically Disadvantaged					11	38	49	51
Not Economically Disadvantaged					44	38	82	18
English Learners					6	41	47	53
Homeless					-	19	19	81
Military Connected					22	51	73	27
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	56	160
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	973	1,082	1,146
Kindergarten	3,150	3,466	3,470
Grade 1	3,584	3,456	3,668
Grade 2	3,596	3,620	3,509
Grade 3	3,637	3,566	3,676
Grade 4	3,618	3,558	3,633
Grade 5	3,632	3,597	3,583
Grade 6	3,808	3,716	3,691
Grade 7	3,982	3,798	3,739
Grade 8	4,031	3,934	3,861
Grade 9	4,420	4,404	4,450
Grade 10	4,135	4,115	4,162
Grade 11	3,918	3,895	3,893
Grade 12	3,707	3,784	3,908
Total Students	50,191	49,991	50,389

< = 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	50191	49991	50389
Female	24416	24381	24425
Male	25775	25610	25964
American Indian	124	120	130
Asian	6280	6412	6585
Black	18128	17940	18009
Hispanic	5547	5830	6283
Native Hawaiian	39	39	51
White	17593	17053	16711
Multiple Races	2480	2597	2620
Students with Disabilities	6439	6407	6643
Students without Disabilities	43752	43584	43746
Economically Disadvantaged	22776	23126	22185
Not Economically Disadvantaged	27415	26865	28204
English Learners	5199	5232	5982
Not English Learners	44992	44759	44407
Homeless	210	329	501
Military Connected	505	603	576
Foster Care	144	133	154
< = 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	2245	1393	86	40	306	64
	State	52168	36669	2129	747	5100	1879
Female	Division	1213	602	24	15	121	24
	State	28664	15798	666	263	1813	760
Male	Division	1032	791	62	25	185	40
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	<	<
	State	99	75	3	1	20	7
Asian	Division	327	71	4	1	9	1
	State	6086	1308	81	11	85	37
Black	Division	554	712	55	14	111	36
	State	8347	9965	765	162	1156	730
Hispanic	Division	146	167	5	4	118	10
	State	6301	7054	289	79	2275	395
Native Hawaiian	Division	<	<	<	<	0	<
	State	88	51	5	0	5	1
White	Division	1118	383	21	20	56	14
	State	28377	16228	880	440	1364	623
Multiple Races	Division	96	58	1	1	10	3
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	67	308	86	11	77	3
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	571	918	62	22	225	49
	State	12248	19244	1249	413	2860	1292
English Learners	Division	22	139	3	3	116	4
	State	1452	3819	261	24	1863	151
Homeless	Division	7	25	3	0	11	3
	State	183	581	38	11	180	54
Military Connected	Division	28	11	1	0	1	1
	State	2322	1295	41	17	46	26
Foster Care	Division	1	6	3	1	8	0
	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	4,134	3,724	90	3,773	91	306	7
Female	1,999	1,839	92	1,855	93	121	6
Male	2,135	1,885	88	1,918	90	185	9
American Indian	<	<	<	<	<	<	<
Asian	413	402	97	403	98	9	2
Black	1,482	1,321	89	1,340	90	111	8
Hispanic	450	318	71	324	72	118	26
Native Hawaiian	<	<	100	<	100	0	0
White	1,612	1,522	94	1,544	96	56	4
Multiple Races	169	155	92	156	92	10	6
Students with Disabilities	553	461	83	475	86	77	14
Economically Disadvantaged	1,847	1,551	84	1,581	86	225	12
English Learners	288	164	57	171	59	116	40
Homeless	49	35	71	35	71	11	22
Military Connected	42	40	95	40	95	1	2
Foster Care	19	10	53	11	58	8	42
< = 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	1,996 / 12.51%	2,882 / 17.81%	3,152 / 19.46%
Advanced Placement Course Enrollment	4,275 / 26.8%	4,602 / 28.44%	5,013 / 30.95%
Dual Enrollment	590 / 3.7%	486 / 3%	604 / 3.73%
Governor's School Enrollment	181 / 1.13%	182 / 1.12%	183 / 1.13%
IB Course Enrollment	489 / 3.07%	333 / 2.06%	444 / 2.74%
Senior Enrolled in IB Program	137 / .86%	85 / .53%	107 / .66%

< = 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	3,496	2,547	27
	State	86,211	59,463	31
Female	Division	1,737	1,363	22
	State	43,379	32,579	25
Male	Division	1,759	1,184	33
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	320	290	9
	State	6,380	5,553	13
Black	Division	1,233	761	38
	State	18,493	11,408	38
Hispanic	Division	245	148	40
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	1,553	1,243	20
	State	46,061	33,076	28
Multiple Races	Division	138	101	27
	State	4,134	2,891	30
Students with Disabilities	Division	317	152	52
	State	7,527	3,575	53
Economically Disadvantaged	Division	1,126	635	44
	State	28,169	15,215	46
English Learners	Division	175	108	38
	State	5,296	2,828	47
< = 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
NOCTI Assessments	Division	30	-	204
	State	511	1,542	2,590
Industry Certification	Division	2,284	2,369	3,467
	State	43,660	51,685	95,688
Workplace Readiness	Division	1,159	793	995
	State	26,627	16,885	44,348
Total Credentials Earned	Division	3,473	3,201	4,679
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	3,165	2,836	4,038
	State	62,899	60,992	115,682
CTE Completers	Division	1,687	1,624	1,612
	State	44,539	42,303	44,149
State Licensures	Division	-	39	13
	State	333	1,077	1,236
Armed Services Vocational Aptitude Battery Examination	Division	-	-	3
	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	67.1	68.2	69.5

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
2018-2019	Division	$4,810	$4,725	$906
	State	$6,642	$5,388	$901
2019-2020	Division	$5,174	$4,911	$763
	State	$6,770	$5,603	$867
2020-2021	Division	$4,939	$5,438	$997
	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	44,098	4,920	40,047	9,249
Female	21,672	2,177	19,506	4,526
Male	22,426	2,743	20,540	4,722
American Indian	99	16	76	36
Asian	6,044	128	5,879	441
Black	14,691	2,824	12,613	4,910
Hispanic	4,629	786	4,548	1,298
Native Hawaiian	34	4	33	5
White	16,383	932	14,818	2,085
Multiple Races	2,218	230	2,080	474
Students with Disabilities	5,437	1,142	4,674	1,894
Economically Disadvantaged	18,829	4,102	16,989	7,051
English Learners	4,653	642	4,529	981
Homeless	255	216	275	359
< = 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	30
Disorderly or Disruptive Behavior Offenses	43
Other Offenses Against Persons	42
All Other Offenses	<
Property Offenses	<
Weapons Offenses	<
Offenses Against Staff	<
Offenses Against Student	17
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	0.2	0.3	0.2
Asian	11.8	1.1	12.5	2.7
Black	35.8	73	36.1	50
Hispanic	10.7	6.3	11.1	9.5
Native Hawaiian	0.1	0.1	0.1
White	36.7	15.9	35.1	33.8
Multiple Races	4.7	3.3	4.9	4.1
< = 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	0.2		0.2
Asian	11.8		12.5
Black	35.8	73.3	36.1
Hispanic	10.7		11.1
Native Hawaiian	0.1		0.1
White	36.7	26.7	35.1
Multiple Races	4.7		4.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	11.8		12.5
Black	35.8	87.5	36.1
Hispanic	10.7		11.1
Native Hawaiian	0.1		0.1
White	36.7	12.5	35.1
Multiple Races	4.7		4.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	44.9	44.9	44.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia 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	44.7	44.7	44.7
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Lunch Participation
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	74.7	74.7	74.7
< = 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: 11.59 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 13.65 : 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	36%	60%	1%	3%
2020-2021	36%	60%	1%	3%
2021-2022	36%	60%	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	69%	75%	75%	88%
Asian	90%	90%	91%	88%
Black	52%	60%	60%	88%
Hispanic	55%	61%	59%	88%
White	84%	87%	83%	88%
Multiple Races	77%	80%	81%	88%
Economically Disadvantaged	53%	59%	59%	88%
English Learners	46%	55%	47%	88%
Students with Disabilities	36%	41%	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	62%	74%	70%	85%
Asian	89%	92%	90%	85%
Black	42%	59%	51%	85%
Hispanic	48%	62%	53%	85%
White	77%	86%	79%	85%
Multiple Races	67%	78%	73%	85%
Economically Disadvantaged	44%	59%	52%	85%
English Learners	48%	62%	46%	85%
Students with Disabilities	31%	43%	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	65%
Asian	89%
Black	43%
Hispanic	49%
White	82%
Multiple Races	75%
Economically Disadvantaged	45%
English Learners	40%
Students with Disabilities	31%

< = 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.

Henrico County Public Schools

General school information

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

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

Percentage of Students Identified as Gifted Compared to Percentage of Students in Fall Membership

Percentage of the Students Referred for Gifted Services Compared to Percentage of Students in Fall Membership

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 11.59 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 13.65 : 1

Teacher Quality

Provisionally Licensed Teachers