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Lunenburg County Public Schools

General school information

Division: Lunenburg County Public Schools
Division Number: 55
Address: 1009 Main Street Kenbridge, VA 23944-0710
Superintendent: Dr. Sharon Stanislas
Region: 8
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Kenbridge ElementaryAccredited
Victoria ElementaryAccredited
Middle Schools
Lunenburg MiddleAccredited
High Schools
Central HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 53 61 39 8 56 64 36 7 58 65 35
Female 11 52 63 37 9 57 66 34 10 60 70 30
Male 6 53 59 41 7 55 63 37 5 56 60 40
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 5 46 51 49 4 53 58 42 6 50 56 44
Hispanic 5 46 50 50 9 47 56 44 4 50 54 46
Native Hawaiian < < 100 0 < < < < < < 100 0
White 12 59 71 29 10 61 72 28 10 66 76 24
Multiple Races 6 46 51 49 6 49 54 46 3 45 47 53
Students with Disabilities 6 20 25 75 10 26 36 64 4 36 41 59
Students without Disabilities 9 59 67 33 8 62 69 31 7 62 69 31
Economically Disadvantaged 6 50 56 44 7 52 60 40 5 56 62 38
Not Economically Disadvantaged 12 57 69 31 9 62 71 29 10 61 71 29
English Learners - 28 28 72 - 26 26 74 - 32 32 68
Homeless 4 52 57 43 < < < <
Military Connected 18 50 68 32 14 62 76 24 6 83 89 11
Foster Care < < < < < < 100 0
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 41 50 50 9 60 68 32 5 57 62 38
Female 11 52 63 37 9 62 70 30 10 50 60 40
Male 7 32 39 61 9 58 67 33 1 62 63 37
Black 9 24 33 67 - 64 64 36 3 52 55 45
Hispanic 5 26 32 68 14 38 52 48 - 45 45 55
White 12 50 62 38 11 69 80 20 9 65 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities 11 17 28 72 14 48 62 38 - 43 43 57
Students without Disabilities 8 46 54 46 7 63 70 30 6 59 64 36
Economically Disadvantaged 6 39 45 55 12 54 66 34 3 57 60 40
Not Economically Disadvantaged 14 44 58 42 3 70 73 27 9 56 66 34
English Learners - 25 25 75 - 18 18 82 - 40 40 60
Military Connected < < < < < < 100 0 < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 56 64 36 7 55 62 38 11 63 74 26
Female 10 56 67 33 9 67 76 24 12 67 78 22
Male 6 56 62 38 5 45 51 49 10 60 69 31
American Indian < < 100 0
Black 6 56 61 39 6 38 44 56 6 63 69 31
Hispanic 6 47 53 47 11 56 67 33 9 52 61 39
Native Hawaiian < < 100 0
White 10 60 70 30 7 66 73 27 16 66 82 18
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 4 26 30 70 12 24 35 65 10 60 70 30
Students without Disabilities 8 64 73 27 6 61 67 33 11 64 75 25
Economically Disadvantaged 3 62 65 35 11 54 65 35 8 62 70 30
Not Economically Disadvantaged 17 44 61 39 - 57 57 43 16 66 81 19
English Learners < < < < - 50 50 50 - 46 46 54
Military Connected < < < < < < 100 0 < < 100 0
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 58 60 40 4 60 64 36 2 59 61 39
Female 2 58 60 40 8 60 68 33 - 70 70 30
Male 2 58 60 40 1 60 61 39 4 51 54 46
Black - 46 46 54 6 50 56 44 6 42 48 52
Hispanic - 67 67 33 - 44 44 56 - 59 59 41
White 4 71 75 25 4 73 77 23 - 73 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 24 29 71 - 28 28 72 9 27 36 64
Students without Disabilities 1 64 65 35 5 69 74 26 - 68 68 32
Economically Disadvantaged - 49 49 51 3 55 58 42 3 61 64 36
Not Economically Disadvantaged 5 74 79 21 5 69 74 26 - 56 56 44
English Learners < < < < < < < < - 40 40 60
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 43 46 54 4 50 54 46 4 50 54 46
Female 4 41 46 54 5 48 53 47 4 54 59 41
Male 2 44 46 54 4 52 55 45 4 46 51 49
Black - 32 32 68 3 37 40 60 5 32 38 62
Hispanic - 40 40 60 6 50 56 44 - 40 40 60
Native Hawaiian < < < <
White 6 55 62 38 5 63 68 32 5 67 73 27
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 23 23 77 23 8 31 69 - 28 28 72
Students without Disabilities 3 46 49 51 2 55 57 43 5 55 61 39
Economically Disadvantaged 3 40 43 57 1 38 39 61 3 48 51 49
Not Economically Disadvantaged 3 49 51 49 9 69 78 22 7 52 60 40
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 56 63 37 6 50 56 44 1 54 55 45
Female 8 53 61 39 6 54 60 40 2 65 67 33
Male 6 59 65 35 5 47 53 47 - 44 44 56
American Indian < < < <
Black 5 50 55 45 3 55 58 42 - 47 47 53
Hispanic 6 53 59 41 7 33 40 60 - 50 50 50
White 9 58 67 33 8 56 63 37 2 64 66 34
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 11 11 89 7 14 21 79 - 25 25 75
Students without Disabilities 8 64 72 28 5 56 62 38 1 58 59 41
Economically Disadvantaged 8 52 60 40 8 47 55 45 1 43 45 55
Not Economically Disadvantaged 6 62 68 32 2 56 59 41 - 75 75 25
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 51 60 40 2 55 57 43 6 54 60 40
Female 13 43 57 43 2 49 51 49 7 57 63 37
Male 5 58 63 37 2 61 63 37 5 53 58 42
Asian < < 100 0
Black 8 44 53 47 - 53 53 47 3 55 58 42
Hispanic - 29 29 71 - 53 53 47 6 35 41 59
White 13 59 72 28 3 55 58 42 8 62 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 - 13 88 - 18 18 82 8 - 8 92
Students without Disabilities 8 58 67 33 2 62 64 36 5 62 67 33
Economically Disadvantaged 6 47 53 47 - 56 56 44 5 54 59 41
Not Economically Disadvantaged 14 58 72 28 4 54 59 41 6 55 61 39
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 62 80 20 22 62 84 16 20 69 89 11
Female 25 62 87 13 23 64 88 13 32 60 91 9
Male 14 62 75 25 22 60 82 18 9 79 88 13
American Indian < < 100 0 < < 100 0
Black 5 65 70 30 12 74 86 14 16 63 78 22
Hispanic 17 67 83 17 22 56 78 22 14 79 93 7
White 24 61 85 15 31 53 84 16 25 68 93 7
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 35 41 59 27 36 64 36 - 80 80 20
Students without Disabilities 20 66 86 14 22 64 86 14 22 68 90 10
Economically Disadvantaged 17 60 77 23 18 64 82 18 16 72 88 13
Not Economically Disadvantaged 20 64 84 16 27 60 87 13 27 65 92 8
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < < < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 51 61 39 6 54 59 41 10 84 94 6
Female 12 49 61 39 10 57 67 33 16 79 95 5
Male 7 54 61 39 2 50 52 48 3 90 93 7
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 6 49 55 45 4 40 44 56 11 83 94 6
Hispanic - 45 45 55 6 53 59 41 < < 100 0
White 12 54 66 34 8 60 68 32 11 81 92 8
Multiple Races 21 50 71 29 - 64 64 36 < < 100 0
Students with Disabilities - 17 17 83 - 20 20 80 < < 100 0
Students without Disabilities 11 56 66 34 7 58 65 35 11 83 94 6
Economically Disadvantaged 5 49 55 45 3 51 54 46 9 88 97 3
Not Economically Disadvantaged 14 54 68 32 9 57 66 34 12 79 91 9
English Learners < < < < - 29 29 71
Homeless < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 100 0
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 44 55 45 5 44 50 50
Female 15 37 53 47 9 43 52 48
Male 7 50 57 43 2 46 47 53
Asian < < 100 0
Black 6 44 50 50 9 24 33 67
Hispanic - 31 31 69 7 50 57 43
White 14 48 63 38 3 50 53 47
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 - 13 13 87
Students without Disabilities 12 48 60 40 6 49 55 45
Economically Disadvantaged 7 47 53 47 4 43 48 52
Not Economically Disadvantaged 17 39 57 43 6 46 52 48
English Learners < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 57 66 34 7 61 68 32 10 84 94 6
Female 10 58 68 32 12 69 81 19 16 79 95 5
Male 7 56 64 36 1 54 56 44 3 90 93 7
American Indian < < 100 0 < < < <
Asian < < 100 0 < < 100 0
Black 6 52 58 42 - 53 53 48 11 83 94 6
Hispanic - 56 56 44 5 55 60 40 < < 100 0
White 10 59 69 31 12 70 81 19 11 81 92 8
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 26 26 74 - 27 27 73 < < 100 0
Students without Disabilities 9 62 71 29 7 66 73 27 11 83 94 6
Economically Disadvantaged 4 52 56 44 3 58 60 40 9 88 97 3
Not Economically Disadvantaged 13 63 75 25 12 67 79 21 12 79 91 9
English Learners < < < < < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 54 56 44 2 59 61 39 4 58 62 38
Female - 55 55 45 2 57 60 40 4 60 64 36
Male 3 54 57 43 2 60 62 38 3 57 60 40
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 2 41 43 57 2 50 52 48 2 52 54 46
Hispanic 3 56 58 42 6 58 63 37 7 53 59 41
Native Hawaiian < < < < < < < < < < 100 0
White 2 64 65 35 2 66 67 33 4 66 70 30
Multiple Races - 44 44 56 - 43 43 58 3 45 47 53
Students with Disabilities 3 24 27 73 2 32 33 67 1 35 36 64
Students without Disabilities 2 59 61 39 2 64 66 34 4 63 67 33
Economically Disadvantaged 1 50 51 49 2 52 55 45 3 54 57 43
Not Economically Disadvantaged 3 62 66 34 2 68 71 29 4 67 72 28
English Learners - 44 44 56 2 44 46 54 1 48 49 51
Homeless - 39 39 61 < < < <
Military Connected - 79 79 21 6 71 76 24 6 78 83 17
Foster Care < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 54 58 42 3 74 77 23 7 66 73 27
Female - 65 65 35 4 77 81 19 10 59 69 31
Male 7 46 53 47 2 72 74 26 4 71 76 24
Black 9 27 36 64 3 70 73 27 3 61 64 36
Hispanic - 68 68 32 5 62 67 33 - 71 71 29
White 2 71 74 26 2 84 87 13 11 70 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities 17 22 39 61 - 57 57 43 7 43 50 50
Students without Disabilities 1 61 62 38 4 78 82 18 7 70 76 24
Economically Disadvantaged 4 49 54 46 3 67 70 30 5 66 71 29
Not Economically Disadvantaged 3 64 67 33 3 86 89 11 12 67 79 21
English Learners - 58 58 42 - 45 45 55 - 65 65 35
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 57 61 39 2 67 69 31 9 59 68 32
Female 3 59 62 38 4 69 73 27 8 57 65 35
Male 4 56 60 40 - 65 65 35 9 61 70 30
American Indian < < 100 0
Black 3 42 44 56 - 53 53 47 6 59 66 34
Hispanic 6 50 56 44 11 78 89 11 16 36 52 48
Native Hawaiian < < 100 0
White 4 69 73 27 - 76 76 24 7 70 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 26 26 74 - 41 41 59 - 40 40 60
Students without Disabilities 5 65 70 30 2 72 75 25 11 64 74 26
Economically Disadvantaged 3 49 52 48 3 65 68 32 6 58 64 36
Not Economically Disadvantaged 6 72 78 22 - 70 70 30 15 61 76 24
English Learners < < < < 8 75 83 17 - 27 27 73
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 46 47 53 7 54 61 39 6 60 66 34
Female - 36 36 64 8 53 60 40 9 63 72 28
Male 4 55 59 41 7 54 61 39 4 58 61 39
Black - 38 38 63 6 50 56 44 - 52 52 48
Hispanic 6 63 69 31 11 39 50 50 24 71 94 6
White 2 51 53 47 8 62 69 31 5 66 70 30
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 19 19 81 - 24 24 76 - 32 32 68
Students without Disabilities 2 50 52 48 9 62 72 28 7 68 75 25
Economically Disadvantaged - 41 41 59 6 46 52 48 7 59 67 33
Not Economically Disadvantaged 5 55 60 40 10 67 77 23 3 62 65 35
English Learners - 40 40 60 < < < < 10 80 90 10
Military Connected < < < < < < 100 0 < < 100 0
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 40 43 57 3 39 41 59 2 39 41 59
Female - 43 43 57 3 31 34 66 - 46 46 54
Male 6 38 43 57 2 46 48 52 3 35 38 62
Black 3 29 32 68 3 29 31 69 - 32 32 68
Hispanic - 33 33 67 6 44 50 50 5 25 30 70
Native Hawaiian < < < <
White 4 53 57 43 2 47 49 51 2 51 53 47
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 8 8 92 8 23 31 69 - 16 16 84
Students without Disabilities 4 45 49 51 2 41 43 57 2 46 48 52
Economically Disadvantaged 2 34 35 65 1 26 28 72 3 28 31 69
Not Economically Disadvantaged 6 51 57 43 4 58 62 38 - 60 60 40
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 20 20 80 - 32 32 68 - 31 31 69
Female - 21 21 79 - 33 33 67 - 39 39 61
Male - 18 18 82 - 30 30 70 - 23 23 77
American Indian < < < <
Black - 15 15 85 - 25 25 75 - 26 26 74
Hispanic - 9 9 91 - 30 30 70 < < < <
White - 22 22 78 - 37 37 63 - 38 38 62
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - - - 100 - 21 21 79 - 10 10 90
Students without Disabilities - 25 25 75 - 34 34 66 - 34 34 66
Economically Disadvantaged - 16 16 84 - 31 31 69 - 23 23 77
Not Economically Disadvantaged - 28 28 72 - 33 33 67 - 58 58 42
English Learners < < < < < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 45 46 54 - 47 47 53 2 41 43 57
Female - 44 44 56 - 45 45 55 2 40 42 58
Male 3 45 48 52 - 48 48 52 2 42 44 56
Asian < < 100 0
Black - 29 29 71 - 39 39 61 3 29 32 68
Hispanic 6 44 50 50 - 43 43 57 - 38 38 62
White 1 54 55 45 - 52 52 48 2 51 53 47
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 19 19 81 - 12 12 88 - 27 27 73
Students without Disabilities 2 48 50 50 - 53 53 47 2 43 45 55
Economically Disadvantaged 1 43 45 55 - 44 44 56 1 32 33 67
Not Economically Disadvantaged 2 47 49 51 - 53 53 48 2 59 61 39
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 90 90 10 1 74 75 25 2 93 95 5
Female - 92 92 8 - 74 74 26 2 97 98 2
Male 1 88 90 10 1 74 76 24 2 90 92 8
Black - 87 87 13 - 68 68 32 3 95 97 3
Hispanic - 90 90 10 5 73 77 23 - 86 86 14
Native Hawaiian < < < < < < 100 0
White - 93 93 7 - 81 81 19 2 94 95 5
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 85 85 15 - 32 32 68 - 87 87 13
Students without Disabilities 1 90 91 9 1 81 81 19 2 94 96 4
Economically Disadvantaged - 92 92 8 1 67 69 31 1 95 96 4
Not Economically Disadvantaged 2 86 88 12 - 83 83 17 2 90 93 7
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 88 88 12 - 91 91 9 - 83 83 17
Female - 88 88 12 - 87 87 13 - 86 86 14
Male - 89 89 11 - 95 95 5 - 81 81 19
Black < < < < - 91 91 9 < < < <
Hispanic < < 100 0 < < 100 0 < < < <
White - 97 97 3 - 92 92 8 - 86 86 14
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 90 90 10 - 91 91 9 - 85 85 15
Economically Disadvantaged - 75 75 25 - 100 100 0 - 86 86 14
Not Economically Disadvantaged - 100 100 0 - 84 84 16 - 81 81 19
English Learners < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < 100 0
White < < 100 0 < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged < < 100 0 < < 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 57 63 37 8 55 63 37 5 62 67 33
Female 5 56 61 39 10 50 60 40 4 65 68 32
Male 7 57 64 36 7 60 66 34 7 60 67 33
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 48 50 50 3 45 48 52 3 49 52 48
Hispanic 5 42 47 53 3 44 47 53 5 56 60 40
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 8 66 74 26 12 64 76 24 7 72 79 21
Multiple Races 4 64 68 32 5 62 67 33 5 55 60 40
Students with Disabilities 9 29 38 62 3 24 27 73 2 32 34 66
Students without Disabilities 5 61 67 33 9 61 70 30 6 67 73 27
Economically Disadvantaged 4 51 55 45 5 52 57 43 4 62 66 34
Not Economically Disadvantaged 8 66 74 26 13 60 73 27 7 63 70 30
English Learners - 8 8 92 - 8 8 92 - 41 41 59
Homeless 8 42 50 50 < < < < < < < <
Military Connected 6 94 100 0 - 90 90 10 9 91 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 52 56 44 7 53 60 40 9 51 60 40
Female - 50 50 50 3 53 55 45 4 59 63 37
Male 7 55 62 38 10 53 63 37 12 46 58 42
Black 3 30 33 68 3 50 53 47 9 36 45 55
Hispanic 6 50 56 44 - 28 28 72 12 47 59 41
White 4 70 74 26 13 62 75 25 9 66 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 38 44 56 - 20 20 80 5 32 36 64
Students without Disabilities 3 55 58 42 9 62 72 28 10 57 67 33
Economically Disadvantaged 1 43 45 55 4 51 55 45 12 51 62 38
Not Economically Disadvantaged 8 69 77 23 13 56 69 31 3 53 56 44
English Learners - 20 20 80 < < < < - 40 40 60
Military Connected < < 100 0 < < 100 0 < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 50 52 48 2 51 53 47 2 52 54 46
Female 2 47 48 52 - 46 46 54 2 52 54 46
Male 3 53 56 44 3 56 59 41 2 52 53 47
Asian < < 100 0
Black 3 42 44 56 - 46 46 54 3 36 39 61
Hispanic - 36 36 64 - 40 40 60 6 44 50 50
White 3 58 61 39 3 55 58 42 - 64 64 36
Multiple Races < < < < < < < < < < < <
Students with Disabilities 13 6 19 81 - 24 24 76 - 23 23 77
Students without Disabilities 1 57 58 42 2 55 57 43 2 56 58 42
Economically Disadvantaged 4 45 49 51 - 50 50 50 3 53 56 44
Not Economically Disadvantaged - 59 59 41 4 52 57 43 - 48 48 52
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 76 24 17 55 72 28 5 73 79 21
Female 11 68 79 21 27 52 78 22 4 73 78 22
Male 11 62 73 27 7 59 66 34 6 74 80 20
Asian < < 100 0
Black 3 73 75 25 6 34 41 59 - 60 60 40
Hispanic 13 47 60 40 6 67 72 28 - 64 64 36
Native Hawaiian < < 100 0
White 16 62 79 21 25 64 89 11 10 81 91 9
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 15 15 85 9 45 55 45 - 31 31 69
Students without Disabilities 12 71 83 17 18 56 74 26 6 78 84 16
Economically Disadvantaged 7 63 70 30 9 52 61 39 3 74 77 23
Not Economically Disadvantaged 14 68 82 18 27 60 87 13 9 73 82 18
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 61 65 35 6 62 68 32 5 68 73 27
Female 5 61 66 34 8 53 61 39 3 69 72 28
Male 3 61 64 36 5 71 75 25 6 67 73 27
Asian < < 100 0 < < 100 0
Black - 48 48 53 3 49 51 49 - 59 59 41
Hispanic - 37 37 63 7 40 47 53 - 69 69 31
Native Hawaiian < < 100 0
White 6 76 82 18 9 74 82 18 7 74 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 56 56 44 - 8 8 92 - 40 40 60
Students without Disabilities 4 62 66 34 7 68 74 26 5 72 77 23
Economically Disadvantaged 1 57 58 42 4 57 61 39 1 68 69 31
Not Economically Disadvantaged 8 68 76 24 9 69 78 22 11 68 79 21
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 49 56 44 4 52 56 44 8 51 59 41
Female 7 43 50 50 2 53 55 45 4 51 55 45
Male 9 53 62 38 6 51 57 43 11 52 62 38
American Indian < < < < < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 40 43 57 2 38 40 60 4 44 48 52
Hispanic 2 38 40 60 4 51 55 45 11 48 59 41
Native Hawaiian < < 100 0
White 13 57 70 30 6 60 66 34 9 57 66 34
Multiple Races - 53 53 47 - 48 48 52 8 38 46 54
Students with Disabilities 2 24 25 75 - 22 22 78 - 23 23 77
Students without Disabilities 9 53 61 39 4 56 60 40 9 56 65 35
Economically Disadvantaged 3 47 50 50 3 51 54 46 5 52 58 42
Not Economically Disadvantaged 16 51 67 33 5 54 58 42 12 48 60 40
English Learners - 20 20 80 4 24 28 72 3 38 41 59
Homeless < < < < < < < < < < < <
Military Connected 18 64 82 18 < < < < < < < <
Foster Care < < 100 0 < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 22 22 78 - 26 26 74
Female < < < < < < < < - 23 23 77
Male < < < < - 27 27 73 - 31 31 69
Black < < < < < < < < - 25 25 75
Hispanic < < < < < < < <
White < < < < < < < < - 29 29 71
Multiple Races < < < < < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities < < < < - 13 13 87 - 29 29 71
Economically Disadvantaged < < < < - 31 31 69 - 29 29 71
Not Economically Disadvantaged < < 100 0 < < < < - 21 21 79
English Learners < < < < < < < <
Military Connected < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 54 57 43 4 52 57 43 8 59 67 33
Female 3 50 53 47 3 54 57 43 3 62 65 35
Male 3 58 61 39 6 50 56 44 13 57 70 30
Black - 36 36 64 2 34 37 63 5 43 48 53
Hispanic 5 32 36 64 - 41 41 59 13 63 75 25
Native Hawaiian < < 100 0
White 3 73 77 23 7 64 71 29 8 69 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities 6 38 44 56 - 6 6 94 - 22 22 78
Students without Disabilities 3 56 59 41 5 59 64 36 10 65 75 25
Economically Disadvantaged 1 49 50 50 3 47 49 51 7 56 63 37
Not Economically Disadvantaged 6 63 69 31 7 59 66 34 11 64 76 24
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 39 39 61 < < < <
Female < < < < - 31 31 69 < < < <
Male < < < < < < < < < < < <
Black < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < - 39 39 61 < < < <
Economically Disadvantaged < < < < - 45 45 55 < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Military Connected < < 100 0
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 46 56 44 1 59 59 41 2 56 58 42
Female 9 36 45 55 2 51 53 47 - 60 60 40
Male 10 56 66 34 - 66 66 34 3 53 57 43
American Indian < < < < < < 100 0
Asian < < 100 0
Black 3 44 47 53 - 52 52 48 3 55 58 42
Hispanic - 38 38 62 - 57 57 43 - 53 53 47
White 17 51 68 32 2 61 63 38 2 60 63 38
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 9 9 91 - 29 29 71 - - - 100
Students without Disabilities 11 50 61 39 1 63 64 36 2 64 66 34
Economically Disadvantaged 3 49 51 49 - 61 61 39 1 57 58 42
Not Economically Disadvantaged 21 43 64 36 2 56 58 42 3 55 59 41
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 46 59 41 8 51 59 41 16 48 63 37
Female 10 46 56 44 2 64 67 33 12 43 55 45
Male 15 46 60 40 13 40 53 47 20 52 72 28
American Indian < < < <
Black 8 42 50 50 3 37 40 60 6 50 56 44
Hispanic - 47 47 53 11 56 67 33 22 39 61 39
Native Hawaiian < < 100 0
White 22 48 70 30 12 63 76 24 21 48 69 31
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 22 22 78 - 27 27 73 - 44 44 56
Students without Disabilities 17 52 69 31 10 55 65 35 19 48 67 33
Economically Disadvantaged 6 48 54 46 10 49 59 41 10 52 62 38
Not Economically Disadvantaged 28 42 69 31 5 54 59 41 28 38 66 34
English Learners < < < < 8 42 50 50 8 31 38 62
Homeless < < < <
Military Connected < < < < < < 100 0 < < 100 0
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = 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

2021-20222022-20232023-2024
Division---
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten817471
Kindergarten124122115
Grade 1121125124
Grade 2103115130
Grade 3105105119
Grade 41059899
Grade 5112109101
Grade 6105108114
Grade 7133101112
Grade 8126123107
Grade 9142141125
Grade 10137115134
Grade 11100117106
Grade 12113122125
Total Students1,6071,5751,582

< = 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 2021-20222022-20232023-2024
All Students160715751582
Female744723733
Male863852849
American Indian564
Asian334
Black513492504
Hispanic227241248
Native Hawaiian333
White764745741
Multiple Races928578
Students with Disabilities241222221
Students without Disabilities136613531361
Economically Disadvantaged896977979
Not Economically Disadvantaged711598603
English Learners165166180
Not English Learners144214091402
Homeless38--
Military Connected493739
Foster Care126
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 42 81 4 3 2 0
State 50340 39360 1868 906 4434 1716
Female Division 23 36 0 0 1 0
State 27397 17331 608 349 1644 700
Male Division 19 45 4 3 1 0
State 22883 21948 1258 556 2786 1013
American Indian Division < < < < < <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6021 1445 96 16 68 37
Black Division 13 28 4 0 0 0
State 8112 10542 637 224 1119 708
Hispanic Division 4 11 0 0 1 0
State 7128 8364 268 133 1854 356
White Division 23 37 0 3 0 0
State 25863 16576 761 464 1211 504
Multiple Races Division < < < < 0 <
State 3011 2255 98 62 170 106
Students with Disabilities Division 0 9 4 0 0 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 14 53 4 2 1 0
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < < <
State 1583 4218 262 26 1426 145
Military Connected Division < < < < 0 <
State 2525 1494 44 18 52 31
< = 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 Students132127961309922
Female605998599812
Male726894719911
American Indian<<<<<<<
Asian<<100<10000
Black45451004510000
Hispanic161594159416
White6360956310000
Multiple Races<<100<10000
Students with Disabilities13131001310000
Economically Disadvantaged747196739911
English Learners<<<<<<<
Military Connected<<100<10000
< = 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 2021-20222022-20232023-2024
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment57 / 11.59%88 / 17.78%101 / 20.61%
Governor's School Enrollment17 / 3.46%16 / 3.23%21 / 4.29%
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 StudentsDivision833854
State87,31757,08135
FemaleDivision382339
State43,70531,57728
MaleDivision451567
State43,61225,50442
BlackDivision371657
State18,62410,60143
WhiteDivision452153
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision<<100
State8,1853,54857
Economically DisadvantagedDivision411368
State30,33514,98751
American IndianDivision--100
State23213044
AsianDivision--100
State6,7415,86213
HispanicDivision--100
State12,1106,62245
Native HawaiianDivision--100
State1329330
English LearnersDivision--100
State6,5793,31950
< = 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
2021-20222022-20232023-2024
State LicensuresDivision3-9
 State1,2361,5632,069
Industry CertificationDivision241326266
 State95,688100,255101,956
Total Credentials EarnedDivision244326276
 State143,862147,481142,668
Students Earning One or More CredentialsDivision188232188
 State115,682117,932115,611
Armed Services Vocational Aptitude Battery ExaminationDivision9713
 State7619621,022
CTE CompletersDivision567471
 State45,09446,02848,628
NOCTI AssessmentsDivision--1
 State2,5903,8443,577
Workplace ReadinessDivision---
 State44,34841,81935,066

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$2,190$8,047$1,164
State$6,770$5,603$867
2020-2021Division$2,207$8,736$1,917
State$6,669$6,185$1,352
2021-2022Division$2,269$9,429$2,415
State$7,134$6,454$1,936
2022-2023Division$3,426$9,982$3,039
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,2802281,0364461,297197
Female59110547320562265
Male689123563241675132
American Indian<<<<<<
Asian<<<<<<
Black3779630016140167
Hispanic207211982822415
Native Hawaiian<<<<<<
White61999484224601104
Multiple Races671247296311
Students with Disabilities175521228215259
Economically Disadvantaged1,227225608322866151
English Learners150161511717410
Homeless289<<<<
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 372
Relationship Behaviors without Physical Harm 241
Behaviors of a Safety Concern 411
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 83

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.30.40.3
Asian0.20.20.3
Black31.952.631.247.731.948.6
Hispanic14.15.815.36.215.74.7
Native Hawaiian0.20.20.2
White47.534.347.34046.839.9
Multiple Races5.77.35.46.24.96.8
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.30.40.3
Asian0.20.20.3
Black31.931.231.9
Hispanic14.115.315.7
Native Hawaiian0.20.20.2
White47.547.346.8
Multiple Races5.75.44.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.30.40.3
Asian0.20.20.3
Black31.931.231.9
Hispanic14.115.315.750
Native Hawaiian0.20.20.2
White47.547.346.850
Multiple Races5.75.44.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 78.698.298.1
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 44.946.250.9
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 74.274.373.4
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

11.84 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

11.9 : 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.