Lynchburg City Public Schools

General school information

Division: Lynchburg City Public Schools
Division Number: 115
Address: 915 Court Street Lynchburg, VA 24504
Superintendent: Dr. Crystal Edwards
Region: 5
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
Bedford Hills Elementary	Accredited with Conditions
Dearington Elementary/Innovation	Accredited
Heritage Elementary	Accredited
Linkhorne Elementary	Accredited with Conditions
Paul Munro Elementary	Accredited
Perrymont Elementary	Accredited with Conditions
Robert S. Payne Elementary	Accredited with Conditions
Sandusky Elementary	Accredited
Sheffield Elementary	Accredited
T.C. Miller Elementary School for Innovation	Accredited
William M. Bass Elementary	Accredited
Middle Schools
Linkhorne Middle	Accredited with Conditions
Paul Laurence Dunbar Middle for Innovation	Accredited
Sandusky Middle	Accredited with Conditions
High Schools
E.C. Glass High	Accredited
Heritage High	Accredited with Conditions

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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

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					13	44	57	43	12	43	55	45
Female					10	46	56	44	11	46	57	43
Male					16	43	58	42	12	40	53	47
American Indian					<	<	100	0	<	<	<	<
Asian					22	67	89	11	31	50	81	19
Black					4	37	41	59	5	34	39	61
Hispanic					13	47	60	40	11	46	57	43
Native Hawaiian									<	<	100	0
White					27	53	80	20	23	55	79	21
Multiple Races					12	48	60	40	11	51	62	38
Students with Disabilities					6	21	27	73	2	18	20	80
Students without Disabilities					14	47	61	39	13	47	60	40
Economically Disadvantaged					6	41	47	53	6	39	45	55
Not Economically Disadvantaged					24	50	74	26	21	52	73	27
English Learners					-	30	30	70	-	30	30	70
Homeless					5	25	30	70	3	29	32	68
Military Connected					11	39	50	50	10	45	55	45
Foster Care					-	18	18	82	-	25	25	75
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					-	52	52	48	-	24	24	76
Female					-	56	56	44	-	29	29	71
Male					-	50	50	50	-	20	20	80
Asian									<	<	<	<
Black					-	31	31	69	-	14	14	86
Hispanic					<	<	<	<	-	50	50	50
White					-	89	89	11	-	17	17	83
Multiple Races									-	60	60	40
Students with Disabilities					<	<	<	<	-	6	6	94
Students without Disabilities					-	53	53	47	-	27	27	73
Economically Disadvantaged					-	44	44	56	-	20	20	80
Not Economically Disadvantaged					-	67	67	33	-	33	33	67
English Learners					<	<	100	0	<	<	<	<
Homeless									<	<	<	<
Military Connected									<	<	100	0
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					10	45	55	45	9	49	58	42
Female					8	45	53	47	8	53	60	40
Male					11	46	57	43	11	45	56	44
Asian					<	<	<	<	<	<	100	0
Black					4	36	40	60	3	40	44	56
Hispanic					8	60	69	31	9	45	53	47
White					21	55	77	23	19	62	81	19
Multiple Races					9	54	63	37	7	54	61	39
Students with Disabilities					2	19	21	79	3	27	30	70
Students without Disabilities					11	50	61	39	10	52	62	38
Economically Disadvantaged					3	42	46	54	5	43	48	52
Not Economically Disadvantaged					20	50	71	29	17	60	77	23
English Learners					-	18	18	82	-	41	41	59
Homeless					<	<	<	<	-	60	60	40
Military Connected					<	<	<	<	<	<	<	<
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					1	22	23	77	-	13	13	87
Female					-	15	15	85	-	14	14	86
Male					2	29	31	69	-	11	11	89
Asian					<	<	<	<
Black					-	12	12	88	-	6	6	94
Hispanic					<	<	<	<	-	30	30	70
White					-	44	44	56	-	28	28	72
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					1	23	24	76	-	12	12	88
Economically Disadvantaged					-	18	18	82	-	11	11	89
Not Economically Disadvantaged					3	28	31	69	-	16	16	84
English Learners									<	<	<	<
Homeless					<	<	<	<
Military Connected									<	<	<	<
Foster Care									<	<	<	<
Geography Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					20	77	97	3	22	72	93	7
Female					11	89	100	0	25	71	96	4
Male					29	65	94	6	18	73	91	9
Asian					<	<	100	0	<	<	100	0
Black					<	<	100	0	<	<	<	<
Hispanic					<	<	<	<
Native Hawaiian									<	<	100	0
White					21	79	100	0	18	76	94	6
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					21	79	100	0	22	73	96	4
Economically Disadvantaged					<	<	100	0	25	58	83	17
Not Economically Disadvantaged					18	79	96	4	21	76	97	3
English Learners					<	<	100	0
Homeless									<	<	<	<
Military Connected									<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					13	48	62	38	11	45	56	44
Female					10	53	63	37	10	48	58	42
Male					16	44	60	40	11	43	54	46
American Indian									<	<	<	<
Asian					<	<	100	0	<	<	100	0
Black					2	42	44	56	3	35	39	61
Hispanic					19	54	73	27	11	62	73	27
White					29	56	85	15	22	57	80	20
Multiple Races					11	50	61	39	14	45	59	41
Students with Disabilities					3	26	29	71	3	9	12	88
Students without Disabilities					15	52	66	34	12	51	63	37
Economically Disadvantaged					6	45	51	49	6	40	45	55
Not Economically Disadvantaged					26	54	79	21	21	55	76	24
English Learners					<	<	<	<	<	<	<	<
Homeless					<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
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					19	39	59	41	18	43	61	39
Female					14	42	56	44	17	45	62	38
Male					25	36	61	39	20	40	60	40
American Indian					<	<	100	0	<	<	100	0
Asian					<	<	<	<	<	<	<	<
Black					8	37	45	55	10	37	47	53
Hispanic					19	32	52	48	19	36	55	45
White					36	43	79	21	37	49	85	15
Multiple Races					16	43	59	41	11	57	69	31
Students with Disabilities					14	19	33	67	-	23	23	77
Students without Disabilities					20	42	62	38	20	45	65	35
Economically Disadvantaged					11	38	49	51	10	41	51	49
Not Economically Disadvantaged					37	43	79	21	34	46	80	20
English Learners					<	<	<	<	-	28	28	72
Homeless					<	<	<	<	8	31	38	62
Military Connected					<	<	<	<	<	<	<	<
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	1	7	14
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	320	343	350
Kindergarten	566	621	574
Grade 1	563	581	627
Grade 2	607	567	572
Grade 3	560	582	547
Grade 4	565	563	586
Grade 5	572	563	560
Grade 6	542	550	546
Grade 7	577	554	540
Grade 8	582	581	556
Grade 9	755	636	657
Grade 10	567	675	594
Grade 11	556	540	576
Grade 12	547	547	510
Post Graduate	1	6	19
Total Students	7,880	7,909	7,814

< = 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	7880	7909	7814
Female	3797	3817	3763
Male	4083	4092	4051
American Indian	17	19	18
Asian	102	103	125
Black	3935	3890	3816
Hispanic	588	632	692
Native Hawaiian	2	2	1
White	2466	2477	2367
Multiple Races	770	786	795
Students with Disabilities	1137	1128	1088
Students without Disabilities	6743	6781	6726
Economically Disadvantaged	4879	4984	5088
Not Economically Disadvantaged	3001	2925	2726
English Learners	255	288	342
Not English Learners	7625	7621	7472
Homeless	51	118	124
Military Connected	74	98	84
Foster Care	124	146	113
< = 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	244	256	18	15	43	51
	State	50941	37883	2120	845	5319	1819
Female	Division	138	99	4	7	14	25
	State	27811	16344	671	288	1971	747
Male	Division	106	157	14	8	29	26
	State	23072	21492	1448	557	3346	1069
American Indian	Division	<	<	<	<	0	<
	State	120	112	5	2	8	9
Asian	Division	<	<	<	<	0	<
	State	6009	1299	108	12	87	30
Black	Division	77	135	11	4	29	34
	State	8188	10171	708	177	1106	701
Hispanic	Division	15	12	0	1	5	6
	State	6685	7832	305	130	2570	425
White	Division	123	79	7	8	6	8
	State	26830	16390	881	458	1333	565
Multiple Races	Division	22	28	0	2	3	3
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	5	28	18	2	12	10
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	81	170	8	10	15	47
	State	12376	19803	1180	475	2916	1248
English Learners	Division	1	7	0	0	4	3
	State	1612	4284	306	28	2112	174
Homeless	Division	1	7	1	0	1	0
	State	183	697	76	17	189	78
Military Connected	Division	6	4	0	0	0	0
	State	2401	1298	51	21	47	32
Foster Care	Division	1	6	1	1	6	3
	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	627	518	83	539	86	43	7
Female	287	241	84	252	88	14	5
Male	340	277	82	287	84	29	9
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	290	223	77	232	80	29	10
Hispanic	39	27	69	28	72	5	13
White	231	209	91	217	94	6	3
Multiple Races	58	50	86	53	91	3	5
Students with Disabilities	75	51	68	58	77	12	16
Economically Disadvantaged	331	259	78	275	83	15	5
English Learners	15	8	53	8	53	4	27
Homeless	10	9	90	9	90	1	10
Military Connected	10	10	100	10	100	0	0
Foster Care	18	8	44	9	50	6	33
< = 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	166 / 6.85%	127 / 5.24%	494 / 20.6%
Advanced Placement Course Enrollment	166 / 6.85%	127 / 5.24%	494 / 20.6%
Dual Enrollment	119 / 4.91%	136 / 5.61%	217 / 9.05%
Governor's School Enrollment	41 / 1.69%	48 / 1.98%	56 / 2.34%
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	503	331	34
	State	87,317	57,081	35
Female	Division	256	168	34
	State	43,705	31,577	28
Male	Division	247	163	34
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	10	<	100
	State	6,741	5,862	13
Black	Division	231	125	46
	State	18,624	10,601	43
Hispanic	Division	27	19	30
	State	12,110	6,622	45
White	Division	200	161	19
	State	45,098	30,844	32
Multiple Races	Division	32	16	50
	State	4,380	2,929	33
Students with Disabilities	Division	32	12	62
	State	8,185	3,548	57
Economically Disadvantaged	Division	272	144	47
	State	30,335	14,987	51
English Learners	Division	14	<	100
	State	6,579	3,319	50
Native Hawaiian	Division	-	-	100
	State	132	93	30
< = 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	23	60	60
	State	1,542	2,590	3,844
State Licensures	Division	14	24	17
	State	1,077	1,236	1,563
Industry Certification	Division	346	575	704
	State	51,685	95,688	100,255
Workplace Readiness	Division	6	24	105
	State	16,885	44,348	41,819
Total Credentials Earned	Division	389	683	886
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	380	641	797
	State	60,992	115,682	117,932
CTE Completers	Division	208	167	113
	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

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	61.9	60.5	58.3

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	$4,665	$6,781	$1,676
	State	$6,770	$5,603	$867
2020-2021	Division	$5,323	$7,323	$1,621
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,114	$7,694	$2,605
	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	5,078	2,558	5,328	2,128	5,625	1,859
Female	2,569	1,152	2,569	1,030	2,705	916
Male	2,509	1,406	2,759	1,098	2,920	943
American Indian	11	13	6	10	9	5
Asian	109	18	81	13	95	12
Black	2,144	1,630	2,458	1,213	2,680	972
Hispanic	322	221	396	171	435	188
Native Hawaiian	9	1	<	<	<	<
White	1,998	425	1,876	499	1,874	474
Multiple Races	485	250	510	221	531	207
Students with Disabilities	697	387	677	373	670	324
Economically Disadvantaged	2,602	2,040	3,001	1,756	3,344	1,485
English Learners	159	116	194	69	226	71
Homeless	41	77	43	60	83	102
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2022-2023 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	1,955
Behaviors related to School Operations	2,354
Relationship Behaviors without Physical Harm	2,554
Behaviors of a Safety Concern	1,362
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	410
Behaviors used to determine Persistently Dangerous Schools	5

< = 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	0.3		0.2	0.2	0.2	0.4
Asian	1.7		1.3	0.2	1.3	0.6
Black	50	65.9	50.2	71	49.5	70.2
Hispanic	7.1	4.9	7.5	3.1	8	5.8
Native Hawaiian	0.1		0	0.1	0
White	31.4	14.6	31.5	15.2	31.5	14.8
Multiple Races	9.6	14.6	9.8	10.1	10	8.3
< = 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	0.3		0.2		0.2
Asian	1.7		1.3		1.3
Black	50		50.2	86.7	49.5	100
Hispanic	7.1		7.5		8
Native Hawaiian	0.1		0		0
White	31.4		31.5	6.7	31.5
Multiple Races	9.6		9.8	6.7	10
< = 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	0.3		0.2		0.2
Asian	1.7		1.3		1.3
Black	50		50.2	100	49.5	100
Hispanic	7.1		7.5		8
Native Hawaiian	0.1		0		0
White	31.4		31.5		31.5
Multiple Races	9.6		9.8		10
< = 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	82	82	98.7
< = 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	47.9	47.9	38
< = 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	64.2
< = 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: 10.73 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 12.29 : 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	49%	48%	1%	2%
2021-2022	49%	46%	1%	4%
2022-2023	46%	43%	1%	10%
< = 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	60%	64%	77%	88%
Asian	83%	82%	91%	88%
Black	45%	50%	64%	88%
Hispanic	53%	63%	63%	88%
White	82%	84%	84%	88%
Multiple Races	63%	68%	82%	88%
Economically Disadvantaged	49%	53%	63%	88%
English Learners	38%	47%	53%	88%
Students with Disabilities	31%	33%	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	48%	59%	72%	85%
Asian	70%	78%	90%	85%
Black	33%	45%	56%	85%
Hispanic	48%	59%	58%	85%
White	72%	78%	80%	85%
Multiple Races	47%	61%	75%	85%
Economically Disadvantaged	38%	47%	57%	85%
English Learners	43%	51%	52%	85%
Students with Disabilities	31%	35%	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	47%
Asian	70%
Black	32%
Hispanic	43%
White	77%
Multiple Races	42%
Economically Disadvantaged	35%
English Learners	35%
Students with Disabilities	31%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	78%	84%	84%
Asian	<	90%	84%
Black	72%	83%	84%
Hispanic	74%	82%	84%
White	85%	86%	84%
Multiple Races	78%	89%	84%
Economically Disadvantaged	72%	81%	84%
English Learners	68%	74%	84%
Students with Disabilities	47%	70%	84%
Homeless	<	-	-
Foster Care	<	-	-

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

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	25%	25%	12%	10%
Asian	11%	11%	10%	10%
Black	27%	27%	13%	10%
Hispanic	30%	30%	13%	10%
White	20%	20%	13%	10%
Multiple Races	28%	28%	14%	10%
Economically Disadvantaged	31%	31%	15%	10%
English Learners	24%	24%	12%	10%
Students with Disabilities	33%	33%	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	8%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	85	162	52%
English Learner Proficiency	20	252	8%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	2%	98%	2%	96%	4%
Asian	100%	-	100%	-	100%	-
Black	99%	1%	98%	2%	97%	3%
Hispanic	98%	2%	97%	3%	97%	3%
White	98%	2%	98%	2%	97%	3%
Multiple Races	98%	2%	97%	3%	94%	6%
Economically Disadvantaged	98%	2%	98%	2%	96%	4%
Not Economically Disadvantaged	99%	1%	98%	2%	98%	2%
English Learners	99%	1%	99%	1%	100%	-
Students with Disabilities	97%	3%	98%	2%	95%	5%
Students without Disabilities	99%	1%	98%	2%	98%	2%
Female	99%	1%	98%	2%	98%	2%
Male	98%	2%	98%	2%	98%	2%
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	63%	55%
Asian	78%	62%
Black	51%	44%
Hispanic	58%	54%
White	84%	74%
Multiple Races	67%	56%
Economically Disadvantaged	55%	47%
English Learners	52%	53%
Students with Disabilities	42%	38%

< = 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