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Patrick County Public Schools

General school information

Division: Patrick County Public Schools
Division Number: 70
Address: 104 Rucker Street Stuart, VA 24171
Superintendent: Mr. Jason Wood
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.

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Accreditation Status
Elementary Schools
Blue Ridge ElementaryAccredited
Hardin Reynolds Memorial SchoolAccredited
Meadows of Dan Elementary Accredited
Patrick Springs PrimaryAccredited
Stuart ElementaryAccredited
Woolwine ElementaryAccredited
High Schools
Patrick County HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 64 77 23 15 70 85 15 13 71 84 16
Female 13 64 78 22 16 69 85 15 13 72 85 15
Male 13 63 76 24 13 70 84 16 13 69 83 17
American Indian < < < < < < 100 0
Asian < < < < < < < < < < 100 0
Black 13 56 69 31 5 63 68 32 4 56 60 40
Hispanic 14 62 76 24 11 71 82 18 3 85 88 12
White 13 64 77 23 15 71 86 14 14 71 85 15
Multiple Races 10 65 75 25 22 61 82 18 23 62 85 15
Students with Disabilities 12 41 53 47 11 49 60 40 11 45 57 43
Students without Disabilities 13 68 82 18 16 74 90 10 13 76 90 10
Economically Disadvantaged 9 62 71 29 11 70 81 19 10 70 80 20
Not Economically Disadvantaged 18 65 83 17 20 69 90 10 17 72 89 11
English Learners 5 35 40 60 4 50 54 46 - 80 80 20
Homeless 6 61 67 33 5 73 78 23 5 63 68 32
Military Connected 9 73 82 18 21 64 86 14 - 91 91 9
Foster Care < < 100 0 < < < < < < < <
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 11 64 76 24 9 77 86 14 9 70 79 21
Female 7 68 75 25 14 77 91 9 9 77 86 14
Male 16 60 76 24 5 77 82 18 10 62 72 28
Black < < < < < < < < < < < <
Hispanic 20 60 80 20 7 64 71 29 < < < <
White 10 66 77 23 10 80 89 11 10 72 82 18
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 17 40 57 43 4 71 75 25 8 42 50 50
Students without Disabilities 10 72 81 19 11 78 89 11 10 79 89 11
Economically Disadvantaged 8 66 74 26 6 76 82 18 12 67 79 21
Not Economically Disadvantaged 18 61 79 21 14 78 92 8 2 75 77 23
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
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 14 63 76 24 18 63 81 19 10 74 84 16
Female 15 60 75 25 21 61 82 18 14 72 86 14
Male 12 65 77 23 15 65 80 20 7 76 83 17
Black 10 60 70 30 < < < < < < < <
Hispanic 8 62 69 31 30 50 80 20 7 71 79 21
White 15 63 78 22 17 67 84 16 11 76 87 13
Multiple Races 10 60 70 30 < < < < < < < <
Students with Disabilities 11 46 57 43 23 35 58 42 12 55 67 33
Students without Disabilities 14 66 80 20 16 71 87 13 10 80 89 11
Economically Disadvantaged 8 60 68 32 11 68 79 21 13 67 81 19
Not Economically Disadvantaged 20 66 86 14 29 55 84 16 5 84 90 10
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
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 9 63 71 29 11 73 84 16 14 67 81 19
Female 8 63 71 29 10 72 82 18 12 68 80 20
Male 9 62 72 28 12 74 86 14 15 67 82 18
Black < < < < < < < < < < < <
Hispanic 15 62 77 23 7 86 93 7 - 90 90 10
White 9 63 71 29 11 73 83 17 14 70 84 16
Multiple Races < < < < 17 67 83 17 < < < <
Students with Disabilities 3 40 43 57 7 53 60 40 18 38 56 44
Students without Disabilities 10 69 79 21 12 78 89 11 13 76 89 11
Economically Disadvantaged 7 57 63 37 9 71 80 20 8 70 78 22
Not Economically Disadvantaged 11 70 82 18 13 76 89 11 24 64 87 13
English Learners < < < < < < < < < < < <
Military Connected < < < < < < 100 0
Foster Care < < 100 0 < < 100 0
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 15 63 78 22 17 68 85 15 12 73 85 15
Female 14 62 76 24 16 71 87 13 14 70 84 16
Male 16 63 79 21 17 65 83 17 10 76 86 14
Asian < < < < < < 100 0
Black 20 50 70 30 < < < < < < 100 0
Hispanic < < < < 17 75 92 8 - 93 93 7
White 16 63 79 21 18 66 85 15 11 71 82 18
Multiple Races < < < < < < < < 31 69 100 0
Students with Disabilities 17 43 61 39 10 43 53 47 4 48 52 48
Students without Disabilities 15 66 81 19 19 74 92 8 13 77 91 9
Economically Disadvantaged 15 55 69 31 13 69 81 19 10 71 81 19
Not Economically Disadvantaged 16 76 92 8 24 67 90 10 15 76 90 10
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
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 17 67 84 16 20 64 85 15 12 73 85 15
Female 21 64 85 15 21 60 81 19 10 74 84 16
Male 13 71 84 16 20 68 88 12 14 71 85 15
Black 10 80 90 10 - 70 70 30 < < < <
Hispanic 13 75 88 13 < < < < - 93 93 7
White 18 65 83 17 22 64 87 13 14 71 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities 19 42 62 38 17 46 63 38 7 57 63 37
Students without Disabilities 17 72 89 11 21 68 89 11 13 77 89 11
Economically Disadvantaged 9 72 81 19 9 70 79 21 11 70 81 19
Not Economically Disadvantaged 24 63 87 13 37 56 93 7 13 76 90 10
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < 100 0
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 11 57 68 32 11 72 83 17 8 73 81 19
Female 14 55 69 31 14 69 83 17 8 70 78 22
Male 9 58 67 33 8 75 83 17 8 77 84 16
Black < < < < 9 64 73 27 - 60 60 40
Hispanic 8 54 62 38 15 70 85 15 < < < <
White 12 57 69 31 9 75 84 16 8 74 82 18
Multiple Races < < < < < < < < < < < <
Students with Disabilities 3 31 34 66 8 48 56 44 16 26 42 58
Students without Disabilities 13 62 75 25 12 76 88 12 7 80 87 13
Economically Disadvantaged 4 58 62 38 12 63 76 24 4 73 76 24
Not Economically Disadvantaged 18 55 73 27 10 81 91 9 14 74 88 12
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 69 83 17 19 69 88 12 24 65 89 11
Female 14 77 91 9 22 71 93 7 20 72 92 8
Male 15 62 77 23 17 67 84 16 27 59 86 14
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < - 64 64 36
Hispanic 27 47 73 27 - 73 73 27 5 85 90 10
White 13 72 85 15 21 70 91 9 27 63 90 10
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities 14 45 59 41 8 44 52 48 15 46 62 38
Students without Disabilities 15 72 87 13 21 73 94 6 25 69 94 6
Economically Disadvantaged 11 70 80 20 15 73 88 12 15 72 86 14
Not Economically Disadvantaged 18 68 85 15 22 65 88 12 32 60 92 8
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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 14 58 72 28 15 65 81 19
Female 15 61 76 24 18 60 78 22
Male 13 54 67 33 13 70 83 17
Asian < < 100 0 < < 100 0
Black 5 58 63 37 8 54 62 38
Hispanic 5 62 68 32 15 55 70 30
White 15 58 73 27 16 67 83 17
Multiple Races 21 50 71 29 18 55 73 27
Students with Disabilities - 24 24 76 - 45 45 55
Students without Disabilities 16 61 76 24 17 67 83 17
Economically Disadvantaged 10 52 63 37 10 62 72 28
Not Economically Disadvantaged 18 63 80 20 21 68 89 11
English Learners < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < <
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 14 51 65 35 12 58 70 30
Female 13 59 72 28 14 51 66 34
Male 15 44 59 41 10 64 74 26
Black - 70 70 30 - 60 60 40
Hispanic 5 63 68 32 < < < <
White 15 50 65 35 14 60 74 26
Multiple Races < < < < < < < <
Students with Disabilities - 21 21 79 - 23 23 77
Students without Disabilities 16 55 71 29 13 62 75 25
Economically Disadvantaged 11 45 55 45 8 53 60 40
Not Economically Disadvantaged 17 58 74 26 17 65 82 18
Homeless < < < < < < < <
Military Connected < < < <
Foster Care < < < <
EOC Writing Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 65 79 21 19 72 91 9
Female 17 64 81 19 21 68 89 11
Male 11 65 76 24 16 77 93 7
Asian < < 100 0
Black < < < < < < < <
Hispanic 6 61 67 33 27 64 91 9
White 16 66 82 18 18 74 91 9
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 30 30 70 < < < <
Students without Disabilities 16 67 82 18 20 72 92 8
Economically Disadvantaged 10 61 71 29 12 74 86 14
Not Economically Disadvantaged 19 67 86 14 24 71 95 5
English Learners < < 100 0
Homeless < < < < < < 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

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 60 69 31 12 69 82 18 12 69 81 19
Female 6 62 68 32 11 71 81 19 10 70 80 20
Male 10 59 69 31 14 68 82 18 14 68 82 18
Asian < < < < < < < < < < 100 0
Black 5 46 52 48 2 68 70 30 2 67 69 31
Hispanic 8 61 69 31 9 77 85 15 13 71 84 16
White 9 61 70 30 13 69 82 18 13 69 82 18
Multiple Races 8 63 71 29 21 62 83 17 15 66 81 19
Students with Disabilities 11 35 46 54 8 49 57 43 6 48 54 46
Students without Disabilities 8 65 73 27 13 74 87 13 14 74 87 13
Economically Disadvantaged 4 55 59 41 8 67 76 24 9 67 76 24
Not Economically Disadvantaged 13 66 80 20 18 72 90 10 17 72 89 11
English Learners - 42 42 58 - 73 73 27 - 67 67 33
Homeless - 64 64 36 7 66 73 27 - 73 73 27
Military Connected - 64 64 36 10 80 90 10 < < < <
Foster Care < < 100 0 < < < < < < < <
Grade 3 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 60 65 35 9 76 84 16 10 70 79 21
Female - 56 56 44 8 81 89 11 7 71 79 21
Male 9 64 73 27 9 70 80 20 13 68 80 20
Black < < < < < < < < < < < <
Hispanic - 90 90 10 7 79 86 14 < < < <
White 4 62 66 34 9 78 87 13 9 74 83 17
Multiple Races < < < < < < < < < < < <
Students with Disabilities 9 43 51 49 4 61 64 36 6 53 58 42
Students without Disabilities 4 65 69 31 10 79 89 11 11 75 87 13
Economically Disadvantaged 1 59 60 40 9 69 79 21 8 67 75 25
Not Economically Disadvantaged 11 63 73 27 8 84 92 8 14 75 89 11
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < 100 0 < < < <
Foster Care < < 100 0 < < < < < < 100 0
Grade 4 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 72 28 11 69 80 20 8 72 80 20
Female 9 64 73 28 6 75 81 19 8 77 85 15
Male 12 59 71 29 16 64 80 20 8 68 76 24
Black 10 50 60 40 < < < < < < < <
Hispanic 15 46 62 38 - 100 100 0 - 79 79 21
White 11 62 73 27 11 69 80 20 10 72 82 18
Multiple Races - 80 80 20 < < < < < < < <
Students with Disabilities 11 32 43 57 16 45 61 39 6 45 52 48
Students without Disabilities 10 68 78 22 9 76 85 15 9 80 89 11
Economically Disadvantaged 5 56 61 39 7 67 74 26 6 69 74 26
Not Economically Disadvantaged 17 67 84 16 18 73 91 9 12 78 90 10
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < < < < < 100 0
Foster Care < < 100 0
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 10 53 63 37 18 65 83 17 13 60 74 26
Female 9 58 67 33 17 66 83 17 9 59 68 32
Male 12 48 60 40 19 64 83 17 17 62 78 22
Black < < < < < < < < < < < <
Hispanic 8 54 62 38 7 79 86 14 20 60 80 20
White 12 54 65 35 20 62 83 17 11 64 75 25
Multiple Races < < < < 18 73 91 9 < < < <
Students with Disabilities 3 37 40 60 13 43 57 43 12 47 59 41
Students without Disabilities 13 57 70 30 19 70 89 11 14 65 78 22
Economically Disadvantaged 3 51 54 46 11 64 75 25 8 61 69 31
Not Economically Disadvantaged 20 55 75 25 26 67 92 8 22 60 82 18
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < 100 0 < < < <
Grade 6 Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 57 69 31 18 62 79 21 20 59 79 21
Female 6 59 65 35 17 61 78 22 19 58 77 23
Male 17 55 72 28 18 62 80 20 21 60 80 20
Asian < < < < < < 100 0
Black 10 60 70 30 < < < < < < < <
Hispanic < < < < 17 75 92 8 14 64 79 21
White 13 55 68 32 18 61 79 21 21 56 77 23
Multiple Races < < < < < < 100 0 23 69 92 8
Students with Disabilities 22 22 43 57 3 47 50 50 8 32 40 60
Students without Disabilities 10 63 74 26 21 65 86 14 22 63 85 15
Economically Disadvantaged 8 52 60 40 14 60 74 26 13 56 69 31
Not Economically Disadvantaged 20 65 84 16 22 65 87 13 28 62 90 10
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
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 17 63 80 20 20 60 80 20 13 74 87 13
Female 15 64 79 21 15 63 78 22 9 77 85 15
Male 18 63 81 19 25 57 83 17 18 70 88 13
Black - 60 60 40 10 80 90 10 < < 100 0
Hispanic 19 50 69 31 < < < < 7 79 86 14
White 17 64 81 19 21 59 80 20 14 73 86 14
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 19 31 50 50 17 38 54 46 - 53 53 47
Students without Disabilities 16 69 85 15 21 65 85 15 16 78 94 6
Economically Disadvantaged 11 61 72 28 11 63 74 26 11 74 85 15
Not Economically Disadvantaged 21 65 86 14 34 55 90 10 16 72 88 12
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
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 3 6 10 90 - 41 41 59 6 23 29 71
Female 8 8 15 85 - 38 38 63 5 32 36 64
Male - 6 6 94 - 45 45 55 8 8 15 85
Black < < < < < < < < < < < <
Hispanic < < < < < < < < < < < <
White 4 8 13 88 - 44 44 56 7 24 31 69
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 - 7 93 - 33 33 67 13 19 31 69
Students without Disabilities - 12 12 88 - 45 45 55 - 26 26 74
Economically Disadvantaged - 5 5 95 - 41 41 59 4 22 26 74
Not Economically Disadvantaged 10 10 20 80 - 43 43 57 < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < <
Foster Care < < 100 0
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 3 73 76 24 11 80 91 9 13 83 96 4
Female 1 77 79 21 11 79 90 10 14 81 95 5
Male 4 69 73 27 11 82 92 8 12 85 97 3
Asian < < < < < < 100 0 < < 100 0
Black < < < < - 90 90 10 8 83 92 8
Hispanic 7 73 80 20 20 73 93 7 13 87 100 0
White 3 74 77 23 10 81 91 9 13 82 96 4
Multiple Races < < < < 9 82 91 9 < < 100 0
Students with Disabilities - 52 52 48 - 54 54 46 - 82 82 18
Students without Disabilities 3 77 80 20 13 85 98 2 14 83 97 3
Economically Disadvantaged - 62 62 38 4 86 89 11 13 83 96 4
Not Economically Disadvantaged 5 83 88 12 18 76 93 7 14 82 96 4
English Learners < < < < < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0 - 82 82 18
Military Connected < < < < < < 100 0
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 64 64 36 2 84 86 14 9 76 85 15
Female 1 62 63 37 3 82 85 15 6 79 84 16
Male - 66 66 34 1 87 88 12 12 73 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 65 65 35 - 83 83 17 9 82 91 9
White 1 63 64 36 2 85 86 14 8 75 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities < < < < - 81 81 19 - 60 60 40
Students without Disabilities 1 63 64 36 2 85 87 13 9 77 87 13
Economically Disadvantaged - 56 56 44 2 76 77 23 4 74 77 23
Not Economically Disadvantaged 1 70 72 28 3 91 94 6 13 78 90 10
English Learners < < < <
Homeless < < < < < < < < < < < <
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0
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 < < 100 0
Female < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Economically Disadvantaged < < 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

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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 57 64 36 10 68 78 22 10 70 80 20
Female 4 61 65 35 7 68 75 25 9 68 76 24
Male 9 54 63 37 14 67 81 19 12 72 84 16
Asian < < 100 0 < < < < < < 100 0
Black - 30 30 70 3 66 69 31 4 42 46 54
Hispanic 2 56 57 43 7 68 75 25 7 74 81 19
White 8 59 66 34 11 67 78 22 11 72 83 17
Multiple Races 4 54 58 42 15 70 85 15 15 52 67 33
Students with Disabilities 5 24 30 70 6 49 56 44 16 37 53 47
Students without Disabilities 7 63 70 30 11 70 81 19 9 76 86 14
Economically Disadvantaged 3 49 53 47 9 62 70 30 6 67 73 27
Not Economically Disadvantaged 10 65 75 25 12 73 85 15 15 74 89 11
English Learners - 10 10 90 - 36 36 64 < < < <
Homeless < < < < 11 63 74 26 - 67 67 33
Military Connected 17 58 75 25 < < < < < < < <
Foster Care < < < < < < < <
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 10 46 56 44 14 63 77 23 16 60 76 24
Female 5 54 59 41 7 65 72 28 15 56 71 29
Male 15 39 54 46 21 61 82 18 17 63 79 21
Black < < < < < < < < < < < <
Hispanic 8 69 77 23 21 57 79 21 20 40 60 40
White 12 44 55 45 13 63 76 24 15 66 80 20
Multiple Races < < < < 27 64 91 9 < < < <
Students with Disabilities 6 14 20 80 10 53 63 37 18 35 53 47
Students without Disabilities 12 55 66 34 15 65 80 20 15 67 83 17
Economically Disadvantaged 7 40 47 53 15 57 72 28 10 60 70 30
Not Economically Disadvantaged 15 54 69 31 14 69 83 17 25 60 85 15
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0 < < < <
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 4 61 65 35 7 67 74 26 10 65 75 25
Female 1 59 60 40 6 62 68 32 8 58 66 34
Male 7 63 70 30 8 72 80 20 12 72 84 16
Black < < < < - 64 64 36 10 40 50 50
Hispanic - 46 46 54 5 70 75 25 < < < <
White 5 63 68 32 8 66 74 26 10 66 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities 4 32 36 64 4 48 52 48 25 30 55 45
Students without Disabilities 4 67 71 29 7 70 77 23 8 71 78 22
Economically Disadvantaged - 51 51 49 6 58 63 37 7 61 68 32
Not Economically Disadvantaged 8 69 77 23 8 76 84 16 14 71 85 15
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 58 61 39 11 69 81 19 4 78 82 18
Female 3 66 69 31 8 75 83 17 2 80 82 18
Male 4 52 56 44 15 64 78 22 5 77 82 18
Asian < < 100 0 < < < < < < 100 0
Black < < < < - 70 70 30 < < < <
Hispanic - 33 33 67 - 73 73 27 - 88 88 13
White 4 63 67 33 14 69 82 18 5 81 85 15
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 22 22 78 - 57 57 43 3 47 50 50
Students without Disabilities 4 64 68 32 12 71 83 17 4 85 89 11
Economically Disadvantaged 2 50 52 48 5 70 75 25 - 77 77 23
Not Economically Disadvantaged 5 67 72 28 17 69 86 14 8 80 88 12
English Learners < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < < <
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < 100 0
Female < < < < < < < < < < 100 0
Male < < < < < < < <
Asian < < 100 0
White < < < < < < < <
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities < < < < < < < < < < 100 0
Economically Disadvantaged < < < < < < < < < < 100 0
Not Economically Disadvantaged < < < < < < < <
English Learners < < 100 0
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 11 71 82 18 5 84 89 11 14 80 95 5
Female 10 71 81 19 4 77 81 19 10 81 90 10
Male 12 71 84 16 7 90 97 3 21 79 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic - 77 77 23 < < < < < < < <
White 13 72 86 14 6 83 90 10 15 80 95 5
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities 10 72 82 18 6 88 94 6 15 81 96 4
Economically Disadvantaged 6 71 77 23 8 77 85 15 10 76 86 14
Not Economically Disadvantaged 13 72 85 15 5 86 90 10 17 83 100 0
English Learners < < < < < < < <
Homeless < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0 < < 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 26 53 79 21 22 56 78 22
Female 19 55 74 26 16 58 74 26
Male 32 50 83 17 28 53 81 19
Black 15 54 69 31 7 54 61 39
Hispanic 25 60 85 15 9 70 80 20
White 27 52 79 21 25 54 79 21
Multiple Races 17 61 78 22 17 56 72 28
Students with Disabilities 10 38 48 52 6 40 46 54
Students without Disabilities 29 56 85 15 26 59 84 16
Economically Disadvantaged 19 53 72 28 18 54 71 29
Not Economically Disadvantaged 34 52 86 14 29 58 87 13
English Learners < < < < < < < <
Homeless 18 50 68 32 < < < <
Military Connected < < < < < < 100 0
Foster Care < < < < < < 100 0
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 - 8 8 92 - 32 32 68
Female < < < < - 38 38 62
Male - 9 9 91 - 25 25 75
Black < < < < < < < <
Hispanic < < < < < < 100 0
White - 10 10 90 - 30 30 70
Students with Disabilities < < < < < < < <
Students without Disabilities < < < < - 35 35 65
Economically Disadvantaged < < < < - 25 25 75
Not Economically Disadvantaged < < < < < < < <
English Learners < < < <
Homeless < < 100 0
Military Connected < < < < < < 100 0
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 19 63 81 19 25 60 85 15
Female 16 66 82 18 19 60 79 21
Male 21 59 80 20 30 59 90 10
Black 10 50 60 40 < < < <
Hispanic 25 69 94 6 < < 100 0
White 19 63 82 18 29 56 85 15
Multiple Races < < < < < < < <
Students with Disabilities - 48 48 52 6 35 41 59
Students without Disabilities 22 65 87 13 28 63 91 9
Economically Disadvantaged 11 62 73 27 19 59 78 22
Not Economically Disadvantaged 26 64 90 10 32 60 92 8
English Learners < < < < < < 100 0
Homeless < < < < < < < <
Military Connected < < 100 0
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 < < < < < < < <
Female < < 100 0 < < < <
Male < < < < < < < <
Black < < 100 0
Hispanic < < 100 0 < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities < < 100 0 < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 55 55 45 3 58 60 40
Female - 23 23 77 - 38 38 62
Male - 81 81 19 4 67 70 30
Black < < < <
Hispanic < < < < < < < <
White - 54 54 46 3 60 63 37
Multiple Races < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 70 70 30 3 62 65 35
Economically Disadvantaged - 43 43 57 4 52 56 44
Not Economically Disadvantaged - 67 67 33 - 67 67 33
English Learners < < < <
Homeless < < < <
Foster Care < < 100 0
Civics & Econ Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 53 79 21 19 66 85 15
Female 11 54 66 34 10 73 83 17
Male 39 52 91 9 29 58 87 13
Black 30 50 80 20 < < < <
Hispanic < < < < 7 79 86 14
White 27 52 79 21 22 64 85 15
Multiple Races < < < < < < 100 0
Students with Disabilities 5 40 45 55 7 50 57 43
Students without Disabilities 29 55 84 16 22 69 91 9
Economically Disadvantaged 17 53 70 30 13 68 82 18
Not Economically Disadvantaged 38 53 91 9 28 62 90 10
English Learners < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 45 87 13 33 44 78 22
Female 34 50 84 16 29 47 76 24
Male 48 41 89 11 38 42 80 20
Black < < < < < < < <
Hispanic 60 40 100 0 14 57 71 29
White 42 45 87 13 36 44 80 20
Multiple Races < < < < < < < <
Students with Disabilities 26 48 74 26 7 40 47 53
Students without Disabilities 45 45 90 10 40 46 86 14
Economically Disadvantaged 33 52 84 16 30 41 71 29
Not Economically Disadvantaged 56 35 91 9 38 50 88 12
English Learners < < 100 0 < < < <
Homeless < < < < < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-20222022-2023
Division--2
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2020-20212021-20222022-2023
Pre-kindergarten11112899
Kindergarten357234241
Grade 1231321232
Grade 2145220291
Grade 3150142138
Grade 4158153148
Grade 5157167147
Grade 6141161173
Grade 7177145162
Grade 8164178157
Grade 9192177183
Grade 10186186180
Grade 11170167178
Grade 12178159153
Total Students2,5172,5382,482

< = 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 2020-20212021-20222022-2023
All Students251725382482
Female121812251211
Male129913131270
American Indian321
Asian211917
Black162183169
Hispanic212212203
White198419651943
Multiple Races135157148
Students with Disabilities394417420
Students without Disabilities212321212062
Economically Disadvantaged117511831201
Not Economically Disadvantaged134213551281
English Learners696155
Not English Learners244824772427
Homeless378449
Military Connected303146
Foster Care101211
< = 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 61 94 7 0 4 3
State 50941 37883 2120 845 5319 1819
Female Division 36 32 2 0 1 1
State 27811 16344 671 288 1971 747
Male Division 25 62 5 0 3 2
State 23072 21492 1448 557 3346 1069
Asian Division < < < < 0 <
State 6009 1299 108 12 87 30
Black Division < < < < 0 <
State 8188 10171 708 177 1106 701
Hispanic Division 6 7 0 0 0 1
State 6685 7832 305 130 2570 425
White Division 50 80 6 0 4 1
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < 0 <
State 3013 2017 112 65 212 87
Students with Disabilities Division 3 15 7 0 1 1
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 22 54 2 0 2 2
State 12376 19803 1180 475 2916 1248
English Learners Division < < < < 0 <
State 1612 4284 306 28 2112 174
Homeless Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected Division < < < < 0 <
State 2401 1298 51 21 47 32
< = 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 Students169162961629642
Female727097709711
Male979295929533
Asian<<100<10000
Black<<100<10000
Hispanic141393139300
White141136971369743
Multiple Races<<<<<00
Students with Disabilities272593259314
Economically Disadvantaged827895789522
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken10 / 1.38%11 / 1.6%4 / .58%
Advanced Placement Course Enrollment12 / 1.66%12 / 1.74%4 / .58%
Dual Enrollment115 / 15.86%95 / 13.79%101 / 14.55%
Governor's School Enrollment - - -
IB Course Enrollment - - -
Senior Enrolled in IB Program - - -

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
All StudentsDivision1367743
State87,31757,08135
FemaleDivision684534
State43,70531,57728
MaleDivision683253
State43,61225,50442
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision11<100
State12,1106,62245
WhiteDivision1075945
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision12<100
State8,1853,54857
Economically DisadvantagedDivision673252
State30,33514,98751
English LearnersDivision10<100
State6,5793,31950
American IndianDivision--100
State23213044
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2020-20212021-20222022-2023
State LicensuresDivision11-12
 State1,0771,2361,563
Industry CertificationDivision105-245
 State51,68595,688100,255
Total Credentials EarnedDivision116-257
 State71,189143,862147,481
Students Earning One or More CredentialsDivision98-213
 State60,992115,682117,932
CTE CompletersDivision147127119
 State42,30345,09445,627
NOCTI AssessmentsDivision---
 State1,5422,5903,844
Workplace ReadinessDivision---
 State16,88544,34841,819
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State302761962

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$2,148$7,668$923
State$6,770$5,603$867
2020-2021Division$2,272$7,786$1,133
State$6,669$6,185$1,352
2021-2022Division$2,733$8,104$2,699
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 Students2,2811251,9783331,912425
Female1,10359943160924215
Male1,178661,034173987210
American Indian<<<<<<
Asian182162190
Black140121581315017
Hispanic19281603315434
Native Hawaiian----<<
White1,806921,5202671,466357
Multiple Races123101231812117
Students with Disabilities3434332070321104
Economically Disadvantaged1,062114848263863324
English Learners6574513487
Homeless32451162323
< = 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 285
Relationship Behaviors without Physical Harm 174
Behaviors of a Safety Concern 315
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 105

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2020-20212021-20222022-2023
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10
Asian0.80.70.7
Black6.48.37.25.86.88.2
Hispanic8.48.44.78.24.1
Native Hawaiian----0
White78.991.777.487.278.384.7
Multiple Races5.46.22.363.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2020-20212021-20222022-2023
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10
Asian0.80.70.7
Black6.47.21006.8
Hispanic8.48.48.2
Native Hawaiian0
White78.977.478.3100
Multiple Races5.46.26
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2020-20212021-20222022-2023
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10
Asian0.80.70.7
Black6.47.26.8
Hispanic8.48.48.2
Native Hawaiian----0
White78.977.478.3
Multiple Races5.46.26
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 69.169.181.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 70.770.764.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2020-20212021-20222022-2023
  PercentagePercentagePercentage
All Students 777772.9
< = 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