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Russell County Public Schools

General school information

Division: Russell County Public Schools
Division Number: 83
Address: 84 Dr. Lorraine C. Turner Drive Lebanon, VA 24266
Superintendent: Dr. Kim Hooker
Region: 7
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
Belfast ElementaryAccredited
Castlewood ElementaryAccredited
Copper Creek ElementaryAccredited with Conditions
Honaker ElementaryAccredited
Lebanon ElementaryAccredited
Lebanon MiddleAccredited
Lebanon PrimaryAccredited
Swords Creek ElementaryAccredited
High Schools
Castlewood HighAccredited
Honaker HighAccredited
Lebanon 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 12 61 73 27 12 68 80 20 11 67 78 22
Female 14 64 78 22 13 69 83 17 11 69 80 20
Male 11 58 69 31 11 66 77 23 11 66 77 23
American Indian < < < < < < 100 0
Asian < < 100 0 < < 100 0
Black 14 50 64 36 8 58 67 33 < < < <
Hispanic 14 76 90 10 11 63 74 26 16 53 68 32
White 12 61 73 27 12 68 80 20 11 67 79 21
Multiple Races 17 75 92 8 < < < < 17 75 92 8
Students with Disabilities 9 41 50 50 11 51 62 38 9 45 53 47
Students without Disabilities 13 65 77 23 12 70 82 18 11 71 83 17
Economically Disadvantaged 7 60 67 33 8 66 75 25 8 66 73 27
Not Economically Disadvantaged 20 63 83 17 19 71 90 10 16 70 86 14
Homeless < < < < < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < 20 40 60 40
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 9 60 70 30 5 77 82 18 7 65 73 27
Female 10 66 76 24 6 73 79 21 7 67 74 26
Male 9 55 64 36 5 81 86 14 7 64 71 29
American Indian < < 100 0
Asian < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 9 60 70 30 6 77 82 18 8 65 73 27
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 19 43 62 38 9 68 77 23 6 43 49 51
Students without Disabilities 7 64 71 29 5 78 83 17 8 70 78 22
Economically Disadvantaged 6 57 63 37 5 76 81 19 5 66 72 28
Not Economically Disadvantaged 14 66 80 20 6 79 85 15 10 64 74 26
Homeless < < 100 0
Military Connected < < 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 8 64 71 29 12 60 72 28 7 73 80 20
Female 12 64 75 25 16 60 76 24 6 75 82 18
Male 3 64 67 33 8 59 68 32 8 69 78 22
American Indian < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < < < < < < <
White 7 64 71 29 13 60 73 27 7 73 80 20
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 8 42 50 50 17 34 51 49 - 65 65 35
Students without Disabilities 8 67 74 26 11 65 76 24 9 74 82 18
Economically Disadvantaged 5 56 61 39 6 58 64 36 6 70 76 24
Not Economically Disadvantaged 11 74 85 15 27 63 90 10 10 77 87 13
Military Connected < < < < < < 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 8 57 65 35 7 74 81 19 7 66 73 27
Female 10 63 73 27 8 78 86 14 10 64 73 27
Male 7 52 58 42 5 70 75 25 4 69 73 27
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 8 57 65 35 6 74 81 19 7 67 74 26
Students with Disabilities - 32 32 68 15 52 67 33 8 43 50 50
Students without Disabilities 10 61 71 30 6 77 83 17 7 72 78 22
Economically Disadvantaged 6 54 59 41 5 71 76 24 3 63 66 34
Not Economically Disadvantaged 13 63 76 24 10 80 89 11 14 72 86 14
Homeless < < 100 0
Foster Care < < < < < < 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 12 61 73 27 13 61 74 26 10 68 78 22
Female 10 63 73 27 13 69 82 18 12 70 82 18
Male 15 59 73 27 13 54 67 33 7 66 74 26
Hispanic < < 100 0 < < < < < < < <
White 12 61 73 27 13 61 74 26 10 68 78 22
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities 11 41 51 49 14 39 54 46 11 26 37 63
Students without Disabilities 12 65 77 23 13 64 77 23 9 74 84 16
Economically Disadvantaged 7 66 74 26 11 56 68 32 5 63 67 33
Not Economically Disadvantaged 20 52 72 28 18 70 88 12 16 76 91 9
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 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 12 66 78 22 11 69 81 19 11 72 83 17
Female 13 70 84 16 10 70 80 20 12 76 87 13
Male 11 61 73 27 13 69 82 18 10 68 78 22
Black < < < < < < 100 0 < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 12 66 78 22 11 69 81 19 10 72 82 18
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities 6 50 56 44 6 58 64 36 14 46 61 39
Students without Disabilities 13 68 82 18 12 71 83 17 10 75 86 14
Economically Disadvantaged 8 63 71 29 7 69 77 23 8 69 77 23
Not Economically Disadvantaged 21 70 91 9 18 69 88 13 15 76 92 8
Homeless < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < 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 8 61 69 31 12 66 78 22 8 66 73 27
Female 10 63 73 27 14 68 82 18 8 67 75 25
Male 7 59 66 34 10 64 74 26 8 64 71 29
Black < < 100 0 < < < < < < 100 0
Hispanic < < 100 0 < < 100 0 < < < <
White 8 60 68 32 12 66 78 22 8 65 73 27
Multiple Races < < < < < < 100 0
Students with Disabilities 5 27 32 68 9 59 69 31 7 53 60 40
Students without Disabilities 9 67 76 24 12 67 79 21 8 67 75 25
Economically Disadvantaged 3 56 59 41 8 63 71 29 4 65 69 31
Not Economically Disadvantaged 17 68 85 15 21 71 91 9 12 67 79 21
Homeless < < < <
Foster Care < < < < < < 100 0
EOC English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 27 58 85 15 21 68 89 11 26 62 89 11
Female 30 59 89 11 24 69 93 7 24 63 87 13
Male 25 57 82 18 18 67 85 15 28 62 90 10
Black < < 100 0 < < 100 0 < < 100 0
White 28 57 85 15 21 68 89 11 26 63 89 11
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 12 51 63 37 7 53 60 40 17 34 52 48
Students without Disabilities 31 60 91 9 23 70 92 8 27 66 93 7
Economically Disadvantaged 18 66 84 16 15 70 85 15 24 62 85 15
Not Economically Disadvantaged 41 47 88 12 30 65 94 6 28 63 92 8
Military Connected < < 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 8 44 52 48 12 43 55 45
Female 10 47 57 43 15 50 64 36
Male 7 41 48 52 8 36 45 55
Black < < < < < < 100 0
Hispanic < < < < < < < <
White 8 44 53 47 12 43 55 45
Multiple Races < < < < < < < <
Students with Disabilities - 3 3 97 - 7 7 93
Students without Disabilities 9 49 58 42 13 48 61 39
Economically Disadvantaged 5 38 43 57 5 44 49 51
Not Economically Disadvantaged 15 56 71 29 21 43 64 36
Homeless < < < <
Military Connected < < 100 0 < < 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 8 44 52 48 12 43 55 45
Female 10 47 57 43 15 50 64 36
Male 7 41 48 52 8 36 45 55
Black < < < < < < 100 0
Hispanic < < < < < < < <
White 8 44 53 47 12 43 55 45
Multiple Races < < < < < < < <
Students with Disabilities - 3 3 97 - 7 7 93
Students without Disabilities 9 49 58 42 13 48 61 39
Economically Disadvantaged 5 38 43 57 5 44 49 51
Not Economically Disadvantaged 15 56 71 29 21 43 64 36
Homeless < < < <
Military Connected < < 100 0 < < 100 0
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
< = 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 5 53 58 42 6 70 76 24 6 71 76 24
Female 4 56 60 40 7 72 78 22 5 75 80 20
Male 6 50 56 44 6 68 74 26 6 67 73 27
American Indian < < 100 0
Asian < < 100 0
Black - 33 33 67 - 50 50 50 - 42 42 58
Hispanic 16 47 63 37 18 53 71 29 18 50 68 32
White 5 53 58 42 6 70 76 24 6 71 77 23
Multiple Races < < < < < < < < 9 64 73 27
Students with Disabilities 10 26 36 64 5 44 49 51 3 44 47 53
Students without Disabilities 5 57 62 38 6 74 80 20 6 75 81 19
Economically Disadvantaged 3 45 48 52 4 67 71 29 3 68 71 29
Not Economically Disadvantaged 9 65 74 26 10 75 85 15 10 75 85 15
Homeless < < 100 0 < < < < < < < <
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < - 80 80 20
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 52 57 43 7 75 82 18 11 67 78 22
Female 3 55 57 43 6 77 83 17 9 71 80 20
Male 7 50 57 43 9 73 82 18 13 64 77 23
American Indian < < 100 0
Asian < < 100 0
Hispanic < < 100 0 < < < < < < < <
White 5 53 58 42 7 75 83 17 11 68 79 21
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 22 27 49 51 5 59 64 36 3 43 46 54
Students without Disabilities 2 57 59 41 8 77 84 16 13 72 85 15
Economically Disadvantaged 4 41 45 55 6 73 79 21 6 73 79 21
Not Economically Disadvantaged 7 68 75 25 10 79 89 11 19 57 77 23
Homeless < < 100 0
Military Connected < < 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 6 54 60 40 6 65 71 29 3 75 78 22
Female 5 58 63 37 7 64 71 29 2 78 81 19
Male 7 50 57 43 5 67 71 29 3 72 75 25
American Indian < < 100 0
Black < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 6 54 59 41 6 66 72 28 3 76 79 21
Multiple Races < < 100 0 < < < <
Students with Disabilities 8 31 38 62 12 26 38 62 - 33 33 67
Students without Disabilities 6 58 63 37 5 72 77 23 3 82 85 15
Economically Disadvantaged 3 45 48 52 1 63 64 36 - 73 73 27
Not Economically Disadvantaged 9 67 76 24 16 71 87 13 7 79 87 13
Military Connected < < < < < < 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 7 55 62 38 5 64 69 31 4 65 69 31
Female 7 59 67 33 7 66 73 27 4 67 71 29
Male 7 51 58 42 4 61 65 35 5 63 67 33
Black < < < < < < 100 0 < < < <
Hispanic < < 100 0 < < < < < < < <
White 7 55 61 39 5 64 69 31 4 66 70 30
Students with Disabilities 7 20 27 73 7 33 41 59 5 40 45 55
Students without Disabilities 8 60 68 33 5 68 73 27 4 70 74 26
Economically Disadvantaged 3 50 53 47 5 58 63 37 1 59 60 40
Not Economically Disadvantaged 14 64 78 22 6 73 80 20 9 76 85 15
Homeless < < < <
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 7 51 58 42 7 62 70 30 8 67 75 25
Female 5 54 59 41 8 68 75 25 8 70 79 21
Male 9 49 58 42 7 57 65 35 7 64 71 29
Hispanic < < < < < < < < < < < <
White 7 52 58 42 7 63 70 30 7 67 75 25
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 11 24 34 66 7 32 39 61 7 26 33 67
Students without Disabilities 6 56 63 37 8 67 74 26 8 73 81 19
Economically Disadvantaged 3 49 52 48 4 60 64 36 6 58 63 37
Not Economically Disadvantaged 14 55 69 31 15 68 82 18 11 79 89 11
Military Connected < < 100 0 < < < < < < < <
Foster Care < < 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 8 54 62 38 14 60 73 27 13 67 79 21
Female 6 62 68 32 13 60 73 27 14 68 82 18
Male 9 47 56 44 14 59 73 27 12 66 78 22
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < < < < < 100 0
White 8 55 62 38 14 60 74 26 12 68 80 20
Multiple Races < < < < < < < < < < < <
Students with Disabilities 8 22 31 69 6 39 44 56 - 50 50 50
Students without Disabilities 7 59 67 33 15 63 78 22 15 69 84 16
Economically Disadvantaged 4 46 51 49 10 60 71 29 7 66 73 27
Not Economically Disadvantaged 14 68 81 19 19 58 77 23 21 68 89 11
Homeless < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
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 2 66 68 32 3 87 91 9 2 87 89 11
Female 4 63 66 34 3 90 93 7 3 90 93 7
Male 1 69 70 30 4 84 88 12 2 83 86 14
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < 100 0 < < < <
White 2 66 68 32 3 87 90 10 2 87 90 10
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 49 49 51 - 79 79 21 - 70 70 30
Students without Disabilities 3 69 72 28 4 88 92 8 3 90 92 8
Economically Disadvantaged 1 59 60 40 2 86 88 12 1 91 91 9
Not Economically Disadvantaged 4 76 79 21 6 91 97 3 5 83 87 13
Homeless < < 100 0
Military Connected < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0 < < 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 38 39 61 2 69 71 29 3 61 64 36
Female 1 41 42 58 4 70 74 26 1 68 69 31
Male 2 36 37 63 - 68 68 33 5 55 60 40
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 1 39 40 60 2 69 71 29 3 61 64 36
Multiple Races < < < < < < 100 0
Students with Disabilities - 4 4 96 - 32 32 68 - 30 30 70
Students without Disabilities 1 43 44 56 2 75 77 23 3 64 67 33
Economically Disadvantaged 1 26 26 74 2 60 62 38 2 51 53 47
Not Economically Disadvantaged 2 57 59 41 2 79 81 19 4 74 78 22
Military Connected < < 100 0
Foster Care < < < < < < < <
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 - 43 43 57 - 73 73 27 - 73 73 27
Female - 46 46 54 - 75 75 25 - 78 78 22
Male - 41 41 59 - 71 71 29 - 68 68 32
Black < < 100 0
White - 43 43 57 - 73 73 27 - 72 72 28
Students with Disabilities < < < < < < 100 0
Students without Disabilities - 42 42 58 - 73 73 27 - 72 72 28
Economically Disadvantaged - 40 40 60 - 55 55 45 - 67 67 33
Not Economically Disadvantaged - 47 47 53 - 94 94 6 - 79 79 21
Foster Care < < < <
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 < < < < < < 100 0
Male < < < < < < 100 0
White < < < < < < 100 0
Students with 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 6 61 67 33 7 69 76 24 6 65 70 30
Female 6 60 65 35 5 70 75 25 4 64 68 32
Male 6 62 68 32 8 69 76 24 8 65 73 27
Black < < < < < < < < < < < <
Hispanic 27 36 64 36 8 67 75 25 - 70 70 30
White 6 61 67 33 7 69 76 24 6 65 71 29
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities 2 32 34 66 5 45 50 50 7 43 50 50
Students without Disabilities 7 65 72 28 7 72 79 21 5 68 74 26
Economically Disadvantaged 4 55 59 41 5 64 69 31 5 60 65 35
Not Economically Disadvantaged 9 70 79 21 10 78 87 13 7 71 78 22
Homeless < < < <
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 50 62 38 15 55 70 30 9 57 65 35
Female 12 47 59 41 15 53 68 32 7 60 67 33
Male 13 52 65 35 15 56 72 28 10 53 63 37
Black < < < < < < 100 0 < < < <
Hispanic < < < < < < < < < < < <
White 12 50 62 38 15 54 70 30 9 57 66 34
Students with Disabilities 3 26 29 71 11 32 43 57 8 18 25 75
Students without Disabilities 14 53 67 33 16 58 74 26 9 65 74 26
Economically Disadvantaged 8 45 53 47 12 49 62 38 5 54 59 41
Not Economically Disadvantaged 20 58 78 22 20 63 83 17 15 60 76 24
Homeless < < 100 0
Foster Care < < < < < < 100 0 < < 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 62 66 34 7 63 70 30 4 62 66 34
Female 4 62 66 34 5 67 72 28 4 54 58 42
Male 4 63 66 34 8 60 68 32 4 71 75 25
Black < < 100 0 < < < < < < < <
Hispanic < < < < < < 100 0 < < < <
White 4 62 66 34 7 63 70 30 4 62 66 34
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 3 35 38 62 6 42 48 52 7 60 67 33
Students without Disabilities 4 67 71 29 7 66 73 27 4 63 66 34
Economically Disadvantaged 3 54 57 43 6 57 63 37 3 59 63 37
Not Economically Disadvantaged 6 75 81 19 9 76 85 15 5 66 71 29
Homeless < < < <
Foster Care < < < < < < 100 0
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 62 65 35 3 71 74 26 1 67 69 31
Female 4 66 70 30 1 71 72 28 1 72 73 27
Male 3 58 61 39 5 72 76 24 2 63 65 35
Black < < < < < < 100 0 < < 100 0
Hispanic < < < < < < < < < < < <
White 4 61 65 35 3 72 75 25 1 67 68 32
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 25 25 75 - 43 43 57 - 39 39 61
Students without Disabilities 4 67 71 29 3 75 78 22 1 71 72 28
Economically Disadvantaged 3 56 59 41 1 67 68 32 1 60 60 40
Not Economically Disadvantaged 4 70 73 27 6 78 85 15 2 76 78 22
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 4 69 73 27 3 84 87 13 7 71 79 21
Female 3 63 66 34 2 85 86 14 3 70 74 26
Male 6 75 81 19 4 84 88 12 11 72 84 16
Black < < 100 0 < < 100 0 < < < <
Hispanic < < < < < < < < < < 100 0
White 5 69 74 26 3 84 87 13 7 72 79 21
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 40 40 60 - 60 60 40 - 67 67 33
Students without Disabilities 5 72 77 23 3 88 91 9 8 72 80 20
Economically Disadvantaged 1 65 66 34 1 80 82 18 7 68 75 25
Not Economically Disadvantaged 9 74 83 17 5 90 95 5 8 75 83 17
Military Connected < < 100 0
Chemistry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed 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

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 16 57 73 27 15 59 74 26
Female 14 57 71 29 12 60 72 28
Male 18 58 76 24 19 58 77 23
Black < < < < < < < <
Hispanic < < < < 20 50 70 30
White 16 58 74 26 15 59 74 26
Multiple Races < < 100 0 < < 100 0
Students with Disabilities 4 41 45 55 4 45 49 51
Students without Disabilities 18 60 78 22 17 61 78 22
Economically Disadvantaged 11 56 67 33 12 59 71 29
Not Economically Disadvantaged 26 61 87 13 20 58 79 21
Homeless < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < <
VA & US History Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 41 41 59 - 43 43 57
Female < < < < - 30 30 70
Male < < < < < < < <
White - 41 41 59 - 43 43 57
Students with Disabilities < < < < < < < <
Students without Disabilities - 47 47 53 - 55 55 45
Economically Disadvantaged - 46 46 54 < < < <
Not Economically Disadvantaged < < < < < < < <
Foster Care < < < <
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 < < < < 6 6 11 89
Female < < < < - 10 10 90
Male < < < < < < < <
Hispanic < < < <
White < < < < 6 6 11 89
Students with Disabilities < < < <
Students without Disabilities < < < < 6 6 13 88
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 63 68 32 3 59 63 37
Female 5 60 65 35 3 54 57 43
Male 5 66 72 28 4 65 70 30
Black < < < < < < < <
Hispanic < < 100 0 < < < <
White 5 63 68 32 3 59 63 37
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 30 30 70 - 44 44 56
Students without Disabilities 6 68 74 26 4 62 66 34
Economically Disadvantaged 4 55 59 41 2 58 60 40
Not Economically Disadvantaged 7 80 87 13 6 61 67 33
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 23 59 81 19 25 59 84 16
Female 18 63 80 20 25 64 89 11
Male 28 54 82 18 25 54 79 21
Black < < 100 0 < < < <
Hispanic < < < < < < 100 0
White 23 59 82 18 24 59 83 17
Multiple Races < < 100 0 < < 100 0
Students with Disabilities - 59 59 41 8 46 54 46
Students without Disabilities 26 59 85 15 27 61 87 13
Economically Disadvantaged 13 63 76 24 18 60 78 22
Not Economically Disadvantaged 40 51 91 9 35 58 93 7
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0 < < 100 0
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 50 75 25 24 63 87 13
Female 21 50 72 28 16 70 86 14
Male 29 50 79 21 33 55 88 12
Black < < < < < < < <
Hispanic < < < < < < < <
White 26 51 76 24 24 64 87 13
Students with Disabilities 12 39 52 48 6 53 59 41
Students without Disabilities 28 52 79 21 26 65 91 9
Economically Disadvantaged 19 51 70 30 19 63 82 18
Not Economically Disadvantaged 39 49 87 13 32 63 95 5
Homeless < < 100 0
Military Connected < < 100 0
Foster Care < < 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 < < < <
Female < < < <
Black < < < <
Students with Disabilities < < < <
Not Economically Disadvantaged < < < <
< = 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---
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten185176276
Kindergarten251247246
Grade 1245242251
Grade 2234236226
Grade 3232217225
Grade 4233233205
Grade 5231224239
Grade 6230219232
Grade 7248226224
Grade 8297260259
Grade 9279301255
Grade 10277269299
Grade 11288251259
Grade 12226274258
Total Students3,4563,3753,454

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students345633753454
Female169316501660
Male176317251794
American Indian7107
Asian423
Black232532
Hispanic333547
White336832803343
Multiple Races212322
Students with Disabilities448437474
Students without Disabilities300829382980
Economically Disadvantaged218221551663
Not Economically Disadvantaged127412201791
English Learners202015
Not English Learners343633553439
Homeless51118
Military Connected892
Foster Care161817
< = 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 72 178 3 7 21 11
State 50941 37883 2120 845 5319 1819
Female Division 51 74 1 2 9 5
State 27811 16344 671 288 1971 747
Male Division 21 104 2 5 12 6
State 23072 21492 1448 557 3346 1069
American Indian Division < < < < 0 <
State 120 112 5 2 8 9
Black Division < < < < 0 <
State 8188 10171 708 177 1106 701
Hispanic Division < < < < 0 <
State 6685 7832 305 130 2570 425
White Division 68 173 3 7 21 11
State 26830 16390 881 458 1333 565
Multiple Races Division < < < < 0 <
State 3013 2017 112 65 212 87
Students with Disabilities Division 3 25 3 0 9 0
State 1491 7326 2120 117 920 94
Economically Disadvantaged Division 27 119 0 5 9 5
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
Foster Care Division < < < < < <
State 25 145 23 13 82 21
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup Students in Cohort Graduates On-Time Graduation Rate Completers Completion Rate Cohort Dropouts Cohort Dropout Rate
All Students2922538726089217
Female142126891289096
Male1501278513288128
American Indian<<100<10000
Black<<100<10000
Hispanic<<100<10000
White2832448625189217
Multiple Races<<100<10000
Students with Disabilities4031783178923
Economically Disadvantaged165146891519296
English Learners<<100<10000
Homeless<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2020-20212021-20222022-2023
Advanced Placement Test Taken - 1 / .09% -
Advanced Placement Course Enrollment - 1 / .09% -
Dual Enrollment279 / 25.5%223 / 20.84%238 / 21.74%
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 StudentsDivision28016541
State87,31757,08135
FemaleDivision13410125
State43,70531,57728
MaleDivision1466456
State43,61225,50442
AsianDivision<<100
State6,7415,86213
WhiteDivision27816341
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision31<100
State8,1853,54857
Economically DisadvantagedDivision1567751
State30,33514,98751
American IndianDivision--100
State23213044
BlackDivision--100
State18,62410,60143
HispanicDivision--100
State12,1106,62245
Native HawaiianDivision--100
State1329330
English LearnersDivision--100
State6,5793,31950
< = 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
NOCTI AssessmentsDivision242637
 State1,5422,5903,844
State LicensuresDivision2368
 State1,0771,2361,563
Industry CertificationDivision117487421
 State51,68595,688100,255
Workplace ReadinessDivision210213240
 State16,88544,34841,819
Total Credentials EarnedDivision374732706
 State71,189143,862147,481
Students Earning One or More CredentialsDivision319480459
 State60,992115,682117,932
CTE CompletersDivision216177174
 State42,30345,09445,627
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

2022-2023 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$1,970$7,896$1,596
State$6,770$5,603$867
2020-2021Division$2,251$8,382$2,401
State$6,669$6,185$1,352
2021-2022Division$1,959$9,341$2,600
State$7,134$6,454$1,936
2022-2023Division$2,613$9,971$2,228
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2020-2021 2021-2022 2022-2023
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students3,2681232,3848732,328851
Female1,631591,1574471,126423
Male1,637641,2274261,202428
American Indian<<<<<<
Asian<<<<<<
Black221213197
Hispanic3552592211
Native Hawaiian<<----
White3,1801172,3158552,267822
Multiple Races210164147
Students with Disabilities47033324155304141
Economically Disadvantaged1,9851001,3886911,359655
English Learners182175164
Homeless<<<<75
< = 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 48
Relationship Behaviors without Physical Harm 109
Behaviors of a Safety Concern 221
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 58

< = 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 Indian0.20.20.3
Asian0.10.10.1
Black0.79.10.70.71.8
Hispanic1.1111.2
Native Hawaiian0----
White97.390.997.597.296.4
Multiple Races0.60.60.70.6
< = 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 Indian0.20.20.3
Asian0.10.10.1
Black0.70.70.7
Hispanic1.111
Native Hawaiian0
White97.397.597.2
Multiple Races0.60.60.7
< = 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 Indian0.20.20.3
Asian0.10.10.1
Black0.70.70.7
Hispanic1.111
Native Hawaiian0----
White97.397.597.2
Multiple Races0.60.60.7
< = 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 646490
< = 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 40.240.236.4
< = 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 69.669.663.1
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​ The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​ More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

Teacher Quality

Student-Teacher Ratio

2021-2022 Grades K-7 Student Teacher Ratio

9.68 : 1

2021-2022 Grades 8-12 Student Teacher Ratio

10.29 : 1

Teacher Quality

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

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

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

School Leaders

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

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

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

Provisionally Licensed Teachers

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

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2022-2023

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2020-202159%35%0%6%
2021-202256%39%1%4%
2022-202358%37%1%4%
< = 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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students79%81%77%88%
Asian<<91%88%
Black<68%64%88%
Hispanic73%79%63%88%
White79%81%84%88%
Multiple Races92%84%82%88%
Economically Disadvantaged74%76%63%88%
English Learners<66%53%88%
Students with Disabilities56%61%50%88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students77%82%72%85%
Asian<<90%85%
Black<60%56%85%
Hispanic67%80%58%85%
White77%82%80%85%
Multiple Races64%69%75%85%
Economically Disadvantaged72%78%57%85%
English Learners<64%52%85%
Students with Disabilities46%55%47%85%

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

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

ESSA Pass Rates: Science

Student GroupCurrent Rate
All Students67%
Asian-
Black<
Hispanic<
White67%
Multiple Races<
Economically Disadvantaged62%
English Learners<
Students with Disabilities42%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students88%84%84%
Asian<90%84%
Black<83%84%
Hispanic<82%84%
White88%86%84%
Multiple Races<89%84%
Economically Disadvantaged83%81%84%
English Learners<74%84%
Students with Disabilities80%70%84%

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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students27%27%12%10%
Asian<<10%10%
Black27%27%13%10%
Hispanic33%33%13%10%
White27%27%13%10%
Multiple Races33%33%14%10%
Economically Disadvantaged33%33%15%10%
English Learners20%20%12%10%
Students with Disabilities32%32%16%10%

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