Menu

Mecklenburg County Public Schools

General school information

Division: Mecklenburg County Public Schools
Division Number: 58
Address: 175 Mayfield Drive Boydton, VA 23917
Superintendent: Dr. Scott Worner
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

Accreditation

Accreditation Status
Elementary Schools
Chase City ElementaryAccredited
Clarksville ElementaryAccredited
LaCrosse Elementary Accredited
South Hill ElementaryAccredited
Middle Schools
Mecklenburg County MiddleAccredited
High Schools
Mecklenburg County 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

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

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 6 50 56 44 7 61 68 32 8 65 72 28
Female 6 51 56 44 7 63 70 30 8 67 75 25
Male 6 50 56 44 7 59 66 35 8 62 69 31
American Indian < < 100 0 < < < < < < < <
Asian 30 50 80 20 17 66 83 17 25 69 94 6
Black 4 39 43 57 2 56 58 42 3 58 61 39
Hispanic 3 62 66 34 7 64 71 29 7 67 73 27
White 7 59 67 33 11 65 76 24 11 70 82 18
Multiple Races 2 50 51 49 3 57 60 40 7 63 71 29
Students with Disabilities 12 21 33 67 3 36 39 61 6 40 46 54
Students without Disabilities 5 55 59 41 8 64 72 28 8 68 76 24
Economically Disadvantaged 3 44 47 53 4 58 62 38 4 62 66 34
Not Economically Disadvantaged 10 60 70 30 11 64 76 24 13 68 81 19
English Learners - 35 35 65 - 62 62 38 3 66 69 31
Homeless < < < < - 59 59 41 - 57 57 43
Foster Care < < < < < < < < < < 100 0
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 7 56 63 38 9 72 80 20 7 68 74 26
Female 5 55 60 40 8 69 77 23 4 71 75 25
Male 8 57 64 36 10 74 84 16 9 65 74 26
Black 3 38 41 59 3 60 63 37 2 60 62 38
Hispanic 6 71 76 24 13 88 100 0 7 71 79 21
White 10 70 79 21 13 78 91 9 9 75 84 16
Multiple Races 9 36 45 55 6 75 81 19 17 67 83 17
Students with Disabilities 15 24 39 61 - 41 41 59 5 55 60 40
Students without Disabilities 5 61 66 34 9 74 84 16 7 70 77 23
Economically Disadvantaged 4 50 54 46 6 69 75 25 6 63 69 31
Not Economically Disadvantaged 12 69 81 19 14 75 90 10 8 75 83 17
English Learners < < < < < < 100 0 10 80 90 10
Homeless < < < <
Foster Care < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 47 52 48 7 67 74 26 11 70 80 20
Female 5 49 54 46 4 72 75 25 9 69 78 22
Male 6 44 50 50 10 63 73 27 13 70 83 17
American Indian < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black 7 36 44 56 1 64 65 35 4 60 64 36
Hispanic - 59 59 41 - 89 89 11 12 88 100 0
White 5 54 59 41 14 68 82 18 16 73 89 11
Multiple Races 5 55 60 40 - 50 50 50 6 81 88 13
Students with Disabilities 14 14 29 71 6 33 39 61 4 42 46 54
Students without Disabilities 4 52 56 44 7 72 80 20 12 72 84 16
Economically Disadvantaged 2 43 44 56 4 65 69 31 5 69 74 26
Not Economically Disadvantaged 13 55 68 32 13 72 85 15 19 70 90 10
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
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 6 48 54 46 4 58 63 37 6 69 76 24
Female 9 43 52 48 3 64 67 33 4 74 78 22
Male 3 52 55 45 6 52 58 42 9 65 74 26
Asian < < 100 0 < < 100 0
Black 4 32 36 64 2 50 53 47 2 60 62 38
Hispanic - 44 44 56 6 61 67 33 - 94 94 6
White 9 61 70 30 7 64 71 29 12 74 86 14
Multiple Races - 63 63 38 - 68 68 32 - 55 55 45
Students with Disabilities 11 16 26 74 2 40 42 58 11 46 57 43
Students without Disabilities 5 53 58 42 5 62 66 34 6 73 79 21
Economically Disadvantaged 3 38 41 59 2 55 58 42 5 69 73 27
Not Economically Disadvantaged 11 62 73 27 9 63 72 28 9 69 79 21
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < 100 0
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 4 47 52 48 7 52 59 41 7 48 55 45
Female 5 46 51 49 8 52 61 39 8 52 60 40
Male 4 49 53 47 6 51 57 43 6 43 49 51
American Indian < < < <
Black 3 36 39 61 2 46 48 52 7 35 42 58
Hispanic 7 60 67 33 - 44 44 56 11 39 50 50
White 5 62 67 33 13 58 71 29 7 61 67 33
Multiple Races - 23 23 77 7 43 50 50 5 57 62 38
Students with Disabilities 10 19 29 71 2 22 24 76 12 34 46 54
Students without Disabilities 3 52 55 45 8 58 66 34 6 50 56 44
Economically Disadvantaged 1 40 41 59 2 48 49 51 3 46 49 51
Not Economically Disadvantaged 9 59 68 32 16 58 74 26 13 51 64 36
English Learners < < < < < < < < < < < <
Homeless < < < <
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 2 44 46 54 1 57 59 41 - 55 56 44
Female 1 49 50 50 1 59 61 39 - 55 55 45
Male 3 40 43 57 2 55 56 44 1 55 56 44
Asian < < < < < < 100 0 < < 100 0
Black - 34 34 66 3 49 52 48 - 49 49 51
Hispanic 8 62 69 31 - 57 57 43 - 47 47 53
White 2 52 55 45 - 69 69 31 1 65 66 34
Multiple Races - 53 53 47 - 50 50 50 - 50 50 50
Students with Disabilities 9 15 24 76 5 11 16 84 2 27 29 71
Students without Disabilities 1 50 51 49 1 65 65 35 - 62 62 38
Economically Disadvantaged - 38 38 62 1 50 51 49 - 51 51 49
Not Economically Disadvantaged 5 55 60 40 4 72 75 25 1 64 66 34
English Learners < < < < < < < < < < < <
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 7 44 51 49 10 51 62 38 8 62 70 30
Female 8 47 55 45 12 56 67 33 9 66 75 25
Male 6 40 46 54 9 47 56 44 6 57 63 37
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 31 34 66 - 46 46 54 4 59 63 37
Hispanic < < < < 8 75 83 17 7 60 67 33
White 10 53 63 37 19 55 74 26 11 66 77 23
Multiple Races < < < < 7 47 53 47 13 54 67 33
Students with Disabilities 4 22 26 74 3 31 33 67 5 19 24 76
Students without Disabilities 7 46 54 46 12 55 66 34 8 68 76 24
Economically Disadvantaged 3 36 39 61 7 48 55 45 3 60 63 37
Not Economically Disadvantaged 11 52 62 38 15 56 70 30 14 64 78 22
English Learners < < < < < < < < < < < <
Homeless < < < <
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 6 60 66 34 9 65 74 26 14 78 93 7
Female 7 61 68 32 10 64 74 26 17 78 95 5
Male 5 59 64 36 7 67 74 26 11 79 89 11
Asian 11 58 68 32 < < < <
Black 4 60 64 36 3 68 72 28 5 88 92 8
Hispanic 6 71 76 24 14 45 59 41 15 69 85 15
White 9 57 65 35 12 66 78 22 22 73 95 5
Multiple Races - 75 75 25 < < < < - 83 83 17
Students with Disabilities - 45 45 55 - 64 64 36 4 62 65 35
Students without Disabilities 7 62 68 32 10 65 75 25 15 80 95 5
Economically Disadvantaged 5 56 61 39 6 68 73 27 9 82 91 9
Not Economically Disadvantaged 9 67 75 25 12 63 75 25 19 75 94 6
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 68 69 31 6 61 67 33 5 72 77 23
Female - 67 67 33 8 64 72 28 8 75 83 17
Male 4 68 72 28 4 59 63 37 3 68 70 30
Asian < < 100 0 27 64 91 9 < < 100 0
Black - 49 49 51 2 52 54 46 - 63 63 37
Hispanic - 90 90 10 6 78 83 17 < < < <
White 4 75 78 22 7 63 71 29 7 79 85 15
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 42 42 58 < < < <
Students without Disabilities 2 69 70 30 6 62 68 32 6 73 79 21
Economically Disadvantaged 3 56 59 41 3 57 60 40 - 68 68 32
Not Economically Disadvantaged - 82 82 18 8 64 72 28 9 75 84 16
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 9 55 64 36 10 54 64 36 < < < <
Female 17 50 67 33 13 67 79 21 < < < <
Male - 60 60 40 7 33 40 60 < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < - 60 60 40 < < < <
Hispanic < < < < < < < <
White 14 64 79 21 14 55 68 32 < < < <
Multiple Races < < < <
Students without Disabilities 9 55 64 36 10 54 64 36 < < < <
Economically Disadvantaged < < < < 17 50 67 33 < < < <
Not Economically Disadvantaged 8 62 69 31 7 56 63 37 < < < <
< = 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 7 52 59 41 6 58 64 36 8 59 68 32
Female 7 51 58 42 5 60 65 35 9 58 67 33
Male 7 53 59 41 8 56 64 36 8 61 69 31
Asian < < < < 8 80 88 13 18 64 82 18
Black 3 40 43 57 4 48 52 48 4 49 52 48
Hispanic 2 63 65 35 4 66 70 30 7 71 79 21
White 11 60 70 30 8 64 72 28 13 66 79 21
Multiple Races 6 58 64 36 3 52 55 45 2 69 71 29
Students with Disabilities 11 17 28 72 10 29 39 61 10 25 35 65
Students without Disabilities 7 56 63 37 6 62 67 33 8 64 72 28
Economically Disadvantaged 4 45 49 51 3 54 57 43 4 55 59 41
Not Economically Disadvantaged 12 62 73 27 10 62 72 28 13 65 78 22
English Learners - 30 30 70 - 18 18 82 < < < <
Homeless < < < < - 60 60 40 < < < <
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 11 41 52 48 9 47 57 43 16 61 78 22
Female 15 36 50 50 7 50 57 43 14 60 74 26
Male 8 45 53 47 12 44 56 44 18 63 80 20
Asian < < 100 0 < < 100 0
Black 4 30 34 66 6 42 47 53 5 61 66 34
Hispanic - 35 35 65 16 42 58 42 11 72 83 17
White 19 50 69 31 12 54 66 34 26 60 86 14
Multiple Races 6 56 63 38 9 48 57 43 9 73 82 18
Students with Disabilities 8 16 24 76 11 22 33 67 17 31 49 51
Students without Disabilities 12 45 56 44 9 52 61 39 16 66 82 18
Economically Disadvantaged 5 34 39 61 4 46 49 51 10 67 77 23
Not Economically Disadvantaged 20 51 71 29 20 51 71 29 25 53 78 22
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
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 5 56 61 39 4 60 64 36 5 57 62 38
Female 4 50 53 47 4 63 67 33 7 58 65 35
Male 6 61 67 33 3 57 60 40 3 57 59 41
Asian < < 100 0 < < < <
Black 2 48 50 50 2 46 48 52 4 40 44 56
Hispanic 7 79 86 14 - 71 71 29 - 73 73 27
White 7 60 67 33 6 70 76 24 7 71 79 21
Multiple Races < < < < - 56 56 44 - 67 67 33
Students with Disabilities - 21 21 79 3 17 19 81 8 19 27 73
Students without Disabilities 5 60 65 35 4 66 70 30 5 62 67 33
Economically Disadvantaged 4 48 52 48 1 54 55 45 2 49 51 49
Not Economically Disadvantaged 6 66 72 28 7 67 74 26 10 68 78 22
English Learners < < < < < < < < < < < <
Homeless < < 100 0
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 48 51 49 5 54 59 41 3 56 58 42
Female 4 54 58 42 4 56 60 40 4 50 54 46
Male 2 43 45 55 5 52 58 42 2 60 62 38
Asian < < < < - 75 75 25 < < < <
Black - 33 33 67 1 46 47 53 1 44 45 55
Hispanic < < < < - 64 64 36 6 75 81 19
White 6 59 65 35 10 59 69 31 5 63 68 32
Multiple Races < < < < - 38 38 62 - 70 70 30
Students with Disabilities - 14 14 86 - 40 40 60 - 22 22 78
Students without Disabilities 3 52 55 45 5 55 60 40 3 59 63 37
Economically Disadvantaged 1 39 40 60 3 50 53 47 1 45 46 54
Not Economically Disadvantaged 6 62 68 33 7 58 65 35 5 68 73 27
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 23 23 77 - 10 10 90
Female < < < < < < < < < < < <
Male < < < < < < < < < < < <
Asian < < 100 0
Black < < < < < < < <
Hispanic < < < < < < < <
White < < < < < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < - 25 25 75 - 10 10 90
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < < < - 30 30 70 < < < <
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 7 84 91 9 5 73 78 22 15 78 93 7
Female 5 83 88 12 4 70 74 26 14 77 91 9
Male 9 84 93 7 7 77 84 16 18 79 97 3
Asian < < 100 0 9 83 91 9 < < 100 0
Black - 84 84 16 3 69 72 28 4 75 79 21
Hispanic - 92 92 8 3 80 83 17 < < 100 0
White 10 82 93 7 7 72 79 21 19 78 97 3
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < - 68 68 32 < < 100 0
Students without Disabilities 6 85 91 9 6 73 79 21 16 78 93 7
Economically Disadvantaged 6 83 88 12 2 75 78 22 5 79 84 16
Not Economically Disadvantaged 9 85 94 6 7 72 79 21 21 78 99 1
< = 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 54 66 34 16 52 68 32
Female 10 56 66 34 14 55 69 31
Male 15 52 67 33 18 49 67 33
American Indian < < 100 0 < < 100 0
Asian 16 70 86 14 64 36 100 0
Black 6 48 55 45 5 51 57 43
Hispanic 12 64 76 24 26 48 74 26
White 18 55 72 28 24 53 77 23
Multiple Races 11 55 66 34 11 53 64 36
Students with Disabilities 4 29 33 67 5 30 35 65
Students without Disabilities 14 56 70 30 17 55 72 28
Economically Disadvantaged 9 50 59 41 9 52 61 39
Not Economically Disadvantaged 17 58 75 25 25 52 77 23
English Learners < < < < < < < <
Homeless - 62 62 38 < < < <
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 - 36 36 64 - 30 30 70
Female - 56 56 44 - 31 31 69
Male - 18 18 82 - 29 29 71
Asian < < < < < < 100 0
Black - 14 14 86 - 28 28 72
Hispanic < < < < < < < <
White - 50 50 50 - 33 33 67
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 < < < <
Students without Disabilities - 43 43 57 - 33 33 67
Economically Disadvantaged - 17 17 83 - 26 26 74
Not Economically Disadvantaged - 58 58 42 - 35 35 65
English Learners < < < <
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 9 50 59 41 11 59 69 31
Female 6 49 55 45 8 63 71 29
Male 11 51 62 38 14 53 67 33
Asian < < < < < < 100 0
Black 4 45 49 51 2 56 58 42
Hispanic 6 59 65 35 24 47 71 29
White 13 54 66 34 16 63 79 21
Multiple Races 17 67 83 17 - 56 56 44
Students with Disabilities 3 26 29 71 5 37 42 58
Students without Disabilities 9 53 63 38 12 62 74 26
Economically Disadvantaged 4 48 52 48 5 55 61 39
Not Economically Disadvantaged 16 55 71 29 18 63 81 19
English Learners < < < < < < < <
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 - 14 14 86 3 24 26 74
Female - 9 9 91 - 30 30 70
Male - 27 27 73 7 14 21 79
Asian < < < <
Black - 14 14 86 - 29 29 71
Hispanic < < < < < < < <
White - 17 17 83 6 18 24 76
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 15 15 85 3 24 26 74
Economically Disadvantaged - 21 21 79 6 17 22 78
Not Economically Disadvantaged - 5 5 95 - 31 31 69
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 72 78 22 < < 100 0
Female 6 70 76 24
Male 6 75 82 18 < < 100 0
Asian 11 85 96 4
Black 4 66 71 29
Hispanic 12 69 81 19
White 5 72 78 22 < < 100 0
Students with Disabilities - 48 48 52 < < 100 0
Students without Disabilities 7 74 81 19
Economically Disadvantaged 6 65 71 29
Not Economically Disadvantaged 7 75 82 18 < < 100 0
English Learners < < < <
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 18 57 75 25 15 56 71 29
Female 17 61 79 21 18 60 78 23
Male 19 52 71 29 13 51 64 36
Asian < < < < < < 100 0
Black 9 50 59 41 6 56 62 38
Hispanic - 92 92 8 15 69 85 15
White 27 59 87 13 24 55 79 21
Multiple Races - 65 65 35 10 52 62 38
Students with Disabilities 3 26 29 71 3 18 21 79
Students without Disabilities 20 60 80 20 17 60 77 23
Economically Disadvantaged 9 60 69 31 8 57 65 35
Not Economically Disadvantaged 29 53 81 19 25 54 79 21
Homeless < < 100 0
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 25 46 71 29 27 49 77 23
Female 18 49 67 33 22 49 72 28
Male 31 44 74 26 33 50 82 18
American Indian < < 100 0
Asian < < 100 0
Black 10 54 64 36 10 52 62 38
Hispanic 33 53 87 13 50 43 93 7
White 36 39 75 25 36 49 85 15
Multiple Races 25 50 75 25 25 50 75 25
Students with Disabilities 10 33 43 57 8 38 46 54
Students without Disabilities 27 48 75 25 29 51 80 20
Economically Disadvantaged 19 47 67 33 16 53 69 31
Not Economically Disadvantaged 39 43 82 18 42 44 87 13
English Learners < < < < < < 100 0
Homeless < < < < < < < <
< = 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

2020-20212021-20222022-2023
Division-12
State1,3244,0064,460
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 2021-20222022-20232023-2024
Pre-kindergarten213217213
Kindergarten276342295
Grade 1287281326
Grade 2275290285
Grade 3300273288
Grade 4248281272
Grade 5291251287
Grade 6276279253
Grade 7308280278
Grade 8283315285
Grade 9609311330
Grade 10368302293
Grade 11412277257
Grade 12294274276
Total Students4,4403,9733,938

< = 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 Students444039733938
Female221719231911
Male222320502027
American Indian1342
Asian593530
Black176016481665
Hispanic213208253
Native Hawaiian122
White212118331737
Multiple Races273243249
Students with Disabilities465472482
Students without Disabilities397535013456
Economically Disadvantaged257224782472
Not Economically Disadvantaged186814951466
English Learners1135084
Not English Learners432739233854
Homeless192236
Military Connected7926
Foster Care9711
< = 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 110 156 5 3 30 10
State 50941 37883 2120 845 5319 1819
Female Division 71 69 2 1 17 4
State 27811 16344 671 288 1971 747
Male Division 39 87 3 2 13 6
State 23072 21492 1448 557 3346 1069
American Indian Division < < < < < <
State 120 112 5 2 8 9
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division 34 72 3 1 10 8
State 8188 10171 708 177 1106 701
Hispanic Division < < < < < <
State 6685 7832 305 130 2570 425
Native Hawaiian Division < < < < 0 <
State 96 62 1 1 3 2
White Division 72 70 1 2 17 2
State 26830 16390 881 458 1333 565
Multiple Races Division 1 9 1 0 1 0
State 3013 2017 112 65 212 87
Students with Disabilities Division 0 17 5 0 5 2
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 31 87 2 1 20 10
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < 0 <
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected Division < < < < < <
State 2401 1298 51 21 47 32
Foster Care Division < < < < < <
State 25 145 23 13 82 21
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students31427186277883010
Female16414287144881710
Male1501298613389139
American Indian<<<<<<<
Asian<<100<10000
Black1281098511288108
Hispanic<<<<<<<
Native Hawaiian<<100<10000
White16414387146891710
Multiple Races121192119218
Students with Disabilities2922762483517
Economically Disadvantaged15112080124822013
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<<<<<<
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken - - -
Advanced Placement Course Enrollment - - -
Dual Enrollment278 / 21.72%210 / 12.49%243 / 20.89%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision27613651
State87,31757,08135
FemaleDivision1458641
State43,70531,57728
MaleDivision1315062
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision1315657
State18,62410,60143
HispanicDivision11<100
State12,1106,62245
WhiteDivision1176247
State45,09830,84432
Multiple RacesDivision14<100
State4,3802,92933
Students with DisabilitiesDivision20<100
State8,1853,54857
Economically DisadvantagedDivision1667157
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = 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
2020-20212021-20222022-2023
State LicensuresDivision5-11
 State1,0771,2361,563
Industry CertificationDivision260649571
 State51,68595,688100,255
Total Credentials EarnedDivision265649582
 State71,189143,862147,481
Students Earning One or More CredentialsDivision223463390
 State60,992115,682117,932
CTE CompletersDivision185216192
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
Workplace ReadinessDivision---
 State16,88544,34841,819
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

< = 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

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
2019-2020Division$7,838$6,345$1,178
State$6,770$5,603$867
2020-2021Division$4,954$6,709$1,410
State$6,669$6,185$1,352
2021-2022Division$5,002$7,155$2,367
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 Students3,6222462,6671,4352,5871,093
Female1,7741051,3696751,279515
Male1,8481411,2987601,308578
American Indian<<94<<
Asian231545286
Black1,4561509846191,059459
Hispanic176131624914453
Native Hawaiian<<<<<<
White1,774671,2906681,207490
Multiple Races189141679014783
Students with Disabilities42835274183237128
Economically Disadvantaged2,1682171,3181,0391,536807
English Learners1036106216814
Homeless918101815
< = 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 417
Relationship Behaviors without Physical Harm 561
Behaviors of a Safety Concern 723
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 81
Behaviors used to determine Persistently Dangerous Schools 1

< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.30.20.10.2
Asian0.65.71.30.90.4
Black41.748.639.75741.557.7
Hispanic4.94.82.95.24
Native Hawaiian000.10.2
White47.44047.832.346.129.3
Multiple Races5.45.76.27.66.18.2
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.30.1
Asian0.61.30.9
Black41.739.75041.574.4
Hispanic4.94.85.2
Native Hawaiian000.1
White47.447.85046.115.4
Multiple Races5.46.26.110.3
< = 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
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.30.1
Asian0.61.30.9
Black41.739.741.5100
Hispanic4.94.85.2
Native Hawaiian000.1
White47.447.846.1
Multiple Races5.46.26.1
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 71.871.887.7
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 46.846.845.6
< = 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
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 71.971.960.9
< = 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

9.55 : 1

2021-2022 Grades 8-12 Student Teacher Ratio

12.14 : 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.