Portsmouth City Public Schools

General school information

Division: Portsmouth City Public Schools
Division Number: 121
Address: 801 Crawford St Portsmouth, VA 23704-3822
Superintendent: Dr. Elie Bracy
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
Brighton Elementary	Accredited with Conditions
Churchland Academy Elementary	Accredited
Churchland Elementary	Accredited
Churchland Primary & Intermediate	Accredited
Cradock Elementary	Accredited
Douglass Park Elementary	Accredited with Conditions
Hodges Manor Elementary	Accredited
Lakeview Elementary	Accredited
Park View Elementary	Accredited
Simonsdale Elementary	Accredited
Victory Elementary	Accredited
Waterview Elementary	Accredited with Conditions
Westhaven Elementary	Accredited with Conditions
Middle Schools
Churchland Middle	Accredited with Conditions
Cradock Middle	Accredited with Conditions
William E. Waters Middle	Accredited with Conditions
High Schools
Churchland High	Accredited
I.C. Norcom High	Accredited with Conditions
Manor High	Accredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

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

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

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

English Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					6	43	48	52
Female					7	48	55	45
Male					5	37	41	59
American Indian					<	<	<	<
Asian					21	50	71	29
Black					3	40	43	57
Hispanic					9	57	66	34
Native Hawaiian					<	<	<	<
White					13	48	62	38
Multiple Races					16	49	65	35
Students with Disabilities					1	16	16	84
Students without Disabilities					6	46	52	48
Economically Disadvantaged					3	37	40	60
Not Economically Disadvantaged					9	52	61	39
English Learners					<	<	<	<
Homeless					5	32	37	63
Military Connected					6	59	66	34
Foster Care					<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					4	33	37	63
Female					5	38	43	57
Male					3	27	31	69
American Indian					<	<	<	<
Asian					<	<	<	<
Black					2	30	32	68
Hispanic					5	48	52	48
Native Hawaiian					<	<	<	<
White					11	39	50	50
Multiple Races					10	45	55	45
Students with Disabilities					-	4	4	96
Students without Disabilities					5	37	42	58
Economically Disadvantaged					3	26	28	72
Not Economically Disadvantaged					7	46	53	47
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					13	63	75	25
Foster Care					<	<	<	<
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					7	54	61	39
Female					8	59	68	32
Male					6	48	54	46
American Indian					<	<	100	0
Asian					<	<	<	<
Black					4	52	56	44
Hispanic					13	65	77	23
Native Hawaiian					<	<	<	<
White					15	60	75	25
Multiple Races					21	54	75	25
Students with Disabilities					1	32	33	67
Students without Disabilities					8	57	64	36
Economically Disadvantaged					4	51	55	45
Not Economically Disadvantaged					11	58	68	32
English Learners					<	<	<	<
Homeless					-	45	45	55
Military Connected					-	56	56	44
Foster Care					<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

select test

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

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

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 science results reflect reduced student participation in state reading assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

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

History Performance: All Students

History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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

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

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

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

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2020-2021	2021-2022	2022-2023
Pre-kindergarten	400	552	561
Kindergarten	887	1,038	1,004
Grade 1	1,076	992	1,058
Grade 2	1,055	1,023	997
Grade 3	1,035	1,055	1,005
Grade 4	1,075	1,016	1,038
Grade 5	1,077	1,060	1,009
Grade 6	1,038	1,039	1,028
Grade 7	1,015	979	991
Grade 8	909	993	966
Grade 9	1,030	1,158	1,160
Grade 10	1,029	929	927
Grade 11	846	827	789
Grade 12	923	856	838
Total Students	13,395	13,517	13,371

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

Fall Membership by Subgroup
Subgroup	2020-2021	2021-2022	2022-2023
All Students	13395	13517	13371
Female	6611	6622	6541
Male	6784	6895	6830
American Indian	52	46	49
Asian	94	81	76
Black	9736	9665	9450
Hispanic	558	721	819
Native Hawaiian	48	42	29
White	2340	2285	2203
Multiple Races	567	677	745
Students with Disabilities	1630	1588	1587
Students without Disabilities	11765	11929	11784
Economically Disadvantaged	8516	6842	8975
Not Economically Disadvantaged	4879	6675	4396
English Learners	148	188	193
Not English Learners	13247	13329	13178
Homeless	155	116	96
Military Connected	421	742	972
Foster Care	31	58	73
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

Most Virginia students earn either an Advanced Studies Diploma or a Standard Diploma.

To graduate with an Advanced Studies Diploma, a student must earn at least 26 standard units of credit by passing required courses and electives and at least nine verified units of credit by passing Standards of Learning end-of-course assessments in English, mathematics, science and history. Students who entered the ninth grade in 2013-2014 and afterwards must also successfully complete one virtual course.

To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Students who entered the ninth grade in 2013-2014 and afterwards must earn a board-approved career and technical education credential to graduate and successfully complete one virtual course.

The Applied Studies Diploma and Modified Standard Diploma are available for certain students with disabilities. To reduce the likelihood of division-level pie charts being suppressed to protect student privacy, these diplomas are combined with Standard Diplomas in the pie chart as "Standard and Other Diplomas."

Status of the Students in the 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	295	470	24	14	70	61
	State	52168	36669	2129	747	5100	1879
Female	Division	189	192	10	4	26	28
	State	28664	15798	666	263	1813	760
Male	Division	106	278	14	10	44	33
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	0	<
	State	99	75	3	1	20	7
Asian	Division	<	<	<	<	0	<
	State	6086	1308	81	11	85	37
Black	Division	215	332	20	5	55	48
	State	8347	9965	765	162	1156	730
Hispanic	Division	6	22	2	0	0	1
	State	6301	7054	289	79	2275	395
Native Hawaiian	Division	<	<	<	<	<	<
	State	88	51	5	0	5	1
White	Division	58	84	2	8	10	10
	State	28377	16228	880	440	1364	623
Multiple Races	Division	10	24	0	1	4	2
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	3	88	24	1	20	6
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	118	289	12	8	23	47
	State	12248	19244	1249	413	2860	1292
English Learners	Division	4	10	0	0	1	0
	State	1452	3819	261	24	1863	151
Homeless	Division	3	10	0	0	2	4
	State	183	581	38	11	180	54
Military Connected	Division	5	13	0	0	0	1
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	0	<
	State	22	161	31	10	64	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	934	789	85	803	86	70	8
Female	449	391	87	395	88	26	6
Male	485	398	82	408	84	44	9
American Indian	<	<	100	<	100	0	0
Asian	<	<	100	<	100	0	0
Black	675	567	84	572	85	55	8
Hispanic	31	30	97	30	97	0	0
Native Hawaiian	<	<	<	<	<	<	<
White	172	144	84	152	88	10	6
Multiple Races	41	34	83	35	85	4	10
Students with Disabilities	143	115	80	116	81	20	14
Economically Disadvantaged	497	419	84	427	86	23	5
English Learners	15	14	93	14	93	1	7
Homeless	19	13	68	13	68	2	11
Military Connected	19	18	95	18	95	0	0
Foster Care	<	<	<	<	<	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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	138 / 3.66%	80 / 2.09%	-
Advanced Placement Course Enrollment	182 / 4.83%	117 / 3.06%	113 / 3%
Dual Enrollment	227 / 6.03%	260 / 6.79%	185 / 4.91%
Governor's School Enrollment	24 / .64%	16 / .42%	16 / .42%
IB Course Enrollment	-	-	-
Senior Enrolled in IB Program	-	-	-

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

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

2018-2019 FGI cohort year (students entering high school in 2015)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	824	414	50
	State	86,211	59,463	31
Female	Division	463	272	41
	State	43,379	32,579	25
Male	Division	361	142	61
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	<	<	100
	State	6,380	5,553	13
Black	Division	593	304	49
	State	18,493	11,408	38
Hispanic	Division	31	16	48
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	162	81	50
	State	46,061	33,076	28
Multiple Races	Division	27	10	63
	State	4,134	2,891	30
Students with Disabilities	Division	63	17	73
	State	7,527	3,575	53
Economically Disadvantaged	Division	445	207	53
	State	28,169	15,215	46
English Learners	Division	11	<	100
	State	5,296	2,828	47
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2019-2020	2020-2021	2021-2022
NOCTI Assessments	Division	10	6	5
	State	511	1,542	2,590
Industry Certification	Division	253	298	562
	State	43,660	51,685	95,688
Workplace Readiness	Division	460	281	538
	State	26,627	16,885	44,348
Total Credentials Earned	Division	723	585	1,124
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	691	543	993
	State	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	Division	121	-	16
	State	917	302	761
CTE Completers	Division	518	483	188
	State	44,539	42,303	44,149
State Licensures	Division	-	-	19
	State	333	1,077	1,236

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	65.9	65.2	67.1

Per-Pupil Spending

2020-2021 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2018-2019	Division	$3,579	$6,872	$1,736
	State	$6,642	$5,388	$901
2019-2020	Division	$3,687	$7,073	$1,506
	State	$6,770	$5,603	$867
2020-2021	Division	$3,756	$8,080	$1,750
	State	$6,669	$6,185	$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

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

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

Absenteeism by Subgroup
	2020-2021		2021-2022
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above
All Students	9,117	3,660	8,896	3,852
Female	4,618	1,695	4,396	1,886
Male	4,499	1,965	4,500	1,966
American Indian	38	7	32	13
Asian	83	9	69	10
Black	6,429	2,863	6,329	2,785
Hispanic	398	155	483	219
Native Hawaiian	34	10	19	18
White	1,749	450	1,518	616
Multiple Races	386	166	446	191
Students with Disabilities	1,068	537	1,021	531
Economically Disadvantaged	5,315	3,048	5,325	3,143
English Learners	103	54	134	69
Homeless	70	100	69	172
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
	Number of Offenses
Disorderly or Disruptive Behavior Offenses	<
Offenses Against Staff	<
Technology Offenses	<

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.4	0.2	0.4
Asian	0.8	0.2	0.7
Black	72.3	85.8	72.7	60
Hispanic	3.8	2.4	4.2
Native Hawaiian	0.4	0.2	0.4
White	18.3	8.6	17.5	40
Multiple Races	4	2.7	4.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days) is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.

Long-Term Suspensions
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.4		0.4
Asian	0.8		0.7
Black	72.3	100	72.7
Hispanic	3.8		4.2
Native Hawaiian	0.4		0.4
White	18.3		17.5
Multiple Races	4		4.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.4		0.4
Asian	0.8		0.7
Black	72.3	100	72.7
Hispanic	3.8		4.2
Native Hawaiian	0.4		0.4
White	18.3		17.5
Multiple Races	4		4.2
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program. At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.

Free and Reduced Meal Eligibility
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	77.1	77.1	77.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	62.1	62.1	62.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	67.4	67.4	67.4
< = 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

2019-2020 Grades K-7 Student Teacher Ratio: 14.2 : 1

2019-2020 Grades 8-12 Student Teacher Ratio: 12.74 : 1

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers	Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2019-2020	46%	46%	2%	6%
2020-2021	46%	46%	2%	6%
2021-2022	45%	45%	3%	7%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	60%	68%	75%	88%
Asian	73%	84%	91%	88%
Black	56%	64%	60%	88%
Hispanic	66%	74%	59%	88%
White	73%	80%	83%	88%
Multiple Races	73%	78%	81%	88%
Economically Disadvantaged	53%	60%	59%	88%
English Learners	16%	40%	47%	88%
Students with Disabilities	32%	39%	43%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	49%	63%	70%	85%
Asian	76%	87%	90%	85%
Black	44%	59%	51%	85%
Hispanic	54%	68%	53%	85%
White	63%	76%	79%	85%
Multiple Races	59%	71%	73%	85%
Economically Disadvantaged	41%	56%	52%	85%
English Learners	27%	55%	46%	85%
Students with Disabilities	24%	38%	40%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	47%
Asian	73%
Black	41%
Hispanic	58%
White	69%
Multiple Races	52%
Economically Disadvantaged	37%
English Learners	13%
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	79%	84%	84%
Asian	<	90%	84%
Black	80%	82%	84%
Hispanic	78%	82%	84%
White	75%	86%	84%
Multiple Races	86%	89%	84%
Economically Disadvantaged	75%	80%	84%
English Learners	80%	71%	84%
Students with Disabilities	53%	65%	84%
Homeless	53%	-	-
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	30%	21%	13%	10%
Asian	13%	8%	10%	10%
Black	31%	22%	14%	10%
Hispanic	31%	24%	14%	10%
White	29%	19%	14%	10%
Multiple Races	30%	30%	15%	10%
Economically Disadvantaged	37%	27%	17%	10%
English Learners	34%	24%	13%	10%
Students with Disabilities	34%	28%	18%	10%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	40%	50%	58%
English Learner Proficiency	7%	-	-

< = 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	49	123	40%
English Learner Proficiency	13	180	7%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97%	3%	96%	4%	94%	6%
Asian	100%	-	100%	-	95%	5%
Black	97%	3%	97%	3%	94%	6%
Hispanic	97%	3%	97%	3%	96%	4%
White	95%	5%	95%	5%	92%	8%
Multiple Races	98%	2%	96%	4%	96%	4%
Economically Disadvantaged	96%	4%	96%	4%	93%	7%
Not Economically Disadvantaged	98%	2%	97%	3%	97%	3%
English Learners	97%	3%	100%	-	96%	4%
Students with Disabilities	95%	5%	94%	6%	89%	11%
Students without Disabilities	97%	3%	97%	3%	95%	5%
Female	97%	3%	97%	3%	95%	5%
Male	96%	4%	96%	4%	94%	6%
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	72%	68%
Asian	80%	86%
Black	70%	65%
Hispanic	79%	72%
White	80%	76%
Multiple Races	80%	74%
Economically Disadvantaged	68%	64%
English Learners	57%	68%
Students with Disabilities	56%	55%

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

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

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks