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
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
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 with Conditions
Combined Schools
Henrico Virtual Academy	Accredited with Conditions

Assessments

The annual pass rate data reported on the Assessment tab includes all grade level and content area state assessments (Standards of Learning assessments and Virginia Alternate Assessment Program assessments).

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	46	63	37	17	53	70	30	16	53	69	31
Female	19	47	66	34	18	55	73	27	17	55	72	28
Male	16	45	61	39	15	52	67	33	15	51	67	33
American Indian	7	64	71	29	11	65	76	24	12	58	70	30
Asian	34	51	85	15	34	57	90	10	31	58	88	12
Black	6	40	46	54	6	47	53	47	6	48	54	46
Hispanic	7	38	45	55	8	47	55	45	7	45	53	47
Native Hawaiian	-	50	50	50	9	65	74	26	27	48	76	24
White	23	51	74	26	25	60	84	16	24	59	83	17
Multiple Races	18	48	66	34	21	57	78	22	20	59	79	21
Students with Disabilities	9	23	32	68	9	29	38	62	9	30	39	61
Students without Disabilities	19	49	68	32	18	57	75	25	17	57	74	26
Economically Disadvantaged	6	39	45	55	6	48	54	46	6	48	53	47
Not Economically Disadvantaged	26	51	76	24	26	58	84	16	24	57	82	18
English Learners	3	24	27	73	1	26	27	73	1	25	26	74
Homeless	-	27	27	73	3	37	39	61	3	37	40	60
Military Connected	24	45	69	31	18	56	74	26	19	55	74	26
Foster Care	13	34	46	54	7	42	49	51	7	39	46	54
Grade 3 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	44	57	43	14	53	67	33	13	52	65	35
Female	11	48	59	41	14	54	69	31	14	53	67	33
Male	13	41	55	45	13	52	65	35	12	50	63	37
American Indian	<	<	<	<	<	<	<	<	10	30	40	60
Asian	28	56	84	16	27	59	86	14	23	62	85	15
Black	4	31	35	65	4	45	49	51	5	44	48	52
Hispanic	4	31	35	65	8	42	50	50	4	39	43	57
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	16	54	70	30	20	63	83	17	20	59	79	21
Multiple Races	11	54	65	35	16	57	73	27	17	56	73	27
Students with Disabilities	9	22	31	69	7	31	38	62	6	32	37	63
Students without Disabilities	13	47	60	40	14	56	71	29	14	55	69	31
Economically Disadvantaged	3	34	37	63	4	46	50	50	4	43	48	52
Not Economically Disadvantaged	20	53	73	27	22	60	82	18	21	59	79	21
English Learners	1	23	25	75	2	32	34	66	1	33	34	66
Homeless	-	11	11	89	2	23	25	75	-	25	25	75
Military Connected	19	56	74	26	17	58	75	25	18	59	77	23
Foster Care	<	<	<	<	<	<	<	<	-	27	27	73
Grade 4 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	45	62	38	19	51	70	30	18	55	73	27
Female	20	46	66	34	20	54	74	26	18	56	74	26
Male	15	43	59	41	18	48	66	34	17	55	72	28
American Indian	<	<	<	<	18	64	82	18	<	<	<	<
Asian	36	51	87	13	34	56	90	10	30	58	88	12
Black	5	39	44	56	7	44	51	49	7	54	61	39
Hispanic	4	34	38	62	10	44	54	46	9	46	55	45
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	23	50	73	27	28	57	85	15	28	59	87	13
Multiple Races	24	44	68	32	21	59	81	19	21	58	79	21
Students with Disabilities	11	22	33	67	8	26	34	66	11	35	46	54
Students without Disabilities	18	48	67	33	21	55	75	25	19	58	77	23
Economically Disadvantaged	5	39	44	56	8	47	55	45	7	52	59	41
Not Economically Disadvantaged	27	50	77	23	29	54	82	18	27	58	85	15
English Learners	4	32	35	65	2	37	39	61	2	36	39	61
Homeless	-	17	17	83	-	35	35	65	8	44	53	47
Military Connected	27	33	60	40	24	51	76	24	27	61	88	12
Foster Care	20	53	73	27	<	<	<	<	<	<	<	<
Grade 5 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	44	56	44	14	58	72	28	13	57	70	30
Female	13	47	60	40	16	60	75	25	12	61	73	27
Male	11	42	53	47	13	56	69	31	13	53	67	33
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	29	55	85	15	28	64	92	8	24	64	87	13
Black	4	33	37	63	4	52	56	44	4	49	53	47
Hispanic	5	38	42	58	5	51	55	45	8	46	54	46
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	15	51	66	34	21	64	86	14	19	65	84	16
Multiple Races	7	51	58	42	19	60	79	21	11	69	80	20
Students with Disabilities	6	21	27	73	6	32	38	62	8	27	35	65
Students without Disabilities	13	48	61	39	15	62	77	23	13	62	75	25
Economically Disadvantaged	4	36	40	60	4	53	57	43	4	50	54	46
Not Economically Disadvantaged	19	52	71	29	22	63	85	15	19	62	82	18
English Learners	3	22	24	76	1	31	32	68	1	28	29	71
Homeless	-	23	23	77	5	37	42	58	2	31	32	68
Military Connected	18	61	79	21	16	65	81	19	18	54	72	28
Foster Care	<	<	<	<	6	65	71	29	<	<	<	<
Grade 6 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	44	59	41	15	48	63	37	15	51	66	34
Female	15	45	60	40	17	50	67	33	15	55	70	30
Male	14	43	58	42	13	46	59	41	15	48	63	37
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	35	52	86	14	37	52	90	10	36	53	89	11
Black	5	34	38	62	5	38	42	58	4	45	49	51
Hispanic	5	36	40	60	5	39	45	55	4	43	48	52
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	18	51	69	31	20	59	79	21	21	60	81	19
Multiple Races	15	45	61	39	19	53	72	28	21	60	81	19
Students with Disabilities	9	14	23	77	6	26	32	68	8	26	34	66
Students without Disabilities	16	49	64	36	16	51	68	32	16	55	71	29
Economically Disadvantaged	4	36	40	60	5	40	45	55	4	45	50	50
Not Economically Disadvantaged	22	50	72	28	26	55	81	19	23	56	79	21
English Learners	3	20	23	77	-	12	13	87	1	12	12	88
Homeless	-	31	31	69	6	25	31	69	3	40	43	57
Military Connected	25	29	54	46	8	67	74	26	20	51	71	29
Foster Care	<	<	<	<	<	<	<	<	11	44	56	44
Grade 7 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	45	59	41	12	54	66	34	13	50	62	38
Female	15	46	61	39	13	55	68	32	14	53	68	32
Male	13	44	57	43	11	53	64	36	12	46	58	42
American Indian	<	<	<	<	<	<	100	0	<	<	<	<
Asian	31	54	85	15	27	64	91	9	28	59	87	13
Black	5	36	40	60	4	43	47	53	5	41	45	55
Hispanic	4	38	42	58	5	51	55	45	5	39	44	56
Native Hawaiian					<	<	100	0	<	<	<	<
White	16	49	66	34	17	63	80	20	18	58	76	24
Multiple Races	10	46	56	44	17	59	76	24	16	58	74	26
Students with Disabilities	8	19	27	73	10	23	32	68	9	23	32	68
Students without Disabilities	14	48	63	37	12	59	71	29	13	54	67	33
Economically Disadvantaged	5	34	39	61	4	46	50	50	4	41	45	55
Not Economically Disadvantaged	20	52	72	28	19	62	80	20	20	56	77	23
English Learners	3	23	26	74	-	17	17	83	1	12	13	87
Homeless	-	20	20	80	2	24	26	74	-	35	35	65
Military Connected	16	44	59	41	11	43	55	45	7	60	67	33
Foster Care	<	<	<	<	<	<	<	<	9	9	18	82
Grade 8 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	46	60	40	14	54	67	33	13	53	66	34
Female	16	44	59	41	16	55	71	29	14	55	69	31
Male	13	48	60	40	11	52	63	37	12	52	64	36
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	26	54	80	20	32	58	90	10	31	59	90	10
Black	6	37	43	57	5	45	50	50	4	46	50	50
Hispanic	6	37	43	57	8	45	53	47	8	44	51	49
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	100	0
White	17	52	69	31	19	63	82	18	18	62	80	20
Multiple Races	17	44	62	38	14	60	74	26	13	66	79	21
Students with Disabilities	10	16	26	74	10	24	34	66	7	25	32	68
Students without Disabilities	14	49	64	36	14	58	72	28	14	58	72	28
Economically Disadvantaged	4	37	41	59	5	44	49	51	4	45	50	50
Not Economically Disadvantaged	20	51	71	29	22	62	84	16	19	60	79	21
English Learners	1	23	24	76	1	10	11	89	1	15	16	84
Homeless	-	29	29	71	-	48	48	52	-	32	32	68
Military Connected	14	50	64	36	19	48	67	33	13	47	60	40
Foster Care	<	<	<	<	20	30	50	50	6	31	38	63
EOC English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	31	50	82	18	30	55	85	15	28	55	83	17
Female	33	51	84	16	33	54	88	13	30	55	85	15
Male	29	50	80	20	27	56	83	17	26	55	81	19
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	53	34	87	13	52	42	94	6	46	49	94	6
Black	12	56	68	32	12	62	74	26	11	61	72	28
Hispanic	22	56	78	22	15	63	78	22	13	60	73	27
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	100	0
White	43	49	92	8	42	51	93	7	42	50	92	8
Multiple Races	36	51	87	13	40	52	92	8	37	51	88	13
Students with Disabilities	9	38	47	53	14	42	56	44	15	39	54	46
Students without Disabilities	34	52	87	13	33	57	90	10	30	57	87	13
Economically Disadvantaged	14	54	68	32	14	60	74	26	13	58	71	29
Not Economically Disadvantaged	42	49	90	10	41	52	93	7	37	53	90	10
English Learners	3	19	22	78	-	30	30	70	1	24	25	75
Homeless	-	64	64	36	6	68	74	26	12	52	64	36
Military Connected	46	43	89	11	35	62	97	3	29	53	82	18
Foster Care	30	20	50	50	-	36	36	64	12	53	65	35
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					21	41	61	39	49	15	65	35
Female					24	43	67	33	59	16	76	24
Male					17	39	55	45	40	14	55	45
Asian					51	38	89	11	89	11	100	0
Black					4	35	39	61	6	19	25	75
Hispanic					10	36	46	54	<	<	<	<
White					30	48	78	22	40	17	57	43
Multiple Races					20	47	68	32	<	<	<	<
Students with Disabilities					2	16	18	82	-	14	14	86
Students without Disabilities					23	44	67	33	76	16	92	8
Economically Disadvantaged					6	34	40	60	-	-	-	100
Not Economically Disadvantaged					32	46	77	23	63	19	82	18
Foster Care					-	20	20	80	<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	38	55	45	-	17	17	83
Female					20	41	62	38	<	<	<	<
Male					14	34	48	52	<	<	<	<
Black					4	27	31	69	<	<	<	<
White					23	49	71	29	<	<	<	<
Multiple Races					16	42	58	42	<	<	<	<
Students with Disabilities					1	10	11	89	-	10	10	90
Students without Disabilities					19	41	60	40	<	<	<	<
Economically Disadvantaged					4	28	33	67	<	<	<	<
Not Economically Disadvantaged					27	45	72	28	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
EOC Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					24	44	68	32	58	15	73	27
Female					28	45	73	27	71	16	87	13
Male					20	43	62	38	47	14	61	39
Asian					54	35	89	11	89	11	100	0
Black					5	43	48	52	8	17	25	75
Hispanic					10	40	49	51	<	<	<	<
White					36	48	84	16	52	17	70	30
Multiple Races					25	52	78	22	<	<	<	<
Students with Disabilities					4	22	25	75	-	17	17	83
Students without Disabilities					26	47	73	27	80	14	94	6
Economically Disadvantaged					7	41	47	53	-	-	-	100
Not Economically Disadvantaged					36	46	82	18	71	18	89	11
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

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

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				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	41	48	52	10	51	61	39	10	55	65	35
Female	7	42	49	51	9	52	61	39	9	56	65	35
Male	8	39	48	52	10	50	60	40	11	53	65	35
American Indian	6	45	51	49	5	60	66	34	11	48	59	41
Asian	23	57	80	20	30	58	89	11	30	58	88	12
Black	2	24	26	74	2	39	41	59	2	46	47	53
Hispanic	2	29	31	69	3	45	48	52	4	47	51	49
Native Hawaiian	14	29	43	57	13	48	61	39	8	56	64	36
White	7	52	59	41	12	63	75	25	13	66	79	21
Multiple Races	7	42	49	51	11	56	66	34	12	62	74	26
Students with Disabilities	7	15	21	79	5	27	32	68	4	34	38	62
Students without Disabilities	8	45	52	48	10	55	65	35	11	58	69	31
Economically Disadvantaged	2	26	29	71	3	41	44	56	3	46	49	51
Not Economically Disadvantaged	12	52	63	37	16	60	76	24	16	61	78	22
English Learners	2	23	25	75	1	31	32	68	1	37	38	62
Homeless	-	14	14	86	1	21	23	77	1	32	32	68
Military Connected	4	47	51	49	10	58	68	32	11	59	71	29
Foster Care	4	28	33	67	5	31	36	64	3	37	40	60
Grade 3 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	37	47	53	13	50	63	37	13	51	64	36
Female	7	39	46	54	11	50	60	40	11	52	63	37
Male	12	35	48	52	14	51	66	34	15	51	66	34
American Indian	<	<	<	<	<	<	<	<	-	40	40	60
Asian	26	54	80	20	32	57	89	11	28	59	87	13
Black	3	16	19	81	2	37	39	61	2	39	41	59
Hispanic	3	23	26	74	5	46	51	49	5	44	48	52
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	10	52	62	38	18	63	81	19	20	63	83	17
Multiple Races	10	42	51	49	14	53	67	33	15	57	73	27
Students with Disabilities	12	12	24	76	6	30	37	63	5	30	35	65
Students without Disabilities	9	40	50	50	13	53	67	33	14	55	69	31
Economically Disadvantaged	3	21	24	76	3	40	44	56	3	43	46	54
Not Economically Disadvantaged	16	50	66	34	21	59	80	20	21	59	80	20
English Learners	1	21	22	78	2	39	40	60	2	45	47	53
Homeless	-	6	6	94	-	19	19	81	-	31	31	69
Military Connected	7	48	56	44	17	56	73	27	8	67	74	26
Foster Care	<	<	<	<	<	<	<	<	7	13	20	80
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	37	49	51	14	46	60	40	15	52	67	33
Female	11	37	48	52	11	49	60	40	12	52	64	36
Male	14	36	50	50	16	43	60	40	19	51	70	30
American Indian	<	<	<	<	18	64	82	18	<	<	<	<
Asian	36	48	84	16	36	52	88	12	35	55	90	10
Black	3	21	24	76	2	32	34	66	3	44	47	53
Hispanic	2	22	24	76	4	41	45	55	7	43	51	49
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	13	49	62	38	20	59	79	21	23	62	85	15
Multiple Races	14	38	52	48	16	56	73	27	20	52	72	28
Students with Disabilities	9	15	24	76	4	21	25	75	5	36	41	59
Students without Disabilities	13	40	53	47	15	50	65	35	17	54	71	29
Economically Disadvantaged	3	23	26	74	3	38	41	59	4	45	50	50
Not Economically Disadvantaged	20	47	67	33	23	53	76	24	25	57	82	18
English Learners	4	23	28	72	1	39	39	61	1	41	43	57
Homeless	-	5	5	95	-	9	9	91	3	22	25	75
Military Connected	10	35	45	55	14	57	70	30	29	54	83	17
Foster Care	13	27	40	60	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	33	45	55	16	47	63	37	15	51	66	34
Female	11	34	45	55	16	48	63	37	14	52	67	33
Male	12	33	45	55	17	46	64	36	16	50	66	34
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	34	48	81	19	42	48	91	9	43	46	89	11
Black	3	20	23	77	3	39	43	57	3	43	46	54
Hispanic	2	24	26	74	5	43	48	52	5	46	52	48
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	14	43	57	43	23	56	79	21	20	62	83	17
Multiple Races	10	33	43	57	20	49	69	31	18	58	76	24
Students with Disabilities	6	12	18	82	5	27	32	68	4	30	35	65
Students without Disabilities	12	37	49	51	18	50	68	32	17	54	71	29
Economically Disadvantaged	2	23	25	75	4	41	45	55	4	45	48	52
Not Economically Disadvantaged	19	43	62	38	27	52	79	21	24	56	80	20
English Learners	3	18	21	79	1	30	32	68	1	34	35	65
Homeless	-	12	12	88	2	24	26	74	1	30	31	69
Military Connected	11	59	70	30	20	57	77	23	23	51	74	26
Foster Care	<	<	<	<	11	28	39	61	<	<	<	<
Grade 6 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	23	25	75	2	30	32	68	2	38	40	60
Female	1	24	25	75	2	33	35	65	2	37	39	61
Male	3	22	26	74	2	28	30	70	3	39	41	59
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	9	51	60	40	13	57	70	30	13	58	71	29
Black	1	14	15	85	1	18	20	80	1	27	28	72
Hispanic	1	12	13	87	-	22	22	78	-	29	29	71
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	32	35	65	1	47	48	52	2	52	55	45
Multiple Races	3	26	29	71	3	33	35	65	3	53	56	44
Students with Disabilities	7	7	14	86	4	19	23	77	3	24	27	73
Students without Disabilities	1	27	28	72	2	33	35	65	2	41	43	57
Economically Disadvantaged	2	14	15	85	1	22	23	77	1	29	30	70
Not Economically Disadvantaged	3	36	39	61	4	45	49	51	4	49	52	48
English Learners	2	12	14	86	-	13	13	87	2	13	15	85
Homeless	-	-	-	100	3	14	16	84	2	13	14	86
Military Connected	-	47	47	53	8	29	38	63	-	37	37	63
Foster Care	<	<	<	<	<	<	<	<	-	47	47	53
Grade 7 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	36	43	57	8	41	49	51	9	43	52	48
Female	7	35	42	58	7	42	49	51	8	47	55	45
Male	7	37	44	56	8	41	50	50	9	39	49	51
American Indian	20	50	70	30	<	<	<	<	10	50	60	40
Asian	21	58	79	21	30	53	83	17	29	56	84	16
Black	2	17	18	82	1	27	29	71	2	31	32	68
Hispanic	3	22	25	75	3	33	36	64	3	30	32	68
Native Hawaiian					<	<	100	0	<	<	<	<
White	8	46	54	46	9	55	64	36	11	56	67	33
Multiple Races	6	32	38	62	9	46	55	45	12	52	64	36
Students with Disabilities	8	9	17	83	4	17	21	79	4	21	25	75
Students without Disabilities	7	40	47	53	8	46	54	46	10	47	56	44
Economically Disadvantaged	2	19	21	79	2	31	32	68	2	31	33	67
Not Economically Disadvantaged	11	48	60	40	13	52	65	35	15	53	68	32
English Learners	2	18	20	80	-	15	15	85	2	14	16	84
Homeless	-	17	17	83	-	14	14	86	-	26	26	74
Military Connected	5	24	29	71	7	43	50	50	8	55	63	38
Foster Care	<	<	<	<	<	<	<	<	-	36	36	64
Grade 8 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	28	30	70	2	43	44	56	2	45	47	53
Female	1	29	30	70	2	45	47	53	2	48	49	51
Male	4	27	30	70	2	41	42	58	2	43	45	55
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	11	61	71	29	11	66	77	24	11	62	73	27
Black	2	13	14	86	1	33	34	66	-	34	34	66
Hispanic	-	23	24	76	1	35	36	64	1	38	39	61
Native Hawaiian					<	<	<	<	<	<	100	0
White	2	34	36	64	2	54	56	44	2	58	60	40
Multiple Races	-	31	31	69	3	49	52	48	1	63	64	36
Students with Disabilities	6	11	16	84	3	23	25	75	2	26	28	72
Students without Disabilities	2	31	33	67	2	47	48	52	2	50	51	49
Economically Disadvantaged	2	20	22	78	1	34	35	65	1	36	37	63
Not Economically Disadvantaged	4	36	40	60	3	54	57	43	3	55	58	42
English Learners	1	17	19	81	-	13	13	87	-	23	23	77
Homeless	-	-	-	100	-	18	18	82	-	19	19	81
Military Connected	-	28	28	72	-	47	47	53	-	41	41	59
Foster Care	<	<	<	<	-	36	36	64	6	19	25	75
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	50	53	47	7	70	77	23	7	77	84	16
Female	3	53	56	44	7	73	80	20	7	78	86	14
Male	2	48	50	50	7	69	75	25	7	76	83	17
American Indian	<	<	<	<	-	79	79	21	9	55	64	36
Asian	12	65	78	22	28	66	95	5	27	68	95	5
Black	-	38	39	61	1	66	67	33	1	79	79	21
Hispanic	1	47	48	52	2	70	73	27	3	73	76	24
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	2	57	59	41	9	76	85	15	9	80	90	10
Multiple Races	2	54	56	44	6	74	80	20	11	77	88	12
Students with Disabilities	-	25	25	75	1	51	52	48	-	68	68	32
Students without Disabilities	3	54	57	43	8	73	81	19	8	78	86	14
Economically Disadvantaged	1	40	40	60	2	67	69	31	2	76	78	22
Not Economically Disadvantaged	4	59	63	37	12	73	85	15	12	78	90	10
English Learners	2	36	38	62	-	55	55	45	1	64	66	34
Homeless	-	31	31	69	-	50	50	50	-	67	67	33
Military Connected	-	50	50	50	3	76	79	21	3	87	90	10
Foster Care	-	20	20	80	-	47	47	53	-	63	63	37
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	61	68	32	8	70	78	22	12	67	78	22
Female	6	64	69	31	9	71	79	21	10	69	80	20
Male	8	59	67	33	8	69	76	24	13	64	77	23
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	20	63	83	17	23	73	96	4	33	63	96	4
Black	2	41	43	57	1	53	54	46	1	48	49	51
Hispanic	3	63	65	35	6	63	69	31	5	69	74	26
Native Hawaiian	<	<	<	<	<	<	<	<
White	5	70	75	25	7	81	88	12	10	78	89	11
Multiple Races	6	60	65	35	8	67	75	25	7	78	85	15
Students with Disabilities	5	32	36	64	1	39	40	60	5	25	30	70
Students without Disabilities	7	62	69	31	8	71	79	21	12	69	81	19
Economically Disadvantaged	1	49	50	50	3	54	57	43	3	53	55	45
Not Economically Disadvantaged	9	65	74	26	11	77	88	12	15	72	86	14
English Learners	-	55	55	45	5	13	18	83	-	31	31	69
Homeless	<	<	<	<	-	29	29	71	-	21	21	79
Military Connected	-	56	56	44	10	74	84	16	10	55	65	35
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	66	77	23	15	71	86	14	18	73	91	9
Female	10	67	78	22	16	70	85	15	17	72	90	10
Male	11	65	76	24	15	72	87	13	19	73	92	8
American Indian	<	<	100	0	<	<	<	<	<	<	100	0
Asian	22	68	90	10	33	62	95	5	37	60	97	3
Black	3	42	45	55	2	69	71	29	4	75	79	21
Hispanic	3	59	62	38	9	74	82	18	15	65	79	21
Native Hawaiian					<	<	100	0	<	<	<	<
White	8	74	83	17	11	75	87	13	14	80	94	6
Multiple Races	13	60	73	27	12	79	91	9	11	77	87	13
Students with Disabilities	20	50	70	30	<	<	<	<	9	73	82	18
Students without Disabilities	10	66	77	23	15	71	86	14	18	73	91	9
Economically Disadvantaged	4	55	59	41	11	66	77	23	6	72	78	22
Not Economically Disadvantaged	12	69	81	19	17	72	89	11	21	73	94	6
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Homeless	<	<	100	0	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	-	82	82	18	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	48	58	42	12	53	65	35	12	55	68	32
Female	9	50	59	41	12	54	66	34	10	58	68	32
Male	11	47	58	42	13	52	65	35	14	53	67	33
American Indian	9	57	65	35	7	52	59	41	24	33	58	42
Asian	25	59	84	16	31	58	89	11	30	60	90	10
Black	2	33	35	65	3	41	44	56	3	44	47	53
Hispanic	3	40	43	57	5	47	52	48	6	48	54	46
Native Hawaiian	<	<	<	<	25	25	50	50	8	83	92	8
White	12	58	70	30	17	65	82	18	17	67	84	16
Multiple Races	10	49	58	42	14	60	75	25	13	65	78	22
Students with Disabilities	4	20	24	76	9	25	34	66	6	29	35	65
Students without Disabilities	11	52	63	37	13	57	70	30	13	59	72	28
Economically Disadvantaged	2	34	37	63	4	43	47	53	3	46	50	50
Not Economically Disadvantaged	15	57	72	28	19	61	80	20	18	62	80	20
English Learners	2	21	22	78	1	15	16	84	1	25	26	74
Homeless	2	15	17	83	2	27	29	71	1	28	30	70
Military Connected	11	60	71	29	14	57	72	28	10	62	73	27
Foster Care	3	45	48	52	4	35	38	62	4	37	41	59
Grade 5 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	32	45	55	18	42	61	39	20	48	68	32
Female	13	33	45	55	17	43	59	41	17	51	69	31
Male	14	31	45	55	20	42	62	38	22	45	67	33
American Indian	<	<	<	<	<	<	<	<	<	<	<	<
Asian	38	40	78	22	40	45	85	15	41	44	85	15
Black	2	21	23	77	5	34	39	61	6	44	50	50
Hispanic	4	24	28	72	5	39	45	55	10	44	53	47
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	16	40	56	44	27	50	77	23	29	54	83	17
Multiple Races	11	34	45	55	23	47	70	30	24	58	82	18
Students with Disabilities	5	13	18	82	10	22	31	69	7	27	34	66
Students without Disabilities	15	34	49	51	19	45	65	35	22	51	73	27
Economically Disadvantaged	3	22	25	75	6	36	42	58	7	44	50	50
Not Economically Disadvantaged	22	40	62	38	29	48	76	24	30	51	81	19
English Learners	2	17	19	81	1	20	21	79	2	31	32	68
Homeless	-	15	15	85	2	17	19	81	4	25	29	71
Military Connected	19	48	67	33	20	50	70	30	28	44	72	28
Foster Care	<	<	<	<	6	35	41	59	<	<	<	<
Grade 8 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	49	54	46	6	51	57	43	7	51	58	42
Female	4	49	53	47	5	52	56	44	5	51	56	44
Male	7	49	56	44	7	50	57	43	9	50	59	41
American Indian	<	<	<	<	-	50	50	50	<	<	<	<
Asian	15	70	85	15	17	69	87	13	22	67	88	12
Black	1	29	31	69	2	32	34	66	3	32	34	66
Hispanic	1	34	36	64	2	41	44	56	2	38	39	61
Native Hawaiian					<	<	<	<	<	<	100	0
White	6	58	64	36	7	67	75	25	8	68	76	24
Multiple Races	2	44	46	54	5	66	71	29	6	66	72	28
Students with Disabilities	6	20	25	75	7	22	30	70	7	23	30	70
Students without Disabilities	6	52	58	42	5	55	60	40	7	56	62	38
Economically Disadvantaged	1	32	33	67	2	36	38	62	2	37	39	61
Not Economically Disadvantaged	9	59	68	32	9	65	74	26	10	62	72	28
English Learners	1	23	24	76	1	8	9	91	1	14	14	86
Homeless	-	9	9	91	-	25	25	75	-	15	15	85
Military Connected	3	58	61	39	2	53	56	44	6	55	62	38
Foster Care	<	<	<	<	8	33	42	58	7	7	14	86
Biology Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	54	64	36	11	56	67	33	9	62	71	29
Female	10	57	66	34	11	58	69	31	9	64	73	27
Male	11	51	62	38	12	53	65	35	10	59	69	31
American Indian	<	<	<	<	<	<	<	<	20	30	50	50
Asian	25	61	86	14	32	59	91	9	25	67	91	9
Black	1	40	41	59	2	44	46	54	1	52	54	46
Hispanic	2	49	51	49	5	50	56	44	5	53	58	42
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	15	63	78	22	16	68	84	16	14	73	87	13
Multiple Races	11	60	70	30	16	62	78	22	10	67	77	23
Students with Disabilities	1	23	24	76	2	27	29	71	1	34	35	65
Students without Disabilities	12	58	69	31	13	59	72	28	11	66	76	24
Economically Disadvantaged	2	41	43	57	3	49	52	48	2	54	56	44
Not Economically Disadvantaged	16	62	78	22	18	62	80	20	15	67	82	18
English Learners	-	16	16	84	-	15	15	85	-	27	27	73
Homeless	6	28	33	67	-	30	30	70	-	48	48	52
Military Connected	12	73	85	15	17	60	77	23	5	77	82	18
Foster Care	<	<	<	<	-	41	41	59	-	55	55	45
Chemistry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	2	30	32	68	5	48	53	47	2	19	21	79
Female	-	32	32	68	6	61	68	32	2	20	22	78
Male	4	28	32	68	3	36	39	61	1	18	19	81
American Indian					<	<	<	<
Asian	<	<	<	<	<	<	<	<	-	64	64	36
Black	-	8	8	92	-	52	52	48	1	14	15	85
Hispanic	<	<	<	<	<	<	<	<	8	17	25	75
White	-	64	64	36	10	43	52	48	-	29	29	71
Multiple Races	<	<	<	<	<	<	<	<	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	-	-	-	100
Students without Disabilities	2	33	35	65	5	49	54	46	2	21	22	78
Economically Disadvantaged	-	17	17	83	6	18	24	76	-	16	16	84
Not Economically Disadvantaged	4	42	46	54	4	60	64	36	3	22	25	75
English Learners	<	<	<	<	<	<	<	<	-	17	17	83
Homeless	<	<	<	<					<	<	<	<
Military Connected					<	<	100	0	<	<	<	<
Earth Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	62	72	28	15	70	85	15	14	67	81	19
Female	9	62	71	29	15	68	83	17	12	70	82	18
Male	11	62	73	27	15	71	86	14	16	63	80	20
American Indian	<	<	100	0	<	<	<	<	<	<	<	<
Asian	23	64	87	13	32	64	96	4	32	64	96	4
Black	3	43	46	54	2	66	68	32	2	54	56	44
Hispanic	1	62	63	37	8	67	75	25	6	71	77	23
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	100	0
White	10	71	80	20	18	74	92	8	17	75	92	8
Multiple Races	14	56	70	30	11	73	84	16	13	76	89	11
Students with Disabilities	2	33	35	65	7	49	56	44	3	38	41	59
Students without Disabilities	10	64	74	26	15	71	87	13	15	68	83	17
Economically Disadvantaged	2	50	52	48	3	65	68	32	2	60	62	38
Not Economically Disadvantaged	13	67	80	20	21	72	93	7	20	70	90	10
English Learners	4	44	47	53	3	27	30	70	-	30	30	70
Homeless	<	<	<	<	-	73	73	27	-	38	38	62
Military Connected	9	59	68	32	14	67	81	19	8	77	85	15
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

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

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	47	64	36	8	48	56	44
Female					15	49	64	36	7	48	55	45
Male					20	45	65	35	10	47	57	43
American Indian					24	52	76	24	8	38	46	54
Asian					43	48	91	9	28	58	86	14
Black					4	38	42	58	2	36	38	62
Hispanic					9	48	57	43	3	42	45	55
Native Hawaiian					<	<	<	<	<	<	<	<
White					26	56	81	19	13	62	75	25
Multiple Races					20	51	71	29	11	54	65	35
Students with Disabilities					4	25	29	71	2	24	26	74
Students without Disabilities					19	50	69	31	9	51	60	40
Economically Disadvantaged					6	41	47	53	2	38	40	60
Not Economically Disadvantaged					28	52	80	20	14	56	70	30
English Learners					3	30	33	67	-	24	25	75
Homeless					2	28	30	70	-	35	35	65
Military Connected					12	60	72	28	4	53	56	44
Foster Care					8	37	45	55	3	20	23	77
VA & US History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					2	31	33	67	1	29	30	70
Female					1	30	31	69	-	29	29	71
Male					3	33	35	65	1	29	30	70
American Indian									<	<	<	<
Asian					8	25	33	67	4	48	52	48
Black					1	27	28	72	-	23	23	77
Hispanic					-	22	22	78	-	22	22	78
White					3	52	55	45	3	49	52	48
Multiple Races					<	<	<	<	-	21	21	79
Students with Disabilities					2	23	24	76	-	15	15	85
Students without Disabilities					2	34	36	64	1	34	35	65
Economically Disadvantaged					1	28	29	71	-	24	24	76
Not Economically Disadvantaged					3	36	39	61	2	38	40	60
English Learners					-	10	10	90	-	10	10	90
Homeless					<	<	<	<	-	35	35	65
Military Connected					<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
World History I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					11	53	64	36	11	54	64	36
Female					9	54	64	36	9	55	64	36
Male					12	52	64	36	12	52	64	36
American Indian					-	58	58	42	<	<	<	<
Asian					28	64	92	8	31	59	91	9
Black					2	41	42	58	3	43	45	55
Hispanic					6	48	54	46	5	49	54	46
Native Hawaiian					<	<	100	0	<	<	<	<
White					16	64	81	19	15	67	82	18
Multiple Races					10	59	69	31	13	60	73	27
Students with Disabilities					2	26	29	71	3	27	30	70
Students without Disabilities					12	57	69	31	12	57	69	31
Economically Disadvantaged					3	43	46	54	3	45	47	53
Not Economically Disadvantaged					18	62	80	20	17	61	78	22
English Learners					1	27	28	72	1	32	33	67
Homeless					3	20	23	77	-	36	36	64
Military Connected					11	68	79	21	4	56	60	40
Foster Care					-	39	39	61	6	12	18	82
World History II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	49	58	42	2	28	30	70
Female					6	50	55	45	3	27	29	71
Male					14	47	61	39	2	29	31	69
American Indian					<	<	100	0	<	<	<	<
Asian					23	67	90	10	11	53	64	36
Black					2	28	30	70	1	19	20	80
Hispanic					8	48	57	43	1	26	27	73
Native Hawaiian					<	<	100	0	<	<	100	0
White					14	65	78	22	3	41	44	56
Multiple Races					12	49	60	40	10	23	32	68
Students with Disabilities					-	27	27	73	-	16	16	84
Students without Disabilities					10	50	60	40	3	29	32	68
Economically Disadvantaged					4	35	39	61	1	18	19	81
Not Economically Disadvantaged					14	60	74	26	4	39	43	57
English Learners					-	33	33	67	-	16	16	84
Homeless					<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care					<	<	<	<	<	<	<	<
Geography Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					4	39	43	57	1	43	45	55
Female					-	37	37	63	-	41	41	59
Male					6	41	46	54	3	46	49	51
Asian					<	<	<	<	10	50	60	40
Black					-	36	36	64	-	52	52	48
Hispanic					-	37	37	63	-	25	25	75
White					-	47	47	53	4	52	56	44
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					4	41	44	56	1	42	43	57
Economically Disadvantaged					-	31	31	69	-	43	43	57
Not Economically Disadvantaged					8	49	56	44	2	43	46	54
English Learners					-	26	26	74	-	9	9	91
Homeless					<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
Foster Care					<	<	<	<	<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	50	67	33	-	33	33	67
Female					15	52	67	33	<	<	<	<
Male					19	47	66	34	<	<	<	<
Black					3	41	45	55	<	<	<	<
Hispanic					8	55	63	37
White					24	58	82	18	<	<	<	<
Multiple Races					19	52	71	29	<	<	100	0
Students with Disabilities					4	24	29	71	-	30	30	70
Students without Disabilities					19	53	72	28	<	<	<	<
Not Economically Disadvantaged					28	54	82	18	-	33	33	67
Foster Care					<	<	<	<	<	<	<	<
VA Studies Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					29	38	67	33	<	<	<	<
Female					26	41	67	33
Male					33	35	67	33	<	<	<	<
Black					8	34	42	58	<	<	<	<
Hispanic					16	44	61	39	<	<	<	<
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
Not Economically Disadvantaged					44	38	82	18	<	<	<	<
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	2022-2023
Division	56	160	314
State	1,324	4,006	4,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	1,082	1,146	1,234
Kindergarten	3,466	3,470	3,453
Grade 1	3,456	3,668	3,582
Grade 2	3,620	3,509	3,736
Grade 3	3,566	3,676	3,564
Grade 4	3,558	3,633	3,704
Grade 5	3,597	3,583	3,668
Grade 6	3,716	3,691	3,692
Grade 7	3,798	3,739	3,721
Grade 8	3,934	3,861	3,802
Grade 9	4,404	4,450	4,225
Grade 10	4,115	4,162	4,217
Grade 11	3,895	3,893	3,916
Grade 12	3,784	3,908	3,950
Total Students	49,991	50,389	50,464

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2021-2022	2022-2023	2023-2024
All Students	49991	50389	50464
Female	24381	24425	24447
Male	25610	25964	26016
American Indian	120	130	118
Asian	6412	6585	6754
Black	17940	18009	17873
Hispanic	5830	6283	6723
Native Hawaiian	39	51	57
White	17053	16711	16187
Multiple Races	2597	2620	2752
Students with Disabilities	6407	6643	6862
Students without Disabilities	43584	43746	43602
Economically Disadvantaged	23126	22185	21387
Not Economically Disadvantaged	26865	28204	29077
English Learners	5232	5982	6486
Not English Learners	44759	44407	43978
Homeless	329	501	662
Military Connected	603	576	587
Foster Care	133	154	158
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2022-2023 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	2270	1380	93	40	274	71
	State	50941	37883	2120	845	5319	1819
Female	Division	1252	594	36	14	115	27
	State	27811	16344	671	288	1971	747
Male	Division	1018	786	57	26	159	44
	State	23072	21492	1448	557	3346	1069
American Indian	Division	<	<	<	<	0	<
	State	120	112	5	2	8	9
Asian	Division	343	57	9	1	7	3
	State	6009	1299	108	12	87	30
Black	Division	531	695	53	11	111	42
	State	8188	10171	708	177	1106	701
Hispanic	Division	161	190	4	7	93	9
	State	6685	7832	305	130	2570	425
Native Hawaiian	Division	<	<	<	<	0	<
	State	96	62	1	1	3	2
White	Division	1110	374	25	17	58	14
	State	26830	16390	881	458	1333	565
Multiple Races	Division	119	59	2	4	5	2
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	67	284	93	11	59	0
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	500	793	53	26	196	51
	State	12376	19803	1180	475	2916	1248
English Learners	Division	18	136	10	2	94	1
	State	1612	4284	306	28	2112	174
Homeless	Division	11	44	7	2	6	9
	State	183	697	76	17	189	78
Military Connected	Division	29	10	1	0	0	0
	State	2401	1298	51	21	47	32
Foster Care	Division	1	6	2	3	12	0
	State	25	145	23	13	82	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	4,128	3,743	91	3,789	92	274	7
Female	2,038	1,882	92	1,899	93	115	6
Male	2,090	1,861	89	1,890	90	159	8
American Indian	<	<	<	<	<	0	0
Asian	420	409	97	411	98	7	2
Black	1,443	1,279	89	1,294	90	111	8
Hispanic	464	355	77	363	78	93	20
Native Hawaiian	<	<	100	<	100	0	0
White	1,598	1,509	94	1,526	96	58	4
Multiple Races	191	180	94	184	96	5	3
Students with Disabilities	514	444	86	455	89	59	12
Economically Disadvantaged	1,619	1,346	83	1,375	85	196	12
English Learners	261	164	63	167	64	94	36
Homeless	79	62	79	64	81	6	8
Military Connected	40	40	100	40	100	0	0
Foster Care	24	9	38	12	50	12	50
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	2,882 / 17.81%	3,152 / 19.46%	3,537 / 21.55%
Advanced Placement Course Enrollment	4,602 / 28.44%	5,013 / 30.95%	5,648 / 34.41%
Dual Enrollment	486 / 3%	604 / 3.73%	847 / 5.16%
Governor's School Enrollment	182 / 1.12%	183 / 1.13%	182 / 1.11%
IB Course Enrollment	333 / 2.06%	444 / 2.74%	435 / 2.65%
Senior Enrolled in IB Program	85 / .53%	107 / .66%	107 / .65%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	3,529	2,408	32
	State	87,317	57,081	35
Female	Division	1,777	1,298	27
	State	43,705	31,577	28
Male	Division	1,752	1,110	37
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	340	303	11
	State	6,741	5,862	13
Black	Division	1,280	733	43
	State	18,624	10,601	43
Hispanic	Division	255	121	53
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	1,484	1,138	23
	State	45,098	30,844	32
Multiple Races	Division	159	109	31
	State	4,380	2,929	33
Students with Disabilities	Division	325	124	62
	State	8,185	3,548	57
Economically Disadvantaged	Division	1,241	636	49
	State	30,335	14,987	51
English Learners	Division	186	106	43
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2020-2021	2021-2022	2022-2023
State Licensures	Division	39	13	47
	State	1,077	1,236	1,563
Industry Certification	Division	2,369	3,467	3,634
	State	51,685	95,688	100,255
Workplace Readiness	Division	793	995	1,407
	State	16,885	44,348	41,819
Total Credentials Earned	Division	3,201	4,679	5,335
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	2,836	4,038	4,456
	State	60,992	115,682	117,932
CTE Completers	Division	1,624	1,753	1,645
	State	42,303	45,094	45,627
NOCTI Assessments	Division	-	204	247
	State	1,542	2,590	3,844
Armed Services Vocational Aptitude Battery Examination	Division	-	3	-
	State	302	761	962

< = 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
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	68.2	69.5	65.8

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	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
2021-2022	Division	$6,440	$5,417	$1,124
	State	$7,134	$6,454	$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	44,098	4,920	40,047	9,249	41,018	7,967
Female	21,672	2,177	19,506	4,526	19,902	3,895
Male	22,426	2,743	20,540	4,722	21,116	4,072
American Indian	99	16	76	36	81	37
Asian	6,044	128	5,879	441	5,950	482
Black	14,691	2,824	12,613	4,910	13,131	4,087
Hispanic	4,629	786	4,548	1,298	5,005	1,255
Native Hawaiian	34	4	33	5	49	8
White	16,383	932	14,818	2,085	14,653	1,715
Multiple Races	2,218	230	2,080	474	2,149	383
Students with Disabilities	5,437	1,142	4,674	1,894	4,983	1,720
Economically Disadvantaged	18,829	4,102	16,989	7,051	16,369	5,750
English Learners	4,653	642	4,529	981	5,190	1,015
Homeless	255	216	275	359	437	477
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

Number of Gifted Students by Program
Subgroup	General Intellectual Aptitude	Specific Academic Aptitude	Visual/Performing Arts	Career and Technical Aptitude.	Total Identified

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

No additional explanation available.

Students Referred for Gifted Services
Subgroup	Total Referred	Percent Referred	Fall Membership Count	Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2022-2023 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	1,146
Behaviors related to School Operations	4,127
Relationship Behaviors without Physical Harm	3,167
Behaviors of a Safety Concern	4,235
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,352
Behaviors used to determine Persistently Dangerous Schools	27

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2		0.2	0.1	0.3	0.2
Asian	12.5	2.7	12.8	1.7	13.1	2.6
Black	36.1	50	35.9	71.9	35.7	69.3
Hispanic	11.1	9.5	11.7	7.4	12.5	9.7
Native Hawaiian	0.1		0.1	0.1	0.1	0.1
White	35.1	33.8	34.1	14.8	33.2	14.3
Multiple Races	4.9	4.1	5.2	4	5.2	3.8
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2		0.3
Asian	12.5		12.8		13.1
Black	36.1		35.9	75	35.7
Hispanic	11.1		11.7	4.2	12.5	50
Native Hawaiian	0.1		0.1	4.2	0.1
White	35.1		34.1	16.7	33.2
Multiple Races	4.9		5.2		5.2	50
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2		0.3
Asian	12.5		12.8		13.1
Black	36.1		35.9	100	35.7	100
Hispanic	11.1		11.7		12.5
Native Hawaiian	0.1		0.1		0.1
White	35.1		34.1		33.2
Multiple Races	4.9		5.2		5.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	44.9	44.9	60.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.

Free and Reduced Breakfast Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	44.7	44.7	35.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	74.7	74.7	61.3
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2021-2022 Grades K-7 Student Teacher Ratio: 15.37 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 14.02 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2020-2021	35%	61%	1%	3%
2021-2022	35%	61%	1%	3%
2022-2023	35%	60%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	70%	72%	77%	88%
Asian	88%	89%	91%	88%
Black	55%	56%	64%	88%
Hispanic	53%	57%	63%	88%
White	83%	85%	84%	88%
Multiple Races	80%	79%	82%	88%
Economically Disadvantaged	54%	56%	63%	88%
English Learners	44%	49%	53%	88%
Students with Disabilities	39%	39%	50%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	62%	69%	72%	85%
Asian	88%	90%	90%	85%
Black	42%	52%	56%	85%
Hispanic	47%	55%	58%	85%
White	77%	82%	80%	85%
Multiple Races	72%	76%	75%	85%
Economically Disadvantaged	44%	53%	57%	85%
English Learners	47%	55%	52%	85%
Students with Disabilities	34%	39%	47%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	59%
Asian	85%
Black	40%
Hispanic	46%
White	76%
Multiple Races	71%
Economically Disadvantaged	43%
English Learners	41%
Students with Disabilities	33%

< = 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	88%	84%	84%
Asian	97%	90%	84%
Black	85%	83%	84%
Hispanic	67%	82%	84%
White	93%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	80%	81%	84%
English Learners	58%	74%	84%
Students with Disabilities	68%	70%	84%
Homeless	58%	-	-
Foster Care	35%	-	-

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	16%	16%	12%	10%
Asian	7%	7%	10%	10%
Black	24%	24%	13%	10%
Hispanic	20%	20%	13%	10%
White	10%	10%	13%	10%
Multiple Races	15%	15%	14%	10%
Economically Disadvantaged	26%	26%	15%	10%
English Learners	16%	16%	12%	10%
Students with Disabilities	26%	26%	16%	10%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	49%	52%	58%
English Learner Proficiency	8%	-	-

< = 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	1597	3230	49%
English Learner Proficiency	403	4839	8%

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%	99%	1%	98%	2%
Asian	100%	-	99%	1%	99%	1%
Black	99%	1%	99%	1%	97%	3%
Hispanic	99%	1%	100%	-	98%	2%
White	99%	1%	100%	-	98%	2%
Multiple Races	99%	1%	99%	1%	97%	3%
Economically Disadvantaged	99%	1%	99%	1%	97%	3%
Not Economically Disadvantaged	100%	-	100%	-	100%	-
English Learners	99%	1%	100%	-	99%	1%
Students with Disabilities	98%	2%	99%	1%	97%	3%
Students without Disabilities	99%	1%	99%	1%	100%	-
Female	99%	1%	99%	1%	100%	-
Male	99%	1%	99%	1%	99%	1%
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	73%	70%
Asian	90%	90%
Black	61%	55%
Hispanic	60%	57%
White	84%	81%
Multiple Races	82%	78%
Economically Disadvantaged	60%	55%
English Learners	55%	56%
Students with Disabilities	49%	47%

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

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

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
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

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

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