Montgomery County Public Schools

General school information

Division: Montgomery County Public Schools
Division Number: 60
Address: 750 Imperial St. Christiansburg, VA 24073
Superintendent: Dr. Bernard Bragen
Region: 6
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
Auburn Elementary	Accredited
Belview Elementary	Accredited
Christiansburg Elementary	Accredited
Christiansburg Primary	Accredited
Eastern Montgomery Elementary	Accredited
Falling Branch Elementary	Accredited
Gilbert Linkous Elementary	Accredited
Harding Avenue Elementary	Accredited
Kipps Elementary	Accredited
Margaret Beeks Elementary	Accredited
Prices Fork Elementary	Accredited
Middle Schools
Auburn Middle	Accredited
Blacksburg Middle	Accredited
Christiansburg Middle	Accredited
Shawsville Middle	Accredited with Conditions
High Schools
Auburn High	Accredited
Blacksburg High	Accredited
Christiansburg High	Accredited
Eastern Montgomery High	Accredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	15	55	70	30	17	59	76	24
Female	16	56	72	28	17	60	77	23
Male	14	53	68	32	17	57	74	26
American Indian	<	<	<	<	<	<	<	<
Asian	40	52	92	8	42	52	93	7
Black	7	48	56	44	10	54	64	36
Hispanic	8	51	59	41	10	58	68	32
Native Hawaiian	<	<	<	<	<	<	<	<
White	15	55	70	30	17	59	76	24
Multiple Races	15	57	72	28	18	60	79	21
Students with Disabilities	6	21	27	73	5	29	34	66
Students without Disabilities	16	59	76	24	19	63	82	18
Economically Disadvantaged	6	46	52	48	6	53	59	41
Not Economically Disadvantaged	21	61	82	18	24	62	87	13
English Learners	2	31	32	68	1	40	40	60
Homeless	-	21	21	79	5	36	40	60
Military Connected	10	54	64	36	18	60	79	21
Foster Care	9	45	55	45	-	57	57	43
Grade 3 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	53	64	36	14	62	76	24
Female	14	56	70	30	15	65	80	20
Male	8	50	58	42	13	60	73	27
American Indian	<	<	100	0	<	<	<	<
Asian	24	64	88	12	25	61	86	14
Black	9	36	45	55	13	54	67	33
Hispanic	9	42	51	49	11	65	76	24
Native Hawaiian	<	<	<	<	<	<	100	0
White	10	54	64	36	14	63	76	24
Multiple Races	16	47	63	37	15	62	77	23
Students with Disabilities	8	12	21	79	4	37	40	60
Students without Disabilities	11	57	69	31	15	66	81	19
Economically Disadvantaged	4	39	43	57	7	55	62	38
Not Economically Disadvantaged	16	61	77	23	18	67	85	15
English Learners	3	35	38	62	-	61	61	39
Homeless	<	<	<	<	<	<	<	<
Military Connected	17	67	83	17	21	64	86	14
Foster Care	<	<	<	<	<	<	<	<
Grade 4 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	17	52	68	32	20	57	76	24
Female	17	52	69	31	23	55	78	22
Male	16	52	68	32	16	59	75	25
American Indian	<	<	100	0	<	<	100	0
Asian	60	40	100	0	40	54	94	6
Black	6	50	56	44	23	42	65	35
Hispanic	4	48	52	48	13	56	69	31
Native Hawaiian					<	<	<	<
White	17	53	70	30	19	57	76	24
Multiple Races	27	38	65	35	15	73	88	12
Students with Disabilities	8	22	30	70	9	31	40	60
Students without Disabilities	18	56	73	27	21	60	81	19
Economically Disadvantaged	5	43	48	52	8	51	59	41
Not Economically Disadvantaged	26	59	85	15	26	60	85	15
English Learners	3	38	41	59	3	45	48	52
Homeless	<	<	<	<	9	27	36	64
Military Connected	8	67	75	25	13	60	73	27
Foster Care	<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	59	70	30	13	65	78	22
Female	9	63	73	27	13	65	78	22
Male	11	56	67	33	12	65	77	23
American Indian					<	<	100	0
Asian	32	64	96	4	36	64	100	0
Black	4	46	50	50	5	51	57	43
Hispanic	4	55	59	41	4	67	70	30
White	10	59	69	31	13	66	80	20
Multiple Races	9	73	82	18	21	50	71	29
Students with Disabilities	3	22	24	76	6	28	33	67
Students without Disabilities	11	64	75	25	14	70	84	16
Economically Disadvantaged	5	49	54	46	4	57	61	39
Not Economically Disadvantaged	15	67	82	18	19	69	88	12
English Learners	-	35	35	65	-	41	41	59
Homeless	<	<	100	0	<	<	<	<
Military Connected	8	38	46	54	13	69	81	19
Foster Care					<	<	100	0
Grade 6 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	52	65	35	13	55	69	31
Female	14	55	68	32	13	57	70	30
Male	14	49	62	38	14	54	68	33
Asian	35	48	84	16	37	60	97	3
Black	-	55	55	45	6	42	48	52
Hispanic	7	46	52	48	14	40	54	46
White	13	52	66	34	13	56	69	31
Multiple Races	16	50	66	34	3	68	71	29
Students with Disabilities	2	21	23	77	2	16	18	82
Students without Disabilities	16	57	73	27	15	61	76	24
Economically Disadvantaged	6	42	48	52	3	47	50	50
Not Economically Disadvantaged	19	58	77	23	22	62	84	16
English Learners	-	18	18	82	-	12	12	88
Homeless	<	<	<	<	<	<	<	<
Military Connected	30	40	70	30	7	57	64	36
Grade 7 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	55	67	33	12	61	73	27
Female	13	57	69	31	12	62	74	26
Male	12	52	64	36	12	60	71	29
American Indian	<	<	100	0	<	<	<	<
Asian	40	60	100	0	32	61	94	6
Black	9	41	50	50	-	52	52	48
Hispanic	9	51	60	40	6	65	71	29
Native Hawaiian					<	<	100	0
White	12	55	66	34	11	61	73	27
Multiple Races	11	63	74	26	30	56	85	15
Students with Disabilities	9	19	28	72	4	24	28	72
Students without Disabilities	13	61	74	26	14	68	81	19
Economically Disadvantaged	6	44	51	49	5	52	57	43
Not Economically Disadvantaged	17	62	79	21	18	68	85	15
English Learners	-	26	26	74	-	38	38	62
Homeless	<	<	<	<	<	<	<	<
Military Connected	-	54	54	46	13	73	87	13
Foster Care	<	<	<	<	<	<	<	<
Grade 8 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	55	72	28	14	59	73	27
Female	19	55	74	26	13	60	73	27
Male	13	56	69	31	15	59	74	26
American Indian	<	<	100	0	<	<	100	0
Asian	45	48	94	6	50	41	91	9
Black	9	44	53	47	3	68	71	29
Hispanic	9	57	66	34	4	66	70	30
Native Hawaiian					<	<	100	0
White	16	56	72	28	14	60	73	27
Multiple Races	6	65	71	29	19	52	70	30
Students with Disabilities	2	24	27	73	5	27	31	69
Students without Disabilities	18	59	77	23	15	65	81	19
Economically Disadvantaged	8	48	56	44	4	54	58	42
Not Economically Disadvantaged	21	60	82	18	22	63	85	15
English Learners	9	18	27	73	-	29	29	71
Homeless	<	<	<	<	<	<	<	<
Military Connected	8	33	42	58	27	55	82	18
Foster Care					<	<	<	<
EOC English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	25	58	83	17	34	51	85	15
Female	25	58	83	17	31	56	87	13
Male	25	58	84	16	36	47	83	17
American Indian					<	<	<	<
Asian	62	29	90	10	69	25	94	6
Black	14	62	76	24	20	61	82	18
Hispanic	13	63	75	25	20	47	67	33
Native Hawaiian					<	<	100	0
White	25	58	84	16	34	52	86	14
Multiple Races	20	70	90	10	28	59	87	13
Students with Disabilities	14	26	40	60	6	44	49	51
Students without Disabilities	26	61	87	13	37	52	89	11
Economically Disadvantaged	11	58	69	31	16	55	71	29
Not Economically Disadvantaged	31	58	89	11	43	49	92	8
English Learners	-	33	33	67	-	33	33	67
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	38	38	77	23
Foster Care	<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					18	47	65	35
Female					18	50	67	33
Male					18	44	62	38
American Indian					<	<	<	<
Asian					46	43	89	11
Black					8	41	49	51
Hispanic					12	42	54	46
Native Hawaiian					<	<	100	0
White					18	49	67	33
Multiple Races					17	41	58	42
Students with Disabilities					-	16	16	84
Students without Disabilities					20	51	72	28
Economically Disadvantaged					7	39	45	55
Not Economically Disadvantaged					23	51	75	25
English Learners					-	17	17	83
Homeless					<	<	<	<
Military Connected					23	32	55	45
Foster Care					<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					11	44	54	46
Female					10	46	56	44
Male					12	40	52	48
American Indian					<	<	100	0
Asian					32	59	91	9
Black					-	31	31	69
Hispanic					11	38	49	51
Native Hawaiian					<	<	100	0
White					10	45	55	45
Multiple Races					10	28	38	62
Students with Disabilities					-	7	7	93
Students without Disabilities					12	49	62	38
Economically Disadvantaged					2	29	31	69
Not Economically Disadvantaged					15	51	67	33
English Learners					-	17	17	83
Homeless					<	<	<	<
Military Connected					9	36	45	55
Foster Care					<	<	<	<
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					26	51	77	23
Female					27	53	81	19
Male					24	49	73	27
American Indian					<	<	<	<
Asian					69	15	85	15
Black					13	48	61	39
Hispanic					13	48	60	40
Native Hawaiian					<	<	100	0
White					27	53	79	21
Multiple Races					23	53	77	23
Students with Disabilities					-	29	29	71
Students without Disabilities					29	54	82	18
Economically Disadvantaged					12	51	63	37
Not Economically Disadvantaged					32	51	83	17
English Learners					-	17	17	83
Homeless					<	<	<	<
Military Connected					36	27	64	36
Foster Care					<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	50	57	43	14	59	73	27
Female	7	49	56	44	13	59	72	28
Male	8	51	59	41	15	58	74	26
American Indian	<	<	<	<	<	<	<	<
Asian	32	57	90	10	51	46	97	3
Black	5	35	40	61	5	51	55	45
Hispanic	3	47	49	51	10	57	66	34
Native Hawaiian	<	<	<	<	<	<	100	0
White	7	50	57	43	14	60	73	27
Multiple Races	8	53	61	39	16	59	75	25
Students with Disabilities	5	20	25	75	2	33	35	65
Students without Disabilities	8	54	62	38	16	62	78	22
Economically Disadvantaged	2	35	37	63	4	51	55	45
Not Economically Disadvantaged	11	60	72	28	21	64	85	15
English Learners	3	36	40	60	6	49	55	45
Homeless	-	9	9	91	-	32	32	68
Military Connected	7	46	53	47	12	69	81	19
Foster Care	-	33	33	67	-	57	57	43
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	51	61	39	17	62	79	21
Female	10	50	60	40	15	62	78	22
Male	9	53	62	38	18	61	80	20
American Indian	<	<	100	0	<	<	<	<
Asian	27	61	88	12	48	45	93	7
Black	13	30	43	57	4	67	71	29
Hispanic	-	56	56	44	11	64	76	24
Native Hawaiian	<	<	<	<	<	<	100	0
White	9	52	61	39	16	63	79	21
Multiple Races	13	42	55	45	17	58	75	25
Students with Disabilities	5	18	23	77	7	30	37	63
Students without Disabilities	10	55	65	35	18	66	84	16
Economically Disadvantaged	4	38	41	59	3	61	64	36
Not Economically Disadvantaged	13	60	74	26	25	62	87	13
English Learners	3	49	51	49	14	64	79	21
Homeless	<	<	<	<	<	<	<	<
Military Connected	8	50	58	42	14	79	93	7
Foster Care	<	<	<	<	<	<	<	<
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	49	60	40	19	54	73	27
Female	11	44	55	45	18	54	72	28
Male	12	54	65	35	20	55	74	26
American Indian	<	<	100	0	<	<	100	0
Asian	40	60	100	0	71	23	94	6
Black	3	42	45	55	19	46	65	35
Hispanic	2	35	37	63	10	56	66	34
Native Hawaiian					<	<	100	0
White	11	50	61	39	17	57	73	27
Multiple Races	16	51	68	32	21	52	74	26
Students with Disabilities	7	21	27	73	3	38	41	59
Students without Disabilities	12	53	64	36	21	57	78	22
Economically Disadvantaged	2	35	37	63	7	48	54	46
Not Economically Disadvantaged	19	61	80	20	25	58	83	17
English Learners	3	35	39	61	3	51	54	46
Homeless	<	<	<	<	-	27	27	73
Military Connected	-	67	67	33	13	67	80	20
Foster Care	<	<	<	<	<	<	100	0
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	50	60	40	20	54	75	25
Female	7	50	57	43	18	56	74	26
Male	11	50	62	38	22	53	75	25
American Indian					<	<	100	0
Asian	46	46	93	7	53	47	100	0
Black	4	32	36	64	-	49	49	51
Hispanic	4	48	52	48	9	59	68	32
White	9	50	59	41	22	54	76	24
Multiple Races	-	69	69	31	21	53	74	26
Students with Disabilities	1	22	23	77	3	31	34	66
Students without Disabilities	10	54	64	36	23	57	80	20
Economically Disadvantaged	1	37	38	62	5	49	54	46
Not Economically Disadvantaged	16	60	76	24	30	58	87	13
English Learners	5	33	38	62	-	67	67	33
Homeless	<	<	<	<	<	<	<	<
Military Connected	15	15	31	69	13	69	81	19
Foster Care					<	<	100	0
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	27	28	72	1	44	45	55
Female	1	25	26	74	-	44	44	56
Male	1	28	29	71	2	44	46	54
Asian	9	64	73	27	<	<	100	0
Black	-	20	20	80	-	29	29	71
Hispanic	-	21	21	79	2	33	35	65
White	1	26	27	73	1	45	46	54
Multiple Races	-	35	35	65	-	46	46	54
Students with Disabilities	3	9	12	88	1	18	19	81
Students without Disabilities	-	32	32	68	1	50	51	49
Economically Disadvantaged	-	18	18	82	1	30	31	69
Not Economically Disadvantaged	1	37	38	62	2	63	65	35
English Learners	4	15	19	81	-	24	24	76
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	67	67	33
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	33	36	64	8	50	58	42
Female	2	32	34	66	6	48	55	45
Male	5	35	40	60	9	51	61	39
American Indian	<	<	<	<	<	<	<	<
Asian	5	84	89	11	36	60	96	4
Black	4	21	25	75	-	29	29	71
Hispanic	-	20	20	80	6	43	49	51
White	3	33	36	64	7	51	58	42
Multiple Races	4	41	44	56	9	64	73	27
Students with Disabilities	8	3	11	89	-	17	17	83
Students without Disabilities	2	39	41	59	9	57	66	34
Economically Disadvantaged	2	15	17	83	3	34	37	63
Not Economically Disadvantaged	4	50	54	46	12	63	76	24
English Learners	-	13	13	87	-	40	40	60
Homeless	<	<	<	<	<	<	<	<
Military Connected	8	33	42	58	10	40	50	50
Foster Care	<	<	<	<	<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	38	39	61	5	56	61	39
Female	-	37	37	63	5	53	59	41
Male	2	39	41	59	4	58	62	38
American Indian					<	<	100	0
Asian	<	<	<	<	<	<	100	0
Black	-	27	27	73	3	45	48	52
Hispanic	5	48	53	48	10	59	69	31
Native Hawaiian					<	<	100	0
White	1	38	38	62	4	55	59	41
Multiple Races	5	32	36	64	-	64	64	36
Students with Disabilities	4	13	16	84	1	29	30	70
Students without Disabilities	1	43	44	56	6	62	67	33
Economically Disadvantaged	1	25	26	74	3	44	47	53
Not Economically Disadvantaged	1	49	50	50	7	69	75	25
English Learners	<	<	<	<	5	42	47	53
Homeless	<	<	<	<	<	<	<	<
Military Connected	-	25	25	75	-	60	60	40
Foster Care					<	<	<	<
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	73	77	23	15	75	91	9
Female	4	77	81	19	14	80	94	6
Male	5	69	74	26	16	71	88	12
American Indian	<	<	<	<
Asian	30	59	89	11	55	41	97	3
Black	8	58	65	35	3	74	77	23
Hispanic	7	77	84	16	14	71	86	14
Native Hawaiian					<	<	100	0
White	3	75	77	23	14	77	92	8
Multiple Races	-	72	72	28	21	74	95	5
Students with Disabilities	-	58	58	42	-	73	73	27
Students without Disabilities	5	75	80	20	17	76	93	7
Economically Disadvantaged	1	65	66	34	4	80	84	16
Not Economically Disadvantaged	6	77	84	16	23	72	95	5
English Learners	9	73	82	18	16	44	60	40
Homeless	<	<	<	<	<	<	<	<
Military Connected	7	73	80	20	14	86	100	0
Foster Care	<	<	100	0	<	<	100	0
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	16	71	87	13	24	70	94	6
Female	20	66	86	14	23	72	95	5
Male	12	75	87	13	26	67	93	7
American Indian					<	<	100	0
Asian	50	44	94	6	56	44	100	0
Black	-	67	67	33	<	<	100	0
Hispanic	4	78	83	17	21	71	93	7
White	16	71	87	13	21	73	94	6
Multiple Races	11	78	89	11	33	50	83	17
Students with Disabilities	<	<	<	<	<	<	<	<
Students without Disabilities	16	71	87	13	25	70	94	6
Economically Disadvantaged	6	68	74	26	9	80	88	12
Not Economically Disadvantaged	18	71	90	10	28	67	96	4
English Learners	<	<	<	<	<	<	100	0
Homeless					<	<	100	0
Military Connected	<	<	100	0	<	<	100	0
Foster Care	<	<	<	<
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	23	66	90	10	27	69	96	4
Female	25	65	90	10	31	64	95	5
Male	22	67	89	11	24	72	96	4
Asian	58	37	95	5	50	50	100	0
Black	<	<	100	0	<	<	100	0
Hispanic	<	<	<	<	15	62	77	23
White	17	72	89	11	26	71	97	3
Multiple Races	36	64	100	0	<	<	100	0
Students with Disabilities	<	<	100	0
Students without Disabilities	24	66	90	10	27	69	96	4
Economically Disadvantaged	10	76	86	14	5	85	90	10
Not Economically Disadvantaged	26	65	90	10	29	67	97	3
English Learners	<	<	<	<	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	52	61	39	11	55	66	34
Female	8	52	60	40	10	53	63	37
Male	10	52	62	38	12	57	69	31
American Indian	<	<	<	<	<	<	<	<
Asian	38	48	86	14	34	56	90	10
Black	4	42	46	54	3	41	44	56
Hispanic	7	46	52	48	4	51	55	45
Native Hawaiian					<	<	100	0
White	8	53	62	38	11	57	68	32
Multiple Races	10	50	60	40	14	54	68	32
Students with Disabilities	3	20	23	77	3	22	24	76
Students without Disabilities	10	56	66	34	13	61	73	27
Economically Disadvantaged	3	39	42	58	3	46	49	51
Not Economically Disadvantaged	13	61	74	26	17	62	79	21
English Learners	2	19	21	79	2	22	24	76
Homeless	-	30	30	70	-	23	23	77
Military Connected	4	36	40	60	9	64	73	27
Foster Care	<	<	<	<	-	33	33	67
Grade 5 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	46	57	43	19	51	70	30
Female	10	44	54	46	17	51	68	32
Male	12	48	59	41	21	51	72	28
American Indian					<	<	100	0
Asian	54	39	93	7	40	53	93	7
Black	4	29	32	68	5	34	39	61
Hispanic	10	40	50	50	2	49	51	49
White	9	48	57	43	20	53	73	27
Multiple Races	6	50	56	44	29	33	62	38
Students with Disabilities	1	19	21	79	9	16	25	75
Students without Disabilities	12	49	62	38	20	56	76	24
Economically Disadvantaged	3	33	36	64	6	41	47	53
Not Economically Disadvantaged	17	57	74	26	27	57	84	16
English Learners	5	14	19	81	-	22	22	78
Homeless	<	<	<	<	<	<	<	<
Military Connected	8	23	31	69	13	69	81	19
Foster Care					<	<	<	<
Grade 8 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	43	45	55	3	50	54	46
Female	2	46	48	52	2	46	48	52
Male	3	40	43	57	4	54	59	41
American Indian	<	<	100	0	<	<	<	<
Asian	<	<	<	<	23	63	86	14
Black	-	34	34	66	2	34	36	64
Hispanic	5	39	45	55	1	45	46	54
Native Hawaiian					<	<	100	0
White	3	43	46	54	3	51	54	46
Multiple Races	-	45	45	55	7	51	58	42
Students with Disabilities	3	11	14	86	1	18	20	80
Students without Disabilities	3	48	51	49	3	57	60	40
Economically Disadvantaged	1	30	31	69	1	35	36	64
Not Economically Disadvantaged	4	54	58	42	5	64	69	31
English Learners	-	8	8	92	-	21	21	79
Homeless	<	<	<	<	<	<	<	<
Military Connected	<	<	<	<	-	64	64	36
Foster Care					<	<	<	<
Biology Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	58	70	30	17	55	73	27
Female	10	61	71	29	17	53	70	30
Male	14	56	70	30	16	58	74	26
American Indian	<	<	<	<	<	<	100	0
Asian	30	57	87	13	49	49	97	3
Black	8	49	56	44	6	52	58	42
Hispanic	12	37	49	51	3	55	58	42
White	11	61	72	28	18	55	73	27
Multiple Races	18	50	68	32	8	64	72	28
Students with Disabilities	3	23	26	74	-	23	23	77
Students without Disabilities	13	62	75	25	19	59	78	22
Economically Disadvantaged	5	45	50	50	4	52	56	44
Not Economically Disadvantaged	16	65	81	19	25	58	83	17
English Learners	-	17	17	83	10	25	35	65
Homeless	-	20	20	80	<	<	<	<
Military Connected	<	<	<	<	21	47	68	32
Foster Care	<	<	100	0	<	<	<	<
Chemistry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	20	20	80	20	70	90	10
Female	<	<	<	<	<	<	<	<
Male	<	<	<	<	<	<	100	0
Asian					<	<	<	<
Hispanic	<	<	<	<	<	<	100	0
White	<	<	<	<	<	<	100	0
Multiple Races	<	<	<	<	<	<	100	0
Students without Disabilities	-	20	20	80	20	70	90	10
Economically Disadvantaged	<	<	<	<	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	<	<	100	0
English Learners	<	<	100	0
Earth Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	60	69	31	11	68	79	21
Female	11	56	66	34	9	69	78	22
Male	7	63	71	29	13	67	79	21
American Indian					<	<	100	0
Asian	40	52	92	8	27	59	86	14
Black	5	55	59	41	-	50	50	50
Hispanic	-	66	66	34	13	61	74	26
White	8	60	69	31	10	70	80	20
Multiple Races	7	57	63	37	13	70	83	17
Students with Disabilities	-	32	32	68	-	35	35	65
Students without Disabilities	10	63	73	27	12	72	84	16
Economically Disadvantaged	3	50	53	47	3	66	69	31
Not Economically Disadvantaged	13	66	78	22	16	70	85	15
English Learners	-	36	36	64	-	23	23	77
Homeless	<	<	<	<	<	<	<	<
Military Connected	7	40	47	53	-	85	85	15
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 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					23	49	72	28
Female					21	48	69	31
Male					24	50	74	26
American Indian					<	<	<	<
Asian					59	37	96	4
Black					8	56	64	36
Hispanic					16	49	65	35
Native Hawaiian					<	<	100	0
White					23	49	72	28
Multiple Races					21	49	70	30
Students with Disabilities					3	24	28	72
Students without Disabilities					26	52	78	22
Economically Disadvantaged					9	45	54	46
Not Economically Disadvantaged					32	51	83	17
English Learners					6	35	41	59
Homeless					-	42	42	58
Military Connected					16	50	66	34
Foster Care					<	<	<	<
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					8	24	33	67
Female					10	25	35	65
Male					7	24	31	69
American Indian					<	<	<	<
Asian					<	<	100	0
Black					<	<	<	<
Hispanic					<	<	<	<
White					13	22	34	66
Multiple Races					<	<	<	<
Students with Disabilities					-	7	7	93
Students without Disabilities					11	31	43	57
Economically Disadvantaged					4	13	17	83
Not Economically Disadvantaged					12	36	48	52
English Learners					<	<	<	<
Military Connected					<	<	<	<
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					13	61	75	25
Female					11	59	71	29
Male					15	63	78	22
American Indian					<	<	<	<
Asian					44	53	97	3
Black					5	61	66	34
Hispanic					7	64	71	29
White					13	62	74	26
Multiple Races					9	63	72	28
Students with Disabilities					2	28	30	70
Students without Disabilities					14	65	80	20
Economically Disadvantaged					3	55	58	42
Not Economically Disadvantaged					20	65	85	15
English Learners					-	39	39	61
Homeless					<	<	<	<
Military Connected					24	47	71	29
Foster Care					<	<	100	0
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					10	43	53	47
Female					9	27	36	64
Male					11	53	63	37
Asian					<	<	100	0
Black					<	<	<	<
Hispanic					<	<	<	<
White					5	55	59	41
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					12	50	62	38
Economically Disadvantaged					<	<	<	<
Not Economically Disadvantaged					5	50	55	45
English Learners					<	<	<	<
Military Connected					<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					25	48	73	27
Female					20	50	70	30
Male					29	46	75	25
American Indian					<	<	100	0
Asian					68	27	95	5
Black					4	57	61	39
Hispanic					25	43	68	32
Native Hawaiian					<	<	100	0
White					24	49	73	27
Multiple Races					27	42	69	31
Students with Disabilities					1	27	28	72
Students without Disabilities					29	51	80	20
Economically Disadvantaged					11	47	58	42
Not Economically Disadvantaged					36	48	84	16
English Learners					6	39	44	56
Homeless					<	<	100	0
Military Connected					-	60	60	40
Foster Care					<	<	<	<
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					34	38	72	28
Female					35	35	70	30
Male					33	40	74	26
American Indian					<	<	100	0
Asian					73	21	94	6
Black					21	54	75	25
Hispanic					21	46	67	33
Native Hawaiian					<	<	100	0
White					34	36	71	29
Multiple Races					24	46	71	29
Students with Disabilities					7	22	30	70
Students without Disabilities					37	40	77	23
Economically Disadvantaged					15	34	48	52
Not Economically Disadvantaged					44	40	83	17
English Learners					16	42	58	42
Homeless					<	<	<	<
Military Connected					23	46	69	31
Foster Care					<	<	100	0
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

	2020-2021	2021-2022
Division	5	11
State	1,324	4,006
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	2020-2021	2021-2022	2022-2023
Pre-kindergarten	198	202	202
Kindergarten	673	670	628
Grade 1	665	701	688
Grade 2	709	666	722
Grade 3	748	701	684
Grade 4	712	744	712
Grade 5	722	715	765
Grade 6	706	748	734
Grade 7	760	721	748
Grade 8	816	751	722
Grade 9	741	880	808
Grade 10	789	741	847
Grade 11	712	779	730
Grade 12	760	685	740
Total Students	9,711	9,704	9,730

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

Fall Membership by Subgroups

2022 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	2020-2021	2021-2022	2022-2023
All Students	9711	9704	9730
Female	4698	4667	4666
Male	5011	5019	5027
American Indian	20	17	21
Asian	364	353	402
Black	426	425	440
Hispanic	642	667	715
Native Hawaiian	6	7	7
White	7743	7689	7591
Multiple Races	510	546	554
Students with Disabilities	1015	1087	1185
Students without Disabilities	8696	8617	8545
Economically Disadvantaged	3919	3508	3845
Not Economically Disadvantaged	5792	6196	5885
English Learners	491	523	585
Not English Learners	9220	9181	9145
Homeless	40	32	52
Military Connected	163	171	181
Foster Care	34	31	30
< = 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 2022: 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 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	390	283	14	4	15	14
	State	52168	36669	2129	747	5100	1879
Female	Division	195	116	5	1	7	10
	State	28664	15798	666	263	1813	760
Male	Division	194	166	9	3	8	3
	State	23482	20842	1460	484	3285	1118
Asian	Division	17	5	0	0	0	0
	State	6086	1308	81	11	85	37
Black	Division	13	18	0	0	1	1
	State	8347	9965	765	162	1156	730
Hispanic	Division	21	18	0	0	1	1
	State	6301	7054	289	79	2275	395
White	Division	320	231	14	4	12	9
	State	28377	16228	880	440	1364	623
Multiple Races	Division	19	11	0	0	1	3
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	3	43	14	1	3	0
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	67	148	10	4	9	12
	State	12248	19244	1249	413	2860	1292
English Learners	Division	8	14	0	0	1	0
	State	1452	3819	261	24	1863	151
Homeless	Division	1	7	0	0	1	2
	State	183	581	38	11	180	54
Military Connected	Division	<	<	<	<	0	<
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	<	<
	State	22	161	31	10	64	15
< = 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	720	687	95	691	96	15	2
Female	334	316	95	317	95	7	2
Male	383	369	96	372	97	8	2
Asian	22	22	100	22	100	0	0
Black	33	31	94	31	94	1	3
Hispanic	41	39	95	39	95	1	2
White	590	565	96	569	96	12	2
Multiple Races	34	30	88	30	88	1	3
Students with Disabilities	64	60	94	61	95	3	5
Economically Disadvantaged	250	225	90	229	92	9	4
English Learners	23	22	96	22	96	1	4
Homeless	11	8	73	8	73	1	9
Military Connected	<	<	100	<	100	0	0
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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	638 / 21.43%	602 / 20.1%	630 / 20.44%
Advanced Placement Course Enrollment	755 / 25.36%	724 / 24.17%	722 / 23.43%
Dual Enrollment	880 / 29.56%	1,046 / 34.92%	975 / 31.64%
Governor's School Enrollment	20 / .67%	19 / .63%	13 / .42%
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

2018-2019 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.

2018-2019 FGI cohort year (students entering high school in 2015)
	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	694	529	24
	State	86,211	59,463	31
Female	Division	324	262	19
	State	43,379	32,579	25
Male	Division	370	267	28
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	19	16	16
	State	6,380	5,553	13
Black	Division	31	26	16
	State	18,493	11,408	38
Hispanic	Division	23	14	39
	State	10,799	6,318	41
White	Division	588	448	24
	State	46,061	33,076	28
Multiple Races	Division	30	24	20
	State	4,134	2,891	30
Students with Disabilities	Division	30	13	57
	State	7,527	3,575	53
Economically Disadvantaged	Division	182	99	46
	State	28,169	15,215	46
English Learners	Division	13	<	100
	State	5,296	2,828	47
Native Hawaiian	Division	-	-	100
	State	124	82	34
< = 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
		2019-2020	2020-2021	2021-2022
Workplace Readiness	Division	640	-	393
	State	26,627	16,885	44,348
Total Credentials Earned	Division	640	-	393
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	640	-	393
	State	62,899	60,992	115,682
CTE Completers	Division	380	350	477
	State	44,539	42,303	44,149
NOCTI Assessments	Division	-	-	-
	State	511	1,542	2,590
State Licensures	Division	-	-	-
	State	333	1,077	1,236
Industry Certification	Division	-	-	-
	State	43,660	51,685	95,688
Armed Services Vocational Aptitude Battery Examination	Division	-	-	-
	State	917	302	761

< = 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
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	67.1	66.1	67.1

Per-Pupil Spending

2020-2021 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
2018-2019	Division	$4,972	$5,705	$646
	State	$6,642	$5,388	$901
2019-2020	Division	$5,367	$5,924	$761
	State	$6,770	$5,603	$867
2020-2021	Division	$5,684	$6,368	$1,295
	State	$6,669	$6,185	$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 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
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above
All Students	8,376	1,100	7,779	1,639
Female	4,097	496	3,737	784
Male	4,279	604	4,025	847
American Indian	17	1	15	2
Asian	341	6	338	16
Black	304	105	299	110
Hispanic	539	82	520	134
Native Hawaiian	<	<	<	<
White	6,750	824	6,204	1,242
Multiple Races	420	81	398	133
Students with Disabilities	830	211	807	311
Economically Disadvantaged	2,993	870	3,351	1,218
English Learners	441	49	463	81
Homeless	31	37	33	53
< = 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

2020-2021 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	66
Disorderly or Disruptive Behavior Offenses	52
Other Offenses Against Persons	23
All Other Offenses	<
Property Offenses	<
Weapons Offenses	<
Offenses Against Staff	<
Offenses Against Student	15
Technology Offenses	<

< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2		0.2
Asian	4	0.7	3.8
Black	4.6	10.3	4.4	5.4
Hispanic	6.1	5.3	6.6	1.4
Native Hawaiian	0.1		0.1
White	80.8	75.3	79.8	91.9
Multiple Races	5.1	8.3	5.3	1.4
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.2
Asian	4		3.8
Black	4.6		4.4
Hispanic	6.1		6.6
Native Hawaiian	0.1		0.1
White	80.8		79.8
Multiple Races	5.1		5.3
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.2
Asian	4		3.8
Black	4.6		4.4
Hispanic	6.1		6.6
Native Hawaiian	0.1		0.1
White	80.8		79.8
Multiple Races	5.1		5.3
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	36.8	36.8	36.8
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	44.9	44.9	44.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	71.7	71.7	71.7
< = 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

2020-2021 Grades K-7 Student Teacher Ratio: 11.06 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 13 : 1

Teacher Quality

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

< = 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.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers	Special Education Teachers

< = 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: 2021-2022

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2019-2020	40%	57%	1%	2%
2020-2021	39%	58%	1%	2%
2021-2022	40%	56%	1%	3%
< = 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	76%	79%	75%	88%
Asian	91%	89%	91%	88%
Black	62%	66%	60%	88%
Hispanic	69%	69%	59%	88%
White	76%	79%	83%	88%
Multiple Races	79%	81%	81%	88%
Economically Disadvantaged	60%	65%	59%	88%
English Learners	62%	61%	47%	88%
Students with Disabilities	33%	37%	43%	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	73%	80%	70%	85%
Asian	97%	95%	90%	85%
Black	55%	65%	51%	85%
Hispanic	67%	72%	53%	85%
White	73%	81%	79%	85%
Multiple Races	74%	82%	73%	85%
Economically Disadvantaged	53%	65%	52%	85%
English Learners	70%	72%	46%	85%
Students with Disabilities	32%	41%	40%	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	65%
Asian	92%
Black	44%
Hispanic	53%
White	66%
Multiple Races	66%
Economically Disadvantaged	44%
English Learners	36%
Students with Disabilities	24%

< = 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	93%	84%	84%
Asian	96%	90%	84%
Black	82%	82%	84%
Hispanic	88%	82%	84%
White	93%	86%	84%
Multiple Races	92%	89%	84%
Economically Disadvantaged	82%	80%	84%
English Learners	94%	71%	84%
Students with Disabilities	60%	65%	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	17%	13%	13%	10%
Asian	5%	6%	10%	10%
Black	27%	20%	14%	10%
Hispanic	20%	14%	14%	10%
White	17%	12%	14%	10%
Multiple Races	25%	25%	15%	10%
Economically Disadvantaged	27%	23%	17%	10%
English Learners	15%	11%	13%	10%
Students with Disabilities	28%	22%	18%	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	61%	50%	58%
English Learner Proficiency	16%	-	-

< = 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	142	231	61%
English Learner Proficiency	60	367	16%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	100%	-	99%	1%	98%	2%
Asian	100%	-	99%	1%	100%	-
Black	100%	-	99%	1%	97%	3%
Hispanic	100%	-	100%	-	99%	1%
White	100%	-	99%	1%	98%	2%
Multiple Races	99%	1%	99%	1%	97%	3%
Economically Disadvantaged	99%	1%	99%	1%	98%	2%
Not Economically Disadvantaged	100%	-	99%	1%	100%	-
English Learners	99%	1%	100%	-	98%	2%
Students with Disabilities	99%	1%	99%	1%	98%	2%
Students without Disabilities	100%	-	100%	-	99%	1%
Female	100%	-	100%	-	99%	1%
Male	99%	1%	99%	1%	99%	1%
Migrant	-	-	-	-	-	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	83%	83%
Asian	93%	98%
Black	73%	71%
Hispanic	82%	82%
White	84%	83%
Multiple Races	83%	86%
Economically Disadvantaged	73%	71%
English Learners	80%	84%
Students with Disabilities	58%	59%

< = 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

2020 ESSA Status is based on the last available data from the 2018-2019 school year.

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

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