Loudoun County Public Schools

General school information

Division: Loudoun County Public Schools
Division Number: 53
Address: 21000 Education Court Ashburn, VA 20148
Superintendent: Aaron Spence
Region: 4
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
Aldie Elementary	Accredited
Algonkian Elementary	Accredited
Arcola Elementary	Accredited
Ashburn Elementary	Accredited
Ball's Bluff Elementary	Accredited
Banneker Elementary	Accredited
Belmont Station Elementary	Accredited
Buffalo Trail Elementary	Accredited
Cardinal Ridge Elementary	Accredited
Catoctin Elementary	Accredited
Cedar Lane Elementary	Accredited
Cool Spring Elementary	Accredited
Countryside Elementary	Accredited
Creighton's Corner Elementary	Accredited
Discovery Elementary	Accredited
Dominion Trail Elementary	Accredited
Elaine E. Thompson Elementary	Accredited
Emerick Elementary	Accredited
Evergreen Mill Elementary	Accredited
Forest Grove Elementary	Accredited
Frances Hazel Reid Elementary	Accredited
Frederick Douglass Elementary	Accredited
Goshen Post Elementary	Accredited
Guilford Elementary	Accredited
Hamilton Elementary	Accredited
Hillsboro Charter Academy	Accredited
Hillside Elementary	Accredited
Horizon Elementary	Accredited
Hovatter Elementary	Accredited
Hutchison Farm Elementary	Accredited
John W. Tolbert Jr. Elementary	Accredited
Kenneth W.Culbert Elementary	Accredited
Leesburg Elementary	Accredited
Legacy Elementary	Accredited
Liberty Elementary	Accredited
Lincoln Elementary	Accredited
Little River Elementary	Accredited
Lovettsville Elementary	Accredited
Lowes Island Elementary	Accredited
Lucketts Elementary	Accredited
Madison's Trust Elementary	Accredited
Meadowland Elementary	Accredited
Middleburg Community Charter	Accredited
Mill Run Elementary	Accredited
Moorefield Station Elementary	Accredited
Mountain View Elementary	Accredited
Newton-Lee Elementary	Accredited
Pinebrook Elementary	Accredited
Potowmack Elementary	Accredited
Rolling Ridge Elementary	Accredited
Rosa Lee Carter Elementary	Accredited
Round Hill Elementary	Accredited
Sanders Corner Elementary	Accredited
Seldens Landing Elementary	Accredited
Sterling Elementary	Accredited
Steuart W. Weller Elementary	Accredited
Sugarland Elementary	Accredited
Sully Elementary	Accredited
Sycolin Creek Elementary	Accredited
Waterford Elementary	Accredited
Waxpool Elementary	Accredited
Middle Schools
Belmont Ridge Middle	Accredited
Blue Ridge Middle	Accredited
Brambleton Middle	Accredited
Eagle Ridge Middle	Accredited
Farmwell Station Middle	Accredited
Harmony Middle	Accredited
Harper Park Middle	Accredited
J. Lupton Simpson Middle	Accredited
J. Michael Lunsford Middle	Accredited
Mercer Middle	Accredited
River Bend Middle	Accredited
Seneca Ridge Middle	Accredited
Smart's Mill Middle	Accredited
Sterling Middle	Accredited
Stone Hill Middle	Accredited
Trailside Middle	Accredited
Willard Middle	Accredited
High Schools
Briar Woods High	Accredited
Broad Run High	Accredited
Freedom High	Accredited
Independence High	Accredited
John Champe High	Accredited
Lightridge High	Accredited
Loudoun County High	Accredited
Loudoun Valley High	Accredited
Park View High	Accredited with Conditions
Potomac Falls High	Accredited
Riverside High	Accredited
Stone Bridge High	Accredited
W.O. Robey High	Accredited
Combined Schools
Dominion High	Accredited
Heritage High	Accredited
Rock Ridge High	Accredited
Tuscarora High	Accredited
Woodgrove High	Accredited

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	62	79	21	18	62	80	20	18	62	80	20
Female	19	62	81	19	20	63	82	18	19	63	82	18
Male	16	61	77	23	17	62	79	21	16	62	78	22
American Indian	12	68	80	20	15	64	79	21	21	61	82	18
Asian	25	65	90	10	27	63	90	10	26	64	90	10
Black	11	61	72	28	11	62	73	27	11	62	73	27
Hispanic	6	49	55	45	7	53	60	40	7	51	58	42
Native Hawaiian	15	69	85	15	21	57	78	22	11	59	70	30
White	18	65	83	17	19	65	84	16	18	66	84	16
Multiple Races	20	64	84	16	19	65	84	16	20	64	84	16
Students with Disabilities	10	41	51	49	8	43	50	50	7	43	50	50
Students without Disabilities	18	64	82	18	20	65	84	16	19	65	84	16
Economically Disadvantaged	5	48	53	47	6	52	59	41	6	51	57	43
Not Economically Disadvantaged	21	65	86	14	22	65	87	13	21	65	86	14
English Learners	3	25	27	73	2	34	36	64	2	34	36	64
Homeless	3	28	31	69	1	33	34	66	2	28	30	70
Military Connected	19	65	85	15	16	67	83	17	19	67	86	14
Foster Care	-	52	52	48	5	35	40	60	5	32	36	64
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	9	63	72	28	12	64	76	24	13	61	74	26
Female	11	65	76	24	14	65	79	21	14	63	77	23
Male	8	61	69	31	10	63	73	27	11	60	71	29
American Indian	3	79	82	18	13	73	85	15	13	67	80	20
Asian	13	73	86	14	17	70	87	13	19	66	85	15
Black	7	58	65	35	10	58	67	33	8	61	69	31
Hispanic	3	38	41	59	3	48	51	49	4	44	48	52
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	10	68	78	22	13	67	80	20	13	65	78	22
Multiple Races	9	72	81	19	13	69	82	18	13	64	77	23
Students with Disabilities	10	35	45	55	5	36	41	59	6	36	41	59
Students without Disabilities	9	66	75	25	13	67	80	20	14	65	78	22
Economically Disadvantaged	3	39	41	59	4	46	50	50	4	44	48	52
Not Economically Disadvantaged	11	70	81	19	15	69	83	17	15	66	81	19
English Learners	2	33	35	65	2	46	48	52	2	43	44	56
Homeless	3	17	20	80	-	32	32	68	2	30	31	69
Military Connected	12	70	81	19	9	69	78	22	13	76	89	11
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
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	15	63	78	22	18	61	79	21	18	63	81	19
Female	17	64	80	20	20	61	81	19	21	62	83	17
Male	13	63	77	23	16	62	78	22	16	63	79	21
American Indian	22	73	95	5	21	56	77	23	20	73	93	7
Asian	19	71	90	10	25	63	88	12	25	66	91	9
Black	12	61	73	27	10	61	71	29	11	61	72	28
Hispanic	5	52	57	43	7	49	56	44	7	51	57	43
Native Hawaiian	<	<	100	0	<	<	<	<	20	50	70	30
White	17	64	81	19	20	65	85	15	19	66	85	15
Multiple Races	18	66	84	16	19	67	86	14	22	65	87	13
Students with Disabilities	12	42	54	46	8	41	49	51	7	42	50	50
Students without Disabilities	15	66	81	19	19	64	84	16	20	66	85	15
Economically Disadvantaged	4	48	52	48	5	50	55	45	5	53	58	42
Not Economically Disadvantaged	18	68	86	14	22	64	86	14	22	65	87	13
English Learners	3	36	39	61	2	41	43	57	3	47	50	50
Homeless	2	28	30	70	1	23	24	76	3	32	35	65
Military Connected	24	62	86	14	20	67	88	12	19	69	88	12
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	66	77	23	13	68	81	19	12	68	79	21
Female	13	66	80	20	14	69	83	17	13	68	81	19
Male	11	65	75	25	12	66	78	22	11	67	78	22
American Indian	-	83	83	17	9	87	96	4	20	57	76	24
Asian	18	72	90	10	20	70	90	10	18	71	89	11
Black	6	62	68	32	10	61	71	29	7	67	75	25
Hispanic	4	49	53	47	5	57	62	38	4	51	55	45
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	12	69	81	19	12	71	83	17	11	73	84	16
Multiple Races	15	68	82	18	16	70	86	14	13	71	84	16
Students with Disabilities	7	42	49	51	7	43	50	50	5	42	47	53
Students without Disabilities	13	68	81	19	14	71	85	15	13	71	84	16
Economically Disadvantaged	3	47	50	50	5	56	61	39	3	52	55	45
Not Economically Disadvantaged	14	71	85	15	15	71	86	14	14	72	86	14
English Learners	3	17	20	80	3	35	37	63	1	31	33	67
Homeless	1	25	27	73	1	34	35	65	2	28	30	70
Military Connected	13	71	84	16	14	70	84	16	16	73	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	17	60	77	23	18	60	78	22	18	62	80	20
Female	19	61	79	21	19	61	80	20	19	64	82	18
Male	16	59	75	25	16	60	77	23	17	61	78	22
American Indian	10	62	72	28	19	55	74	26	37	57	93	7
Asian	30	61	91	9	29	62	90	10	28	64	92	8
Black	9	62	71	29	8	62	70	30	13	58	71	29
Hispanic	5	48	53	47	6	49	55	45	7	51	58	42
Native Hawaiian	<	<	<	<	25	50	75	25	<	<	<	<
White	16	65	81	19	17	64	82	18	16	67	83	17
Multiple Races	21	63	84	16	20	60	80	20	21	62	83	17
Students with Disabilities	11	33	44	56	6	41	48	52	8	44	52	48
Students without Disabilities	18	63	81	19	19	63	82	18	19	65	84	16
Economically Disadvantaged	4	49	52	48	5	49	53	47	6	51	57	43
Not Economically Disadvantaged	22	64	85	15	22	64	85	15	21	65	86	14
English Learners	5	13	18	82	2	20	21	79	3	21	24	76
Homeless	1	26	27	73	-	28	28	72	4	24	28	72
Military Connected	22	59	81	19	9	70	79	21	15	67	82	18
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	16	63	79	21	16	64	79	21	16	63	79	21
Female	18	63	81	19	17	65	82	18	18	63	81	19
Male	14	62	76	24	14	63	77	23	13	64	77	23
American Indian	13	52	65	35	8	53	61	39	18	55	73	27
Asian	28	65	92	8	28	63	90	10	26	66	91	9
Black	8	65	73	27	9	63	72	28	8	61	69	31
Hispanic	4	50	54	46	6	52	58	42	5	50	54	46
Native Hawaiian	<	<	100	0	8	62	69	31	23	46	69	31
White	15	66	81	19	14	69	83	17	14	69	83	17
Multiple Races	14	65	79	21	14	70	84	16	17	62	79	21
Students with Disabilities	7	38	45	55	6	41	47	53	6	42	48	52
Students without Disabilities	17	65	82	18	17	67	84	16	17	66	83	17
Economically Disadvantaged	4	49	53	47	4	53	58	42	4	49	53	47
Not Economically Disadvantaged	19	66	86	14	19	67	86	14	18	67	85	15
English Learners	3	17	20	80	3	20	23	77	2	21	23	77
Homeless	3	33	36	64	-	31	31	69	-	23	23	77
Military Connected	13	70	84	16	16	68	84	16	20	56	76	24
Foster Care	<	<	<	<	<	<	<	<	<	<	100	0
Grade 8 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	61	78	22	15	63	78	22	16	63	78	22
Female	19	63	82	18	18	62	80	20	17	64	81	19
Male	16	60	75	25	13	64	77	23	14	61	76	24
American Indian	17	61	78	22	18	65	82	18	8	57	65	35
Asian	30	61	91	9	25	66	92	8	26	64	90	10
Black	10	58	68	32	8	61	69	31	8	61	69	31
Hispanic	6	46	52	48	4	53	57	43	7	51	57	43
Native Hawaiian	<	<	<	<	18	55	73	27	8	62	69	31
White	14	69	83	17	15	65	80	20	15	67	82	18
Multiple Races	24	61	84	16	14	63	77	23	18	65	83	17
Students with Disabilities	7	38	45	55	6	41	47	53	5	42	47	53
Students without Disabilities	18	64	82	18	17	65	82	18	17	65	82	18
Economically Disadvantaged	5	46	51	49	6	52	57	43	5	50	55	45
Not Economically Disadvantaged	20	65	86	14	18	66	84	16	19	66	84	16
English Learners	2	11	13	87	2	20	22	78	2	20	21	79
Homeless	3	21	24	76	3	36	39	61	-	23	23	77
Military Connected	16	67	83	17	12	64	76	24	16	70	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
EOC English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	32	56	88	12	35	56	91	9	33	57	89	11
Female	35	55	90	10	35	56	92	8	34	56	90	10
Male	29	57	86	14	35	55	90	10	31	57	89	11
American Indian	20	53	73	27	19	57	76	24	28	62	90	10
Asian	41	50	91	9	46	48	94	6	44	51	94	6
Black	20	63	84	16	21	67	87	13	23	62	85	15
Hispanic	16	58	73	27	18	61	78	22	15	59	74	26
Native Hawaiian	<	<	100	0	<	<	100	0	<	<	<	<
White	35	57	93	7	38	56	94	6	36	57	93	7
Multiple Races	39	54	93	7	39	56	94	6	35	58	93	7
Students with Disabilities	13	54	67	33	16	55	71	29	14	53	67	33
Students without Disabilities	34	57	91	9	37	56	93	7	35	57	92	8
Economically Disadvantaged	13	59	72	28	17	59	76	24	14	59	73	27
Not Economically Disadvantaged	37	56	92	8	40	55	95	5	37	56	93	7
English Learners	2	20	23	78	2	29	31	69	3	29	32	68
Homeless	9	57	66	34	4	48	51	49	5	32	37	63
Military Connected	32	60	92	8	39	54	93	7	46	49	95	5
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

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

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

English Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					33	48	81	19	32	49	81	19
Female					38	47	86	14	38	47	85	15
Male					28	49	77	23	27	50	76	24
American Indian					17	61	77	23	16	52	69	31
Asian					52	40	92	8	51	40	91	9
Black					18	52	70	30	20	51	71	29
Hispanic					14	48	62	38	14	48	62	38
Native Hawaiian					44	44	88	13	19	56	75	25
White					32	52	84	16	31	53	83	17
Multiple Races					32	48	80	20	31	54	84	16
Students with Disabilities					6	37	42	58	7	39	46	54
Students without Disabilities					36	50	85	15	35	50	84	16
Economically Disadvantaged					14	47	61	39	12	47	59	41
Not Economically Disadvantaged					38	49	86	14	37	49	85	15
English Learners					-	16	16	84	1	17	17	83
Homeless					2	36	38	62	6	30	36	64
Military Connected					30	49	79	21	31	50	81	19
Foster Care					<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					26	48	74	26	26	46	73	27
Female					31	48	79	21	32	47	79	21
Male					21	48	69	31	21	45	66	34
American Indian					16	56	72	28	14	49	63	37
Asian					46	44	90	10	45	43	88	12
Black					14	45	59	41	18	43	61	39
Hispanic					10	42	53	47	11	38	49	51
Native Hawaiian					30	50	80	20	15	62	77	23
White					21	53	75	25	23	51	74	26
Multiple Races					25	46	71	29	25	53	78	22
Students with Disabilities					3	25	27	73	5	26	30	70
Students without Disabilities					28	51	79	21	29	49	77	23
Economically Disadvantaged					11	41	51	49	10	36	46	54
Not Economically Disadvantaged					29	50	79	21	30	49	79	21
English Learners					-	15	15	85	1	11	12	88
Homeless					2	30	32	68	4	18	22	78
Military Connected					23	47	70	30	28	47	75	25
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					41	49	89	11	38	51	89	11
Female					46	46	93	7	44	47	92	8
Male					36	51	86	14	32	54	86	14
American Indian					18	64	82	18	19	58	77	23
Asian					60	35	96	4	59	36	95	5
Black					21	61	82	18	22	60	82	18
Hispanic					18	53	71	29	17	58	74	26
Native Hawaiian					<	<	100	0	<	<	<	<
White					42	51	93	7	38	54	92	8
Multiple Races					40	50	90	10	36	54	90	10
Students with Disabilities					9	49	58	42	9	54	63	37
Students without Disabilities					44	48	92	8	41	50	91	9
Economically Disadvantaged					18	53	71	29	15	58	73	27
Not Economically Disadvantaged					46	47	94	6	43	49	92	8
English Learners					-	17	17	83	-	25	26	74
Homeless					2	42	44	56	10	48	58	42
Military Connected					41	51	93	7	35	54	90	10
Foster Care					<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

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

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	10	54	64	36	13	61	74	26	14	62	76	24
Female	9	54	63	37	11	62	73	27	13	63	75	25
Male	11	53	64	36	14	60	75	25	16	61	77	23
American Indian	17	48	65	35	20	60	80	20	25	57	82	18
Asian	22	62	84	16	27	61	88	12	29	60	89	11
Black	4	46	50	50	5	56	62	38	5	59	64	36
Hispanic	2	33	35	65	3	48	52	48	3	49	52	48
Native Hawaiian	6	65	71	29	13	56	68	32	18	48	66	34
White	6	59	66	34	10	68	77	23	11	69	81	19
Multiple Races	8	59	67	33	11	63	75	25	13	66	79	21
Students with Disabilities	8	29	37	63	4	41	45	55	4	44	48	52
Students without Disabilities	10	57	67	33	14	64	78	22	15	64	80	20
Economically Disadvantaged	2	31	34	66	3	48	51	49	3	49	52	48
Not Economically Disadvantaged	12	60	72	28	16	65	81	19	17	66	83	17
English Learners	3	22	24	76	2	38	40	60	2	40	41	59
Homeless	2	15	16	84	1	28	29	71	1	30	32	68
Military Connected	6	58	64	36	9	68	77	23	13	66	79	21
Foster Care	-	31	31	69	4	35	39	61	4	27	31	69
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	9	58	67	33	14	62	76	24	14	63	77	23
Female	7	58	65	35	12	62	74	26	12	63	75	25
Male	11	58	69	31	16	63	79	21	17	62	79	21
American Indian	26	50	76	24	25	70	95	5	26	57	83	17
Asian	18	66	84	16	24	64	88	12	26	62	88	12
Black	5	53	58	42	7	56	63	37	6	62	68	32
Hispanic	1	34	35	65	4	47	51	49	4	47	51	49
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	7	65	72	28	13	69	82	18	13	70	83	17
Multiple Races	7	64	71	29	12	67	79	21	16	67	83	17
Students with Disabilities	11	33	43	57	6	41	47	53	4	43	47	53
Students without Disabilities	9	61	70	30	15	65	80	20	16	65	81	19
Economically Disadvantaged	2	32	33	67	4	46	50	50	3	47	51	49
Not Economically Disadvantaged	11	66	77	23	17	68	85	15	18	67	85	15
English Learners	3	30	33	67	3	49	52	48	2	48	51	49
Homeless	3	13	16	84	1	24	25	75	2	23	26	74
Military Connected	7	70	77	23	11	70	81	19	14	69	82	18
Foster Care	<	<	100	0	<	<	<	<	<	<	<	<
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	14	56	69	31	18	59	77	23	19	60	79	21
Female	11	55	66	34	14	61	75	25	16	61	77	23
Male	16	56	73	27	21	57	78	22	23	59	81	19
American Indian	32	59	90	10	25	56	81	19	41	54	95	5
Asian	27	60	87	13	32	56	88	12	34	57	91	9
Black	8	47	54	46	7	54	62	38	10	54	64	36
Hispanic	3	39	42	58	4	48	52	48	5	50	55	45
Native Hawaiian	<	<	<	<	<	<	<	<	30	40	70	30
White	10	62	73	27	16	66	82	18	17	67	84	16
Multiple Races	15	57	72	28	16	65	81	19	18	65	83	17
Students with Disabilities	11	32	43	57	6	40	46	54	5	43	47	53
Students without Disabilities	14	59	73	27	19	62	81	19	21	62	84	16
Economically Disadvantaged	3	35	38	62	3	48	51	49	4	50	54	46
Not Economically Disadvantaged	17	62	79	21	22	62	84	16	23	63	86	14
English Learners	2	30	32	68	3	43	46	54	3	50	53	47
Homeless	1	22	23	77	-	16	16	84	2	32	33	67
Military Connected	9	65	75	25	13	72	85	15	19	61	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	55	70	30	20	57	78	22	21	57	78	22
Female	13	55	68	32	17	60	77	23	18	60	78	22
Male	17	55	71	29	23	55	78	22	24	55	79	21
American Indian	8	67	75	25	49	45	94	6	35	48	83	17
Asian	29	58	87	13	38	53	91	9	39	52	91	9
Black	3	48	51	49	10	54	64	36	6	62	69	31
Hispanic	4	35	39	61	6	48	54	46	5	49	54	46
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	12	62	74	26	17	64	81	19	19	64	83	17
Multiple Races	13	61	74	26	21	60	81	19	19	61	80	20
Students with Disabilities	8	36	45	55	6	40	46	54	6	43	49	51
Students without Disabilities	15	57	73	27	22	60	82	18	23	59	83	17
Economically Disadvantaged	3	33	36	64	6	47	52	48	5	49	54	46
Not Economically Disadvantaged	18	61	79	21	25	60	85	15	26	60	85	15
English Learners	3	14	17	83	1	35	37	63	1	36	37	63
Homeless	1	13	14	86	2	30	32	68	1	23	23	77
Military Connected	11	64	74	26	15	62	77	23	23	61	84	16
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	20	22	78	1	46	46	54	2	52	53	47
Female	1	20	21	79	-	46	46	54	2	52	54	46
Male	3	20	23	77	1	46	47	53	2	52	54	46
American Indian	-	20	20	80	-	37	37	63	<	<	<	<
Asian	3	41	44	56	1	61	62	38	4	67	71	29
Black	2	16	18	82	-	36	36	64	1	42	43	57
Hispanic	1	8	10	90	-	29	29	71	1	35	36	64
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	2	24	26	74	1	53	54	46	2	60	62	38
Multiple Races	3	25	28	72	2	49	51	49	2	54	56	44
Students with Disabilities	8	14	22	78	2	29	31	69	3	35	38	62
Students without Disabilities	-	22	22	78	-	50	50	50	1	56	58	42
Economically Disadvantaged	2	10	11	89	1	29	29	71	1	35	36	64
Not Economically Disadvantaged	2	28	30	70	1	55	56	44	2	61	63	37
English Learners	4	7	10	90	1	17	18	82	1	20	21	79
Homeless	3	3	5	95	-	9	9	91	1	21	22	78
Military Connected	-	25	25	75	-	49	49	51	1	60	61	39
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	6	50	56	44	9	56	65	35	12	60	71	29
Female	5	51	56	44	8	57	65	35	10	61	71	29
Male	7	49	56	44	10	56	66	34	13	59	72	28
American Indian	15	35	50	50	7	54	61	39	28	56	84	16
Asian	17	64	81	19	20	64	85	15	26	64	90	10
Black	1	46	46	54	3	47	50	50	4	54	58	42
Hispanic	1	25	25	75	2	36	38	62	4	38	42	58
Native Hawaiian	<	<	<	<	17	58	75	25	<	<	<	<
White	2	53	56	44	7	62	69	31	8	67	75	25
Multiple Races	2	52	54	46	10	56	65	35	9	65	74	26
Students with Disabilities	5	23	28	72	4	30	34	66	3	36	39	61
Students without Disabilities	6	53	59	41	10	60	70	30	13	63	76	24
Economically Disadvantaged	1	26	27	73	2	37	38	62	2	40	42	58
Not Economically Disadvantaged	7	57	65	35	11	62	74	26	14	65	79	21
English Learners	2	10	12	88	1	19	20	80	1	21	22	78
Homeless	3	11	14	86	-	16	16	84	1	17	18	82
Military Connected	4	48	52	48	4	65	69	31	10	64	74	26
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	27	29	71	5	57	62	38	5	59	64	36
Female	1	27	29	71	4	58	61	39	5	58	63	37
Male	2	27	29	71	7	56	63	37	5	60	65	35
American Indian	-	-	-	100	7	70	77	23	-	64	64	36
Asian	3	43	46	54	20	61	81	19	15	65	79	21
Black	1	25	26	74	2	49	51	49	1	53	54	46
Hispanic	1	14	15	85	1	41	41	59	1	38	39	61
Native Hawaiian					8	42	50	50	<	<	<	<
White	2	33	35	65	2	65	67	33	4	68	72	28
Multiple Races	-	36	36	64	4	56	61	39	7	62	68	32
Students with Disabilities	7	12	19	81	2	34	36	64	2	38	40	60
Students without Disabilities	-	31	31	69	6	60	66	34	6	63	68	32
Economically Disadvantaged	1	12	14	86	1	40	41	59	1	40	40	60
Not Economically Disadvantaged	2	36	37	63	7	63	70	30	7	66	73	27
English Learners	3	9	12	88	1	15	16	84	1	21	22	78
Homeless	2	5	7	93	1	22	23	77	-	21	21	79
Military Connected	3	26	29	71	3	58	61	39	4	64	68	32
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	57	65	35	11	74	85	15	15	71	86	14
Female	8	60	68	32	11	75	86	14	15	73	87	13
Male	7	55	62	38	11	73	84	16	15	70	85	15
American Indian	10	43	53	47	9	67	76	24	21	62	83	17
Asian	22	65	86	14	27	66	94	6	36	60	95	5
Black	3	53	56	44	4	77	81	19	7	72	79	21
Hispanic	1	42	43	57	3	70	72	28	2	67	70	30
Native Hawaiian	<	<	<	<	10	70	80	20	19	50	69	31
White	3	61	64	36	7	80	87	13	10	80	91	9
Multiple Races	7	58	65	35	8	73	82	18	11	75	85	15
Students with Disabilities	1	38	39	61	2	65	67	33	3	70	73	27
Students without Disabilities	9	60	69	31	12	75	87	13	16	71	87	13
Economically Disadvantaged	2	41	43	57	3	69	72	28	3	68	71	29
Not Economically Disadvantaged	9	62	71	29	13	75	89	11	18	72	91	9
English Learners	-	25	25	75	1	56	58	42	1	56	57	43
Homeless	1	25	26	74	1	61	62	38	2	54	57	43
Military Connected	3	64	67	33	5	89	93	7	12	77	89	11
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	69	79	21	15	70	85	15	15	66	81	19
Female	10	69	78	22	14	71	85	15	14	67	81	19
Male	12	69	80	20	16	69	85	15	15	65	81	19
American Indian	10	80	90	10	14	81	95	5	13	73	87	13
Asian	24	68	91	9	28	63	91	9	28	61	88	12
Black	6	55	61	39	6	68	74	26	5	68	73	27
Hispanic	2	60	62	38	5	67	72	28	4	58	62	38
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	100	0
White	4	73	77	23	8	76	85	15	10	73	82	18
Multiple Races	5	73	78	22	12	74	86	14	11	69	81	19
Students with Disabilities	2	51	53	47	3	64	67	33	4	41	45	55
Students without Disabilities	11	69	80	20	15	70	86	14	15	68	83	17
Economically Disadvantaged	2	58	61	39	6	64	70	30	4	56	59	41
Not Economically Disadvantaged	12	70	82	18	16	71	87	13	16	68	84	16
English Learners	-	36	36	64	-	38	38	62	1	24	25	75
Homeless	-	19	19	81	-	38	38	62	4	56	60	40
Military Connected	2	72	74	26	24	67	91	9	8	71	79	21
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	20	66	85	15	19	64	83	17	18	67	84	16
Female	19	67	86	14	17	64	81	19	16	66	82	18
Male	20	65	85	15	20	64	84	16	19	67	86	14
American Indian	<	<	<	<	10	80	90	10	<	<	<	<
Asian	30	64	93	7	29	61	90	10	27	65	92	8
Black	8	68	76	24	10	72	82	18	7	62	70	30
Hispanic	10	54	64	36	10	60	69	31	10	59	69	31
Native Hawaiian					<	<	100	0	<	<	<	<
White	14	69	83	17	11	66	77	23	10	70	80	20
Multiple Races	9	79	88	12	13	69	81	19	12	70	81	19
Students with Disabilities	11	51	63	37	9	45	55	45	6	55	61	39
Students without Disabilities	20	66	86	14	19	64	83	17	18	67	85	15
Economically Disadvantaged	7	57	65	35	6	71	77	23	8	57	65	35
Not Economically Disadvantaged	21	67	87	13	20	63	83	17	18	67	86	14
English Learners	-	13	13	88	<	<	<	<	-	61	61	39
Homeless	<	<	<	<	<	<	<	<	-	64	64	36
Military Connected	12	44	56	44	4	72	76	24	5	81	86	14
Foster Care	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	61	72	28	13	62	75	25	12	62	74	26
Female	9	61	71	29	11	62	73	27	10	64	73	27
Male	12	60	73	27	15	61	76	24	14	61	75	25
American Indian	5	53	58	42	14	60	74	26	15	51	66	34
Asian	20	65	85	15	23	63	86	14	21	64	85	15
Black	3	54	57	43	7	56	63	37	5	58	63	37
Hispanic	3	41	44	56	5	48	53	47	3	49	52	48
Native Hawaiian	7	60	67	33	9	72	81	19	3	73	75	25
White	10	68	78	22	12	68	80	20	11	69	80	20
Multiple Races	12	64	76	24	13	63	77	23	12	67	79	21
Students with Disabilities	5	39	43	57	6	42	48	52	5	43	48	52
Students without Disabilities	12	64	75	25	14	64	78	22	13	65	78	22
Economically Disadvantaged	2	39	41	59	4	47	51	49	3	48	50	50
Not Economically Disadvantaged	13	67	80	20	16	66	82	18	14	67	81	19
English Learners	1	10	11	89	2	19	21	79	1	22	23	77
Homeless	1	17	18	82	1	25	26	74	1	27	28	72
Military Connected	11	65	76	24	12	67	79	21	14	68	81	19
Foster Care	-	45	45	55	7	36	43	57	6	31	38	63
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	12	51	63	37	19	53	71	29	18	55	73	27
Female	11	50	61	39	16	54	70	30	15	57	72	28
Male	13	52	65	35	21	52	73	27	21	53	74	26
American Indian	8	38	46	54	32	57	89	11	30	50	80	20
Asian	21	58	79	21	29	55	84	16	28	56	84	16
Black	3	42	45	55	12	44	56	44	8	55	63	37
Hispanic	3	31	34	66	7	40	47	53	5	43	48	52
Native Hawaiian	<	<	<	<	<	<	<	<	<	<	<	<
White	11	57	68	32	18	58	76	24	18	60	78	22
Multiple Races	13	55	69	31	20	56	76	24	18	61	79	21
Students with Disabilities	6	30	36	64	9	32	42	58	8	37	45	55
Students without Disabilities	13	54	66	34	20	56	76	24	19	58	77	23
Economically Disadvantaged	2	26	28	72	5	39	45	55	4	42	46	54
Not Economically Disadvantaged	15	58	72	28	22	57	79	21	22	59	81	19
English Learners	2	9	11	89	3	20	23	77	2	26	27	73
Homeless	-	11	11	89	2	16	18	82	-	20	20	80
Military Connected	8	61	69	31	10	63	73	27	21	59	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
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	12	60	71	29	11	62	72	28	12	62	74	26
Female	9	61	70	30	9	61	69	31	9	63	72	28
Male	13	58	72	28	12	62	75	25	14	62	76	24
American Indian	4	68	72	28	9	59	68	32	8	39	47	53
Asian	21	67	88	12	20	66	87	13	22	65	87	13
Black	4	49	53	47	4	54	58	42	5	56	61	39
Hispanic	3	35	38	62	2	45	47	53	4	48	51	49
Native Hawaiian	<	<	<	<	18	64	82	18	-	77	77	23
White	9	68	77	23	9	67	76	24	10	69	79	21
Multiple Races	14	63	78	22	11	57	68	32	11	64	75	25
Students with Disabilities	5	35	40	60	4	39	42	58	5	37	42	58
Students without Disabilities	12	62	75	25	11	64	76	24	12	66	78	22
Economically Disadvantaged	2	34	36	64	3	44	47	53	3	46	49	51
Not Economically Disadvantaged	14	67	81	19	13	67	79	21	14	67	81	19
English Learners	1	7	8	92	1	14	15	85	2	15	16	84
Homeless	2	10	11	89	-	15	15	85	-	19	19	81
Military Connected	13	56	69	31	12	61	74	26	10	70	80	20
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	65	78	22	13	62	76	24	10	65	75	25
Female	11	68	78	22	11	65	76	24	9	68	77	23
Male	15	62	77	23	15	60	75	25	11	63	74	26
American Indian	6	53	59	41	3	66	69	31	10	48	59	41
Asian	19	69	88	12	22	64	85	15	18	66	84	16
Black	5	63	68	32	6	62	68	32	5	63	67	33
Hispanic	5	46	51	49	5	49	53	47	3	54	57	43
Native Hawaiian	<	<	<	<	<	<	100	0	<	<	<	<
White	14	71	84	16	14	66	80	20	9	69	79	21
Multiple Races	16	64	80	20	13	67	80	20	10	70	80	20
Students with Disabilities	4	40	44	56	4	42	46	54	3	48	51	49
Students without Disabilities	14	67	81	19	14	64	79	21	11	67	78	22
Economically Disadvantaged	4	46	50	50	4	49	53	47	3	53	56	44
Not Economically Disadvantaged	15	70	85	15	16	66	82	18	12	68	80	20
English Learners	-	10	10	90	-	15	15	85	-	28	29	71
Homeless	1	22	24	76	-	33	33	67	3	44	47	53
Military Connected	15	65	80	20	20	64	84	16	13	71	85	15
Foster Care	<	<	<	<	<	<	100	0	<	<	<	<
Chemistry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	42	40	82	18	37	49	87	13	26	47	73	27
Female	34	47	82	18	34	53	86	14	20	48	68	32
Male	48	34	82	18	41	46	88	12	32	46	78	22
American Indian									<	<	100	0
Asian	58	37	95	5	52	42	93	7	37	52	89	11
Black	-	33	33	67	20	63	83	17	3	27	30	70
Hispanic	22	35	57	43	10	43	52	48	8	38	47	53
White	33	46	79	21	25	58	83	17	26	50	76	24
Multiple Races	<	<	<	<	32	58	89	11	48	48	95	5
Students with Disabilities	<	<	<	<	<	<	<	<	8	25	33	67
Students without Disabilities	42	40	82	18	38	49	87	13	27	47	74	26
Economically Disadvantaged	-	50	50	50	6	63	69	31	3	32	35	65
Not Economically Disadvantaged	44	40	83	17	40	48	88	12	31	50	81	19
English Learners	<	<	<	<	<	<	<	<	-	6	6	94
Homeless	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected	20	50	70	30	<	<	<	<	<	<	<	<
Foster Care					<	<	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	5	70	75	25	7	74	82	18	5	69	74	26
Female	4	69	74	26	5	74	79	21	4	69	72	28
Male	6	70	76	24	9	75	84	16	6	70	76	24
American Indian	-	50	50	50	-	57	57	43	-	73	73	27
Asian	5	77	82	18	9	77	86	14	7	76	83	17
Black	1	62	63	37	3	67	70	30	2	61	63	37
Hispanic	2	53	55	45	4	59	63	37	2	50	52	48
Native Hawaiian	<	<	100	0	<	<	<	<	<	<	<	<
White	7	75	82	18	8	81	89	11	6	80	86	14
Multiple Races	5	72	77	23	8	78	85	15	6	75	81	19
Students with Disabilities	2	48	50	50	2	57	59	41	2	51	53	47
Students without Disabilities	5	73	79	21	8	77	85	15	5	72	77	23
Economically Disadvantaged	1	49	51	49	2	58	60	40	1	50	51	49
Not Economically Disadvantaged	6	76	82	18	9	80	88	12	7	78	84	16
English Learners	-	14	14	86	-	25	25	75	-	19	19	81
Homeless	-	32	32	68	1	36	37	63	1	27	28	72
Military Connected	7	75	82	18	7	86	93	7	7	75	82	18
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					27	54	81	19	28	52	80	20
Female					24	55	79	21	26	53	78	22
Male					30	53	83	17	29	52	81	19
American Indian					26	49	75	25	31	45	76	24
Asian					41	50	92	8	44	47	91	9
Black					16	54	70	30	17	50	66	34
Hispanic					11	49	61	39	11	49	60	40
Native Hawaiian					21	68	89	11	19	58	77	23
White					27	57	85	15	27	56	83	17
Multiple Races					27	55	82	18	27	56	83	17
Students with Disabilities					10	44	53	47	8	42	50	50
Students without Disabilities					29	55	84	16	30	53	84	16
Economically Disadvantaged					10	50	60	40	10	47	57	43
Not Economically Disadvantaged					32	55	87	13	32	53	86	14
English Learners					5	33	38	62	5	34	39	61
Homeless					3	35	38	62	4	31	34	66
Military Connected					29	56	85	15	25	58	84	16
Foster Care					<	<	<	<	8	25	33	67
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					4	48	52	48	2	47	49	51
Female					4	54	57	43	2	47	49	51
Male					5	40	45	55	2	46	49	51
American Indian									<	<	<	<
Asian					7	56	63	37	3	47	50	50
Black					3	53	57	43	-	45	45	55
Hispanic					-	27	27	73	-	39	39	61
White					8	63	71	29	4	56	60	40
Multiple Races					<	<	<	<	4	39	43	57
Students with Disabilities					-	7	7	93	-	33	33	67
Students without Disabilities					4	51	55	45	2	50	52	48
Economically Disadvantaged					3	28	31	69	1	31	31	69
Not Economically Disadvantaged					5	61	66	34	3	59	62	38
English Learners					-	15	15	85	-	18	18	82
Homeless					-	36	36	64	-	11	11	89
Military Connected					25	67	92	8	<	<	<	<
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					19	66	84	16	20	66	86	14
Female					17	67	84	16	18	66	83	17
Male					20	65	85	15	22	66	88	12
American Indian					15	51	66	34	<	<	<	<
Asian					30	65	94	6	35	59	94	6
Black					12	63	74	26	10	64	74	26
Hispanic					8	57	65	35	7	63	70	30
Native Hawaiian					<	<	<	<	<	<	<	<
White					18	70	88	12	19	69	88	12
Multiple Races					18	71	89	11	14	74	88	12
Students with Disabilities					5	51	56	44	6	56	62	38
Students without Disabilities					20	67	88	12	21	67	88	12
Economically Disadvantaged					7	57	64	36	9	58	67	33
Not Economically Disadvantaged					22	68	90	10	22	68	90	10
English Learners					1	33	34	66	1	40	40	60
Homeless					5	41	46	54	7	44	51	49
Military Connected					16	77	93	7	19	66	85	15
Foster Care					<	<	<	<	<	<	<	<
World History II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					3	41	44	56	1	19	20	80
Female					3	34	37	63	-	18	19	81
Male					3	46	49	51	2	19	21	79
American Indian					<	<	<	<	<	<	<	<
Asian					5	51	56	44	4	27	31	69
Black					2	27	28	72	1	16	17	83
Hispanic					2	28	30	70	1	12	13	87
Native Hawaiian					<	<	100	0
White					3	53	56	44	1	23	23	77
Multiple Races					6	35	41	59	2	29	32	68
Students with Disabilities					1	29	30	70	-	8	8	92
Students without Disabilities					3	43	46	54	1	22	24	76
Economically Disadvantaged					1	30	31	69	-	11	11	89
Not Economically Disadvantaged					4	49	53	47	2	25	27	73
English Learners					-	13	13	88	-	8	8	92
Homeless					-	33	33	67	-	23	23	77
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					2	43	45	55	2	63	65	35
Female					-	44	44	56	-	67	67	33
Male					4	42	46	54	3	60	63	37
American Indian					<	<	<	<
Asian					3	53	57	43	<	<	<	<
Black					<	<	<	<	<	<	<	<
Hispanic					2	34	36	64	-	54	54	46
White					3	78	81	19	5	70	75	25
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities					-	36	36	64	<	<	<	<
Students without Disabilities					2	44	46	54	2	66	68	32
Economically Disadvantaged					1	33	34	66	-	38	38	63
Not Economically Disadvantaged					4	68	72	28	3	81	83	17
English Learners					-	24	24	76	-	30	30	70
Homeless					2	21	23	77	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care					<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					32	50	82	18	31	55	86	14
Female					29	51	80	20	31	55	86	14
Male					35	49	84	16	32	54	86	14
American Indian					25	63	88	13	28	47	75	25
Asian					48	45	93	7	47	47	95	5
Black					19	52	71	29	21	56	77	23
Hispanic					14	49	63	37	13	55	68	32
Native Hawaiian					20	70	90	10	15	77	92	8
White					32	53	85	15	31	59	90	10
Multiple Races					28	52	80	20	33	54	87	13
Students with Disabilities					10	41	51	49	8	48	56	44
Students without Disabilities					34	51	85	15	34	55	89	11
Economically Disadvantaged					12	51	63	37	12	56	68	32
Not Economically Disadvantaged					37	50	87	13	36	54	91	9
English Learners					3	25	28	72	1	31	32	68
Homeless					5	41	46	54	3	24	27	73
Military Connected					32	46	78	22	23	62	85	15
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					37	46	83	17	35	47	83	17
Female					32	49	80	20	31	49	80	20
Male					42	43	85	15	39	46	85	15
American Indian					42	42	84	16	49	46	95	5
Asian					50	40	90	10	49	42	91	9
Black					21	49	70	30	24	45	69	31
Hispanic					20	49	69	31	20	50	70	30
Native Hawaiian					<	<	<	<	<	<	<	<
White					35	48	84	16	32	50	82	18
Multiple Races					36	45	81	19	34	50	84	16
Students with Disabilities					16	41	57	43	13	43	56	44
Students without Disabilities					39	46	85	15	38	48	86	14
Economically Disadvantaged					16	47	63	37	14	49	63	37
Not Economically Disadvantaged					40	46	86	14	39	47	86	14
English Learners					14	47	61	39	14	52	66	34
Homeless					-	28	28	72	5	41	46	54
Military Connected					37	50	87	13	34	52	85	15
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	95	335	359
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	823	930	919
Kindergarten	5,205	5,126	5,056
Grade 1	5,512	5,743	5,467
Grade 2	5,723	5,718	5,857
Grade 3	5,672	5,911	5,803
Grade 4	6,056	5,834	6,065
Grade 5	6,081	6,216	5,938
Grade 6	6,204	6,220	6,330
Grade 7	6,453	6,388	6,340
Grade 8	6,802	6,572	6,498
Grade 9	6,935	6,994	6,864
Grade 10	6,704	7,046	7,054
Grade 11	6,609	6,740	7,032
Grade 12	6,732	6,644	6,805
Post Graduate	1	1	-
Total Students	81,512	82,083	82,028

< = 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	81512	82083	82028
Female	39623	39909	39870
Male	41834	42106	42101
American Indian	515	535	555
Asian	20220	20913	21306
Black	5873	5952	6028
Hispanic	15087	15621	16003
Native Hawaiian	106	103	115
White	34983	34122	33147
Multiple Races	4728	4837	4874
Students with Disabilities	9050	9203	9636
Students without Disabilities	72462	72880	72392
Economically Disadvantaged	18261	19833	20012
Not Economically Disadvantaged	63251	62250	62016
English Learners	15279	15859	16050
Not English Learners	66233	66224	65978
Homeless	1292	1240	953
Military Connected	1487	1457	1457
Foster Care	49	45	53
< = 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	4974	1408	86	27	135	58
	State	50941	37883	2120	845	5319	1819
Female	Division	2552	565	34	7	36	22
	State	27811	16344	671	288	1971	747
Male	Division	2417	836	52	20	99	36
	State	23072	21492	1448	557	3346	1069
American Indian	Division	27	16	0	1	1	1
	State	120	112	5	2	8	9
Asian	Division	1335	150	17	2	10	0
	State	6009	1299	108	12	87	30
Black	Division	318	152	13	2	5	4
	State	8188	10171	708	177	1106	701
Hispanic	Division	608	466	18	9	104	42
	State	6685	7832	305	130	2570	425
Native Hawaiian	Division	<	<	<	<	0	<
	State	96	62	1	1	3	2
White	Division	2416	566	34	10	11	9
	State	26830	16390	881	458	1333	565
Multiple Races	Division	265	57	4	3	4	2
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	210	352	86	6	17	7
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	770	661	38	14	114	50
	State	12376	19803	1180	475	2916	1248
English Learners	Division	120	324	29	0	99	28
	State	1612	4284	306	28	2112	174
Homeless	Division	16	63	2	2	25	7
	State	183	697	76	17	189	78
Military Connected	Division	76	18	0	0	1	0
	State	2401	1298	51	21	47	32
Foster Care	Division	<	<	<	<	<	<
	State	25	145	23	13	82	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	6,688	6,468	97	6,500	97	135	2
Female	3,216	3,151	98	3,161	98	36	1
Male	3,460	3,305	96	3,327	96	99	3
American Indian	46	43	94	44	96	1	2
Asian	1,514	1,502	99	1,504	99	10	1
Black	494	483	98	485	98	5	1
Hispanic	1,247	1,092	88	1,106	89	104	8
Native Hawaiian	<	<	100	<	100	0	0
White	3,046	3,016	99	3,026	99	11	0
Multiple Races	335	326	97	329	98	4	1
Students with Disabilities	678	648	96	654	97	17	3
Economically Disadvantaged	1,647	1,469	89	1,488	90	114	7
English Learners	600	473	79	478	80	99	17
Homeless	115	81	70	84	73	25	22
Military Connected	95	94	99	94	99	1	1
Foster Care	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	1,634 / 6.14%	8,303 / 30.8%	10,125 / 36.95%
Advanced Placement Course Enrollment	11,289 / 42.42%	11,000 / 40.8%	11,949 / 43.61%
Dual Enrollment	6,010 / 22.58%	5,689 / 21.1%	6,248 / 22.8%
Governor's School Enrollment	-	-	-
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	6,086	4,979	18
	State	87,317	57,081	35
Female	Division	3,017	2,576	15
	State	43,705	31,577	28
Male	Division	3,069	2,403	22
	State	43,612	25,504	42
American Indian	Division	19	12	37
	State	232	130	44
Asian	Division	1,125	1,020	9
	State	6,741	5,862	13
Black	Division	431	346	20
	State	18,624	10,601	43
Hispanic	Division	969	615	37
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	3,233	2,725	16
	State	45,098	30,844	32
Multiple Races	Division	303	257	15
	State	4,380	2,929	33
Students with Disabilities	Division	603	379	37
	State	8,185	3,548	57
Economically Disadvantaged	Division	1,019	666	35
	State	30,335	14,987	51
English Learners	Division	497	269	46
	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
NOCTI Assessments	Division	100	163	822
	State	1,542	2,590	3,844
State Licensures	Division	8	45	23
	State	1,077	1,236	1,563
Industry Certification	Division	1,384	7,718	6,540
	State	51,685	95,688	100,255
Workplace Readiness	Division	921	6,517	648
	State	16,885	44,348	41,819
Total Credentials Earned	Division	2,413	14,443	8,033
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	1,856	11,630	6,881
	State	60,992	115,682	117,932
CTE Completers	Division	2,337	2,816	3,031
	State	42,303	45,094	45,627
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	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

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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	69.4	68.9	67

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	$11,161	$4,582	$364
	State	$6,770	$5,603	$867
2020-2021	Division	$11,603	$4,951	$805
	State	$6,669	$6,185	$1,352
2021-2022	Division	$12,646	$5,144	$977
	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	76,300	4,094	70,304	10,678	65,955	15,284
Female	37,387	1,900	34,089	5,279	32,054	7,503
Male	38,890	2,193	36,171	5,377	33,857	7,760
American Indian	452	30	393	101	387	139
Asian	19,290	475	17,886	2,420	16,977	3,923
Black	5,327	388	5,177	634	5,021	831
Hispanic	12,746	1,830	11,663	3,266	11,195	4,159
Native Hawaiian	103	2	90	12	85	20
White	33,979	1,182	30,917	3,724	28,346	5,372
Multiple Races	4,403	187	4,178	521	3,944	840
Students with Disabilities	8,191	931	7,176	1,683	7,029	2,211
Economically Disadvantaged	16,207	2,656	14,066	4,301	14,652	5,874
English Learners	13,419	1,715	12,555	3,091	11,914	4,213
Homeless	1,169	501	1,000	568	961	572
< = 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	2,773
Behaviors related to School Operations	3,631
Relationship Behaviors without Physical Harm	4,333
Behaviors of a Safety Concern	5,161
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	1,064
Behaviors used to determine Persistently Dangerous Schools	10

< = 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	0.6	3.4	0.6	0.5	0.7	0.9
Asian	24.4	13.6	24.9	9.7	25.6	11.2
Black	7.1	10.2	7.2	16.4	7.3	16.6
Hispanic	18.3	35.6	18.6	28.8	19.1	34.1
Native Hawaiian	0.1		0.1	0.2	0.1	0.4
White	44	30.5	43.1	35.5	41.7	30.5
Multiple Races	5.7	6.8	5.8	8.9	5.9	6.3
< = 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	0.6		0.6		0.7
Asian	24.4		24.9	7.7	25.6
Black	7.1		7.2	15.4	7.3	23.1
Hispanic	18.3		18.6	50	19.1	42.3
Native Hawaiian	0.1		0.1		0.1	3.8
White	44		43.1	26.9	41.7	23.1
Multiple Races	5.7		5.8		5.9	7.7
< = 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	0.6		0.6		0.7
Asian	24.4		24.9		25.6
Black	7.1		7.2		7.3
Hispanic	18.3		18.6	50	19.1
Native Hawaiian	0.1		0.1		0.1
White	44		43.1	50	41.7
Multiple Races	5.7		5.8		5.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	18.7	18.7	25.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	33.2	33.2	22.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	73.9	73.9	50.4
< = 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: 12.53 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 11.62 : 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	26%	71%	2%	1%
2021-2022	24%	73%	2%	1%
2022-2023	25%	72%	2%	1%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	81%	81%	77%	88%
Asian	90%	89%	91%	88%
Black	74%	73%	64%	88%
Hispanic	58%	60%	63%	88%
White	85%	85%	84%	88%
Multiple Races	84%	83%	82%	88%
Economically Disadvantaged	58%	59%	63%	88%
English Learners	57%	57%	53%	88%
Students with Disabilities	51%	52%	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	76%	80%	72%	85%
Asian	90%	91%	90%	85%
Black	63%	67%	56%	85%
Hispanic	51%	58%	58%	85%
White	80%	84%	80%	85%
Multiple Races	79%	81%	75%	85%
Economically Disadvantaged	51%	56%	57%	85%
English Learners	58%	60%	52%	85%
Students with Disabilities	46%	50%	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	72%
Asian	83%
Black	61%
Hispanic	49%
White	77%
Multiple Races	76%
Economically Disadvantaged	47%
English Learners	44%
Students with Disabilities	42%

< = 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	95%	84%	84%
Asian	98%	90%	84%
Black	96%	83%	84%
Hispanic	85%	82%	84%
White	98%	86%	84%
Multiple Races	98%	89%	84%
Economically Disadvantaged	86%	81%	84%
English Learners	75%	74%	84%
Students with Disabilities	85%	70%	84%
Homeless	64%	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	19%	19%	12%	10%
Asian	19%	19%	10%	10%
Black	14%	14%	13%	10%
Hispanic	27%	27%	13%	10%
White	16%	16%	13%	10%
Multiple Races	18%	18%	14%	10%
Economically Disadvantaged	29%	29%	15%	10%
English Learners	26%	26%	12%	10%
Students with Disabilities	24%	24%	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	52%	52%	58%
English Learner Proficiency	13%	-	-

< = 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	4266	8175	52%
English Learner Proficiency	1348	10683	13%

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%	88%	12%
Asian	100%	-	99%	1%	94%	6%
Black	99%	1%	98%	2%	88%	12%
Hispanic	99%	1%	98%	2%	89%	11%
White	100%	-	98%	2%	85%	15%
Multiple Races	100%	-	99%	1%	90%	10%
Economically Disadvantaged	99%	1%	98%	2%	87%	13%
Not Economically Disadvantaged	100%	-	99%	1%	99%	1%
English Learners	99%	1%	99%	1%	95%	5%
Students with Disabilities	99%	1%	98%	2%	87%	13%
Students without Disabilities	100%	-	99%	1%	99%	1%
Female	100%	-	99%	1%	99%	1%
Male	99%	1%	98%	2%	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	83%	81%
Asian	92%	92%
Black	76%	70%
Hispanic	65%	61%
White	86%	83%
Multiple Races	86%	82%
Economically Disadvantaged	64%	61%
English Learners	66%	65%
Students with Disabilities	58%	57%

< = 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