Norfolk City Public Schools

General school information

Division: Norfolk City Public Schools
Division Number: 118
Address: 800 E City Hall Ave. Room 1200 Norfolk, VA 23510
Superintendent: Dr. Sharon Byrdsong
Region: 2
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
Bay View Elementary	Accredited
Camp Allen Elementary	Accredited
Chesterfield Elementary	Accredited with Conditions
Coleman Place Elementary	Accredited
Granby Elementary	Accredited
Ingleside Elementary	Accredited
Jacox Elementary	Accredited with Conditions
James Monroe Elementary	Accredited with Conditions
Larchmont Elementary	Accredited
Larrymore Elementary	Accredited
Lindenwood Elementary	Accredited with Conditions
Little Creek Elementary	Accredited
Mary Calcott Elementary	Accredited
Norview Elementary	Accredited with Conditions
Ocean View Elementary	Accredited
Oceanair Elementary	Accredited
P.B. Young Sr. Elementary	Accredited with Conditions
Richard Bowling Elementary	Accredited with Conditions
Sewells Point Elementary	Accredited
Sherwood Forest Elementary	Accredited
St. Helena Elementary	Accredited with Conditions
Suburban Park Elementary	Accredited
Tanners Creek Elementary	Accredited with Conditions
Tarrallton Elementary	Accredited
Walter Herron Taylor Elementary	Accredited
Willard Elementary	Accredited
Middle Schools
Azalea Gardens Middle	Accredited with Conditions
Blair Middle	Accredited with Conditions
Northside Middle	Accredited
Norview Middle	Accredited
High Schools
Booker T Washington High	Accredited with Conditions
Granby High	Accredited
Lake Taylor High	Accredited with Conditions
Matthew Fontaine Maury High	Accredited
Norview High	Accredited
Combined Schools
Academy for Discovery at Lakewood	Accredited
Crossroads PreK-8 School	Accredited
Ghent K-8	Accredited
Lake Taylor	Accredited with Conditions
Ruffner School	Accredited with Conditions
Southside STEM Academy at Campostella	Accredited with Conditions

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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

Math Performance: All Students

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

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

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

	2020-2021	2021-2022	2022-2023
Division	20	22	59
State	1,324	4,006	4,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area	Number of Students Taking VAAP Tests	Total Number of Students	Percent of Students Taking VAAP Tests

Number and percentage of students participating in the Virginia Alternate Assessment Program.

Fall Membership by Grade

Grade	2021-2022	2022-2023	2023-2024
Pre-kindergarten	1,529	1,711	1,585
Kindergarten	2,177	2,195	2,094
Grade 1	2,135	2,249	2,185
Grade 2	2,089	2,101	2,162
Grade 3	2,068	1,956	2,065
Grade 4	2,051	2,006	1,887
Grade 5	2,054	1,950	1,946
Grade 6	1,999	1,962	1,853
Grade 7	2,047	1,864	1,877
Grade 8	1,964	1,889	1,730
Grade 9	2,515	2,886	2,444
Grade 10	1,898	1,782	2,169
Grade 11	1,446	1,157	1,366
Grade 12	1,506	1,601	1,521
Post Graduate	24	21	20
Total Students	27,502	27,330	26,904

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2021-2022	2022-2023	2023-2024
All Students	27502	27330	26904
Female	13554	13438	13185
Male	13948	13889	13716
American Indian	98	92	91
Asian	525	502	495
Black	15882	15576	15100
Hispanic	3361	3654	3892
Native Hawaiian	75	72	67
White	5694	5569	5390
Multiple Races	1867	1865	1869
Students with Disabilities	3704	3789	4058
Students without Disabilities	23798	23541	22846
Economically Disadvantaged	16678	16640	16741
Not Economically Disadvantaged	10824	10690	10163
English Learners	1388	1592	1795
Not English Learners	26114	25738	25109
Homeless	157	179	292
Military Connected	4037	3998	3915
Foster Care	31	20	18
< = 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	636	813	26	36	193	96
	State	50941	37883	2120	845	5319	1819
Female	Division	364	364	8	7	91	46
	State	27811	16344	671	288	1971	747
Male	Division	272	449	18	29	102	50
	State	23072	21492	1448	557	3346	1069
American Indian	Division	3	6	0	1	1	1
	State	120	112	5	2	8	9
Asian	Division	26	9	0	0	0	0
	State	6009	1299	108	12	87	30
Black	Division	279	545	17	17	117	78
	State	8188	10171	708	177	1106	701
Hispanic	Division	65	86	3	5	41	7
	State	6685	7832	305	130	2570	425
Native Hawaiian	Division	6	5	0	0	0	0
	State	96	62	1	1	3	2
White	Division	207	121	4	10	24	7
	State	26830	16390	881	458	1333	565
Multiple Races	Division	50	41	2	3	10	3
	State	3013	2017	112	65	212	87
Students with Disabilities	Division	8	150	26	5	25	0
	State	1491	7326	2120	117	920	94
Economically Disadvantaged	Division	277	564	17	23	97	86
	State	12376	19803	1180	475	2916	1248
English Learners	Division	10	50	1	0	15	0
	State	1612	4284	306	28	2112	174
Homeless	Division	9	32	0	0	7	6
	State	183	697	76	17	189	78
Military Connected	Division	98	69	1	3	6	5
	State	2401	1298	51	21	47	32
Foster Care	Division	<	<	<	<	0	<
	State	25	145	23	13	82	21
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,800	1,475	82	1,511	84	193	11
Female	880	736	84	743	84	91	10
Male	920	739	80	768	84	102	11
American Indian	12	9	75	10	83	1	8
Asian	35	35	100	35	100	0	0
Black	1,053	841	80	858	82	117	11
Hispanic	207	154	74	159	77	41	20
Native Hawaiian	11	11	100	11	100	0	0
White	373	332	89	342	92	24	6
Multiple Races	109	93	85	96	88	10	9
Students with Disabilities	215	184	86	189	88	25	12
Economically Disadvantaged	1,064	858	81	881	83	97	9
English Learners	76	61	80	61	80	15	20
Homeless	54	41	76	41	76	7	13
Military Connected	182	168	92	171	94	6	3
Foster Care	<	<	100	<	100	0	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	1,492 / 20.32%	1,494 / 20.29%	1,481 / 19.94%
Advanced Placement Course Enrollment	1,870 / 25.47%	1,738 / 23.6%	1,658 / 22.33%
Dual Enrollment	99 / 1.35%	157 / 2.13%	242 / 3.26%
Governor's School Enrollment	59 / .8%	62 / .84%	59 / .79%
IB Course Enrollment	102 / 1.39%	104 / 1.41%	98 / 1.32%
Senior Enrolled in IB Program	47 / .64%	58 / .79%	46 / .62%

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

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

2019-2020 FGI cohort year (students entering high school in 2016)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	1,573	768	51
	State	87,317	57,081	35
Female	Division	834	471	44
	State	43,705	31,577	28
Male	Division	739	297	60
	State	43,612	25,504	42
American Indian	Division	<	<	100
	State	232	130	44
Asian	Division	61	40	34
	State	6,741	5,862	13
Black	Division	873	390	55
	State	18,624	10,601	43
Hispanic	Division	126	47	63
	State	12,110	6,622	45
Native Hawaiian	Division	<	<	100
	State	132	93	30
White	Division	394	230	42
	State	45,098	30,844	32
Multiple Races	Division	106	51	52
	State	4,380	2,929	33
Students with Disabilities	Division	156	50	68
	State	8,185	3,548	57
Economically Disadvantaged	Division	913	372	59
	State	30,335	14,987	51
English Learners	Division	52	16	69
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:

State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).

Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.

Career and Technical Education
		2020-2021	2021-2022	2022-2023
NOCTI Assessments	Division	38	59	54
	State	1,542	2,590	3,844
Industry Certification	Division	1,096	2,330	2,273
	State	51,685	95,688	100,255
Total Credentials Earned	Division	1,134	2,392	2,332
	State	71,189	143,862	147,481
Students Earning One or More Credentials	Division	1,047	2,048	1,938
	State	60,992	115,682	117,932
CTE Completers	Division	902	949	837
	State	42,303	45,094	45,627
State Licensures	Division	-	-	-
	State	1,077	1,236	1,563
Workplace Readiness	Division	-	3	5
	State	16,885	44,348	41,819
Armed Services Vocational Aptitude Battery Examination	Division	-	96	152
	State	302	761	962

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	67.5	68.3	62.2

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$3,860	$6,850	$1,762
	State	$6,770	$5,603	$867
2020-2021	Division	$3,747	$7,730	$1,938
	State	$6,669	$6,185	$1,352
2021-2022	Division	$5,029	$7,773	$3,157
	State	$7,134	$6,454	$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:

Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
By high school, regular attendance is a better dropout indicator than test scores.
A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.

Absenteeism by Subgroup
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	22,048	4,375	19,546	6,260	20,230	5,118
Female	10,918	2,088	9,623	3,077	9,908	2,538
Male	11,130	2,287	9,922	3,183	10,321	2,580
American Indian	80	10	63	26	68	16
Asian	507	24	443	44	462	28
Black	12,322	3,152	10,703	4,095	10,997	3,322
Hispanic	2,586	507	2,412	822	2,753	716
Native Hawaiian	74	5	66	12	61	10
White	4,960	439	4,489	901	4,477	711
Multiple Races	1,519	238	1,370	360	1,412	315
Students with Disabilities	3,096	733	2,691	1,007	3,067	953
Economically Disadvantaged	13,211	3,746	11,444	5,067	12,419	4,280
English Learners	1,016	236	1,179	394	1,329	381
Homeless	281	134	228	259	435	300
< = 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	700
Behaviors related to School Operations	1,724
Relationship Behaviors without Physical Harm	1,950
Behaviors of a Safety Concern	3,569
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	592
Behaviors used to determine Persistently Dangerous Schools	7

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired. A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Short-Term Suspensions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3		0.4	0.3	0.3	0.3
Asian	2		1.9	0.2	1.8	0.3
Black	58.3	66.7	57.7	79.2	57	77.9
Hispanic	11.7	15.2	12.2	7	13.4	7.2
Native Hawaiian	0.3		0.3	0.1	0.3	0.1
White	20.7	18.2	20.7	7.8	20.4	8.8
Multiple Races	6.6		6.8	5.3	6.8	5.4
< = 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
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.4	0.6	0.3
Asian	2		1.9		1.8	0.5
Black	58.3		57.7	87.8	57	88
Hispanic	11.7		12.2	4.9	13.4	3.7
Native Hawaiian	0.3		0.3		0.3
White	20.7		20.7	1.8	20.4	3.2
Multiple Races	6.6		6.8	4.9	6.8	4.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Expulsions
	2020-2021		2021-2022		2022-2023
Subgroup	% Population	% Expulsions	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.4		0.3
Asian	2		1.9		1.8
Black	58.3		57.7	85.7	57	77.8
Hispanic	11.7		12.2		13.4	11.1
Native Hawaiian	0.3		0.3		0.3
White	20.7		20.7		20.4
Multiple Races	6.6		6.8	14.3	6.8	11.1
< = 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
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	73.3	73.3	97.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	52.8	52.8	38.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	74.9	74.9	58.9
< = 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: 12.57 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 14.04 : 1

Teacher Quality

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

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

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

School Leaders

Inexperienced (First-Year) School Leaders
	Poverty Level	Principals		Assistant Principals
		Percent	Number	Percent	Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers		Special Education Teachers
		Percent	Number	Percent	Number

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2020-2021	38%	54%	2%	6%
2021-2022	38%	53%	3%	6%
2022-2023	38%	51%	2%	9%
< = 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	61%	63%	77%	88%
Asian	86%	87%	91%	88%
Black	53%	55%	64%	88%
Hispanic	57%	61%	63%	88%
White	81%	82%	84%	88%
Multiple Races	72%	75%	82%	88%
Economically Disadvantaged	53%	55%	63%	88%
English Learners	38%	45%	53%	88%
Students with Disabilities	35%	36%	50%	88%

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

The Every Student Succeeds Act of 2015 requires annual testing in reading in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 75 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state reading tests. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance as compared to the previous year. Note: Reading pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	49%	57%	72%	85%
Asian	83%	86%	90%	85%
Black	38%	47%	56%	85%
Hispanic	49%	56%	58%	85%
White	73%	77%	80%	85%
Multiple Races	60%	69%	75%	85%
Economically Disadvantaged	39%	48%	57%	85%
English Learners	40%	48%	52%	85%
Students with Disabilities	27%	32%	47%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	45%
Asian	70%
Black	36%
Hispanic	45%
White	65%
Multiple Races	56%
Economically Disadvantaged	37%
English Learners	37%
Students with Disabilities	26%

< = 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	82%	84%	84%
Asian	96%	90%	84%
Black	80%	83%	84%
Hispanic	70%	82%	84%
White	89%	86%	84%
Multiple Races	83%	89%	84%
Economically Disadvantaged	80%	81%	84%
English Learners	53%	74%	84%
Students with Disabilities	44%	70%	84%
Homeless	84%	-	-
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	20%	20%	12%	10%
Asian	6%	6%	10%	10%
Black	23%	23%	13%	10%
Hispanic	21%	21%	13%	10%
White	14%	14%	13%	10%
Multiple Races	18%	18%	14%	10%
Economically Disadvantaged	26%	26%	15%	10%
English Learners	22%	22%	12%	10%
Students with Disabilities	24%	24%	16%	10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	48%	52%	58%
English Learner Proficiency	6%	-	-

< = 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	487	1014	48%
English Learner Proficiency	83	1427	6%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	99%	1%	99%	1%	91%	9%
Asian	100%	-	100%	-	85%	15%
Black	99%	1%	99%	1%	93%	7%
Hispanic	99%	1%	99%	1%	92%	8%
White	99%	1%	99%	1%	86%	14%
Multiple Races	99%	1%	99%	1%	87%	13%
Economically Disadvantaged	99%	1%	99%	1%	93%	7%
Not Economically Disadvantaged	99%	1%	99%	1%	99%	1%
English Learners	99%	1%	100%	-	98%	2%
Students with Disabilities	99%	1%	98%	2%	97%	3%
Students without Disabilities	99%	1%	99%	1%	99%	1%
Female	99%	1%	99%	1%	99%	1%
Male	98%	2%	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	66%	56%
Asian	87%	85%
Black	59%	48%
Hispanic	64%	57%
White	82%	74%
Multiple Races	77%	66%
Economically Disadvantaged	59%	49%
English Learners	50%	48%
Students with Disabilities	46%	39%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks