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Southampton County Public Schools

General school information

Division: Southampton County Public Schools
Division Number: 87
Address: 21308 Plank Road Courtland, VA 23837
Superintendent: Dr. Gwendolyn Page Shannon
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.

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

MOP

Accreditation

Accreditation Status
Elementary Schools
Capron ElementaryAccredited
Meherrin ElementaryAccredited with Conditions
Nottoway ElementaryAccredited
Riverdale ElementaryAccredited
Middle Schools
Southampton MiddleAccredited
High Schools
Southampton 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

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 59 68 32 8 61 69 31 7 62 70 30
Female 8 64 72 28 5 65 71 29 8 63 71 29
Male 10 55 65 35 10 57 68 32 7 62 69 31
American Indian < < < < < < < < < < < <
Asian < < < < < < 100 0 < < 100 0
Black 6 48 53 47 4 52 56 44 5 54 60 40
Hispanic 14 59 73 27 12 69 81 19 3 62 64 36
Native Hawaiian < < < < < < 100 0 < < < <
White 12 67 79 21 10 66 77 23 9 68 77 23
Multiple Races 10 63 73 27 11 70 81 19 7 65 72 28
Students with Disabilities 12 31 43 57 14 35 49 51 10 42 52 48
Students without Disabilities 9 63 72 28 7 66 73 27 7 66 73 27
Economically Disadvantaged 4 53 57 43 5 57 62 38 7 56 63 37
Not Economically Disadvantaged 14 64 78 22 11 66 77 23 8 68 76 24
English Learners < < < < < < < < < < 100 0
Homeless - 71 71 29 < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 52 58 42 7 57 63 37 9 54 63 37
Female 7 52 59 41 2 60 63 38 9 53 62 38
Male 6 52 58 42 11 54 64 36 10 55 64 36
Black 3 46 48 52 5 49 54 46 5 41 45 55
Hispanic < < < < < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 8 56 64 36 7 63 70 30 12 62 74 26
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 50 60 40 9 41 50 50 7 53 60 40
Students without Disabilities 6 52 58 42 6 60 66 34 10 54 64 36
Economically Disadvantaged 1 49 50 50 5 52 57 43 10 46 56 44
Not Economically Disadvantaged 12 56 68 32 8 64 73 27 8 61 69 31
English Learners < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 65 75 25 8 66 75 25 9 71 80 20
Female 6 77 83 17 5 74 78 22 6 77 83 17
Male 14 54 68 32 11 61 72 28 11 66 77 23
Asian < < 100 0
Black 11 50 61 39 3 59 61 39 7 59 66 34
Hispanic < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0
White 9 76 85 15 11 71 81 19 11 77 88 12
Multiple Races < < < < 10 80 90 10 < < < <
Students with Disabilities 18 36 55 45 8 47 55 45 7 50 57 43
Students without Disabilities 9 69 78 22 8 71 79 21 9 75 85 15
Economically Disadvantaged 8 60 68 32 5 66 71 29 10 66 75 25
Not Economically Disadvantaged 13 69 82 18 13 67 80 20 8 77 85 15
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 66 72 28 6 66 72 28 5 63 68 32
Female 7 73 81 19 4 66 70 30 7 62 69 31
Male 6 59 65 35 8 65 73 27 4 64 68 32
Black 5 54 59 41 6 53 59 41 5 55 61 39
Hispanic < < < < < < 100 0 < < < <
White 9 71 80 20 5 74 80 20 5 68 73 27
Multiple Races < < < < < < < < 9 55 64 36
Students with Disabilities 18 25 43 57 21 33 54 46 5 53 58 42
Students without Disabilities 5 73 78 22 4 71 75 25 5 65 70 30
Economically Disadvantaged 2 57 59 41 6 58 64 36 6 61 67 33
Not Economically Disadvantaged 10 73 84 16 6 74 80 20 5 65 70 30
Foster Care < < 100 0
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 8 59 66 34 9 57 66 34 6 58 64 36
Female 5 60 65 35 8 60 68 32 7 58 65 35
Male 11 57 68 32 10 54 64 36 5 58 63 37
Asian < < 100 0 < < 100 0
Black 9 47 56 44 3 47 50 50 4 52 56 44
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < < < < 100 0
White 8 68 77 23 12 61 73 27 8 67 74 26
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 19 15 35 65 19 19 38 62 9 43 52 48
Students without Disabilities 6 65 72 28 7 63 70 30 6 60 66 34
Economically Disadvantaged 5 54 59 41 6 51 57 43 2 52 55 45
Not Economically Disadvantaged 11 64 76 24 12 63 75 25 10 63 73 27
Homeless < < 100 0 < < < < < < 100 0
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 55 61 39 5 61 67 33 6 62 67 33
Female 4 63 67 33 4 59 63 37 7 65 72 28
Male 8 47 56 44 7 64 70 30 5 59 63 37
American Indian < < < <
Black - 41 41 59 5 51 56 44 - 52 52 48
Hispanic < < 100 0 < < < <
White 11 66 77 23 6 67 73 27 8 68 76 24
Multiple Races 10 70 80 20 < < 100 0 < < 100 0
Students with Disabilities - 21 21 79 22 25 47 53 17 30 48 52
Students without Disabilities 7 60 67 33 2 69 71 29 4 66 70 30
Economically Disadvantaged 4 49 54 46 3 57 60 40 4 49 53 47
Not Economically Disadvantaged 8 60 68 32 9 68 77 23 8 73 80 20
Foster Care < < < < < < < <
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 57 65 35 5 51 56 44 7 58 65 35
Female 10 58 69 31 3 60 63 37 5 59 63 37
Male 4 56 61 39 7 42 49 51 9 57 66 34
Black 4 42 46 54 - 37 37 63 7 53 59 41
Hispanic < < < < < < 100 0 < < < <
White 10 69 80 20 9 61 71 29 8 62 70 30
Multiple Races < < < < 10 60 70 30 < < < <
Students with Disabilities - 36 36 64 - 24 24 76 17 31 48 52
Students without Disabilities 8 60 69 31 6 55 60 40 5 63 68 32
Economically Disadvantaged 5 49 54 46 3 43 46 54 8 47 56 44
Not Economically Disadvantaged 9 65 74 26 7 59 66 34 5 70 75 25
Foster Care < < < < < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 62 84 16 16 71 87 13 10 70 81 19
Female 18 66 84 16 13 82 96 4 15 67 83 17
Male 25 59 84 16 19 62 80 20 6 73 79 21
Black 11 61 72 28 7 72 79 21 9 66 75 25
Hispanic < < 100 0 < < 100 0 < < < <
White 26 65 91 9 24 68 92 8 12 73 85 15
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 20 35 55 45 16 58 74 26 8 24 32 68
Students without Disabilities 22 66 88 12 16 72 89 11 11 77 88 12
Economically Disadvantaged 6 60 67 33 8 77 85 15 10 70 80 20
Not Economically Disadvantaged 28 63 91 9 23 66 89 11 11 71 81 19
Homeless < < < < < < 100 0 < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 49 63 37 9 55 64 36 8 60 68 32
Female 20 51 71 29 12 62 73 27 14 59 73 27
Male 8 47 55 45 6 49 55 45 3 61 64 36
Black 8 35 43 57 6 42 48 52 5 57 62 38
Hispanic < < < < < < 100 0 < < 100 0
White 18 60 77 23 12 64 75 25 11 59 71 29
Multiple Races < < 100 0 8 69 77 23 < < < <
Students with Disabilities - 19 19 81 - 21 21 79 - 23 23 77
Students without Disabilities 16 52 68 32 10 59 69 31 10 66 76 24
Economically Disadvantaged 9 39 47 53 1 48 49 51 6 53 59 41
Not Economically Disadvantaged 17 54 71 29 15 62 77 23 10 65 75 25
Homeless < < < < < < 100 0
Foster Care < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 40 55 45 9 41 50 50
Female 23 42 65 35 13 47 61 39
Male 7 39 45 55 5 34 39 61
Black 10 29 39 61 8 23 30 70
Hispanic < < 100 0 < < 100 0
White 19 49 68 32 11 54 65 35
Multiple Races 10 60 70 30
Students with Disabilities - 13 13 87 - 10 10 90
Students without Disabilities 17 43 60 40 10 45 55 45
Economically Disadvantaged 12 34 46 54 2 32 34 66
Not Economically Disadvantaged 17 45 62 38 16 50 66 34
Foster Care < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 60 73 27 8 71 79 21 8 60 68 32
Female 16 63 79 21 10 79 89 11 14 59 73 27
Male 10 57 67 33 7 64 71 29 3 61 64 36
Black 5 44 48 52 4 64 68 32 5 57 62 38
Hispanic < < < < < < 100 0 < < 100 0
White 16 72 88 12 13 74 87 13 11 59 71 29
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities - 26 26 74 - 33 33 67 - 23 23 77
Students without Disabilities 14 64 78 22 9 76 85 15 10 66 76 24
Economically Disadvantaged 2 48 50 50 - 68 68 32 6 53 59 41
Not Economically Disadvantaged 17 64 81 19 15 74 89 11 10 65 75 25
Homeless < < < < < < 100 0
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 58 62 38 5 59 64 36 4 61 65 35
Female 4 60 64 36 3 62 66 34 3 63 66 34
Male 5 56 60 40 6 56 62 38 5 59 64 36
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 3 44 47 53 3 46 49 51 2 51 53 47
Hispanic - 68 68 32 - 70 70 30 5 61 66 34
Native Hawaiian < < < < < < 100 0 < < 100 0
White 5 67 72 28 6 68 74 26 5 68 73 27
Multiple Races 2 71 73 27 4 65 70 30 4 69 73 27
Students with Disabilities 7 30 38 62 8 35 43 57 2 46 48 52
Students without Disabilities 4 62 66 34 4 63 67 33 4 64 68 32
Economically Disadvantaged 2 50 52 48 4 53 57 43 3 55 57 43
Not Economically Disadvantaged 7 65 72 28 6 66 72 28 5 67 73 27
English Learners < < < < < < 100 0 < < 100 0
Homeless - 40 40 60 < < < < - 45 45 55
Foster Care < < < < < < < < < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 58 62 38 10 68 79 21 7 64 71 29
Female 2 60 62 38 9 69 78 22 6 67 73 27
Male 5 57 62 38 12 67 79 21 7 61 68 32
Black 4 46 50 50 3 61 64 36 - 47 47 53
Hispanic < < < < < < 100 0 < < < <
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 5 65 69 31 15 72 87 13 9 75 84 16
Multiple Races < < < < < < < < < < < <
Students with Disabilities 10 30 40 60 16 44 59 41 - 50 50 50
Students without Disabilities 3 63 66 34 9 74 83 17 8 67 75 25
Economically Disadvantaged 1 53 54 46 5 70 75 25 3 62 66 34
Not Economically Disadvantaged 7 64 71 29 19 66 85 15 9 66 76 24
English Learners < < 100 0
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 80 20 10 73 82 18 7 78 85 15
Female 10 72 82 18 6 80 86 14 1 89 90 10
Male 8 70 78 22 13 67 80 20 11 69 80 20
Asian < < 100 0
Black 6 60 66 34 5 65 70 30 2 73 75 25
Hispanic < < < < < < < <
Native Hawaiian < < 100 0 < < 100 0 < < 100 0
White 11 79 91 9 12 77 89 11 10 81 91 9
Multiple Races < < < < 10 80 90 10 < < < <
Students with Disabilities 9 50 59 41 5 56 62 38 3 63 67 33
Students without Disabilities 9 74 83 17 11 77 87 13 7 81 88 12
Economically Disadvantaged 3 66 68 32 8 71 79 21 6 71 77 23
Not Economically Disadvantaged 15 75 90 10 13 74 87 13 8 86 94 6
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 58 64 36 7 65 72 28 5 66 71 29
Female 2 66 69 31 3 69 71 29 3 67 71 29
Male 9 51 60 40 10 62 72 28 6 65 71 29
Black 3 40 43 57 8 50 58 42 4 64 68 32
Hispanic < < < < < < < < < < < <
White 7 69 76 24 6 77 83 17 6 66 73 27
Multiple Races < < < < < < < < - 64 64 36
Students with Disabilities 14 25 39 61 13 33 46 54 - 51 51 49
Students without Disabilities 5 64 69 31 6 70 76 24 6 69 75 25
Economically Disadvantaged 2 50 52 48 8 52 60 40 4 65 69 31
Not Economically Disadvantaged 9 65 74 26 5 79 84 16 6 67 73 27
Foster Care < < 100 0
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 42 46 54 3 41 44 56 - 42 42 58
Female 2 39 41 59 1 44 45 55 - 38 38 62
Male 5 46 51 49 4 38 42 58 - 45 45 55
Asian < < 100 0 < < 100 0
Black 4 32 35 65 2 21 23 77 - 34 34 66
Hispanic < < < < < < < < < < < <
Native Hawaiian < < < < < < 100 0
White 4 51 55 45 4 50 54 46 - 49 49 51
Multiple Races < < < < < < < < < < < <
Students with Disabilities 12 16 28 72 19 12 31 69 - 39 39 61
Students without Disabilities 2 46 49 51 - 46 46 54 - 42 42 58
Economically Disadvantaged 2 34 36 64 3 30 33 67 - 33 33 67
Not Economically Disadvantaged 6 52 58 42 2 53 55 45 - 51 51 49
Homeless < < < < < < < < < < 100 0
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 42 42 58 1 31 32 68 2 41 43 57
Female - 40 40 60 - 34 34 66 - 39 39 61
Male - 43 43 57 3 26 29 71 3 42 45 55
American Indian < < < <
Black - 27 27 73 3 17 20 80 2 24 26 74
Hispanic < < < < < < < <
White - 54 54 46 - 45 45 55 - 56 56 44
Multiple Races < < < < < < < < < < 100 0
Students with Disabilities - 25 25 75 6 19 26 74 9 35 43 57
Students without Disabilities - 45 45 55 - 34 34 66 - 42 42 58
Economically Disadvantaged - 33 33 67 1 25 26 74 3 27 30 70
Not Economically Disadvantaged - 53 53 47 2 40 42 58 - 58 58 42
Foster Care < < < < < < < <
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 36 38 62 1 45 45 55 4 52 55 45
Female 3 40 43 57 - 47 47 53 3 57 59 41
Male 2 31 33 67 1 43 44 56 5 45 50 50
Black - 23 23 77 - 28 28 72 3 36 39 61
Hispanic < < < < < < 100 0 < < < <
White 5 47 53 47 1 55 57 43 3 61 64 36
Multiple Races < < 100 0 - 60 60 40 < < < <
Students with Disabilities - 8 8 92 - 24 24 76 4 30 33 67
Students without Disabilities 3 40 43 57 1 48 48 52 4 55 59 41
Economically Disadvantaged - 29 29 71 - 36 36 64 3 42 45 55
Not Economically Disadvantaged 5 42 48 52 1 54 56 44 4 63 67 33
Foster Care < < < < < < 100 0
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 85 91 9 4 73 77 23 4 83 87 13
Female 8 88 96 4 5 77 82 18 6 79 85 15
Male 3 82 86 14 2 70 72 28 2 86 88 12
American Indian < < 100 0
Asian < < 100 0 < < 100 0
Black 6 84 90 10 3 63 65 35 2 78 80 20
Hispanic < < 100 0 < < 100 0 < < < <
White 6 85 90 10 4 85 89 11 6 89 94 6
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities - 75 75 25 - 46 46 54 4 57 61 39
Students without Disabilities 6 86 93 7 4 78 83 17 4 88 91 9
Economically Disadvantaged 6 86 91 9 2 66 69 31 - 82 82 18
Not Economically Disadvantaged 5 85 90 10 6 82 88 12 7 84 92 8
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < < <
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 83 83 17 - 68 68 32 3 44 48 52
Female - 88 88 12 - 75 75 25 3 47 50 50
Male - 79 79 21 - 59 59 41 3 42 45 55
Black - 78 78 22 - 54 54 46 - 29 29 71
Hispanic < < 100 0
White - 85 85 15 - 74 74 26 6 54 60 40
Multiple Races < < 100 0 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities - 83 83 17 - 70 70 30 4 51 55 45
Economically Disadvantaged - 86 86 14 - 61 61 39 - 30 30 70
Not Economically Disadvantaged - 81 81 19 - 71 71 29 5 53 58 42
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 88 90 10 - 68 68 32 10 30 40 60
Female 4 88 92 8 - 75 75 25 < < < <
Male - 88 88 13 < < < < < < < <
Black < < < < < < < < < < < <
Hispanic < < 100 0
White 3 90 93 7 - 71 71 29 < < < <
Multiple Races < < 100 0
Students without Disabilities 2 88 90 10 - 68 68 32 10 30 40 60
Economically Disadvantaged < < 100 0 < < < < < < < <
Not Economically Disadvantaged 3 85 88 12 - 69 69 31 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 59 66 34 6 59 65 35 4 60 65 35
Female 6 61 67 33 5 59 64 36 2 61 63 37
Male 9 56 65 35 7 59 66 34 7 60 67 33
American Indian < < < < < < 100 0 < < < <
Black 3 44 47 53 3 44 47 53 2 47 49 51
Hispanic 7 47 53 47 < < < < - 85 85 15
White 10 70 80 20 9 71 81 19 7 68 75 25
Multiple Races 6 63 69 31 6 53 59 41 - 81 81 19
Students with Disabilities 9 18 27 73 7 36 43 57 3 40 42 58
Students without Disabilities 7 65 72 28 6 63 69 31 5 64 69 31
Economically Disadvantaged 5 51 56 44 4 51 56 44 3 53 56 44
Not Economically Disadvantaged 9 65 74 26 8 68 76 24 6 68 75 25
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < < < < 100 0
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 50 63 37 12 60 72 28 8 60 68 32
Female 9 57 66 34 9 58 68 32 2 62 64 36
Male 16 43 60 40 15 62 76 24 13 58 71 29
Black 2 35 37 63 6 50 56 44 3 51 54 46
Hispanic < < < < < < 100 0 < < < <
White 17 60 78 22 16 67 83 17 12 63 75 25
Multiple Races < < < < < < < < - 73 73 27
Students with Disabilities 19 8 27 73 13 42 54 46 - 47 47 53
Students without Disabilities 12 57 69 31 12 63 75 25 10 62 72 28
Economically Disadvantaged 8 40 48 52 8 57 65 35 5 59 64 36
Not Economically Disadvantaged 17 58 75 25 16 64 80 20 12 60 72 28
Foster Care < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 62 69 31 6 56 62 38 3 57 60 40
Female 8 63 71 29 5 56 61 39 1 55 56 44
Male 7 61 68 32 7 56 63 37 6 59 64 36
Black 5 46 51 49 1 41 42 58 3 39 42 58
Hispanic < < < < < < 100 0 < < < <
White 10 74 84 16 11 70 81 19 4 70 74 26
Multiple Races < < < < - 60 60 40 < < < <
Students with Disabilities - 26 26 74 - 33 33 67 7 36 43 57
Students without Disabilities 8 67 75 25 7 59 66 34 3 61 64 36
Economically Disadvantaged 5 55 59 41 5 44 49 51 2 46 48 52
Not Economically Disadvantaged 10 68 78 22 7 69 76 24 5 69 74 26
Foster Care < < < < < < 100 0
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 63 65 35 2 64 66 34 2 67 69 31
Female 1 63 64 36 4 67 71 29 1 74 75 25
Male 3 63 66 34 - 62 62 38 3 62 64 36
American Indian < < < < < < 100 0
Black - 49 49 51 2 48 50 50 - 55 55 45
Hispanic < < < < < < < < < < 100 0
White 4 74 77 23 2 77 79 21 4 75 79 21
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 5 14 18 82 - 35 35 65 - 35 35 65
Students without Disabilities 2 69 71 29 2 68 71 29 2 71 73 27
Economically Disadvantaged 1 58 59 41 1 57 58 42 1 57 58 42
Not Economically Disadvantaged 2 66 69 31 3 73 76 24 3 78 81 19
Homeless < < < < < < 100 0
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < < < < < <
Male < < 100 0 < < < < < < < <
Black < < < < < < < < < < < <
White < < 100 0 < < < < < < < <
Multiple Races < < 100 0
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < 2 50 52 48 3 51 54 46
Female < < < < 3 43 47 53 3 38 41 59
Male < < < < - 56 56 44 3 62 65 35
Black < < < < - 35 35 65 - 35 35 65
Hispanic < < 100 0
White < < 100 0 4 73 77 23 6 63 69 31
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < - 29 29 71 6 33 39 61
Students without Disabilities < < < < 2 56 58 42 2 57 59 41
Economically Disadvantaged < < < < - 36 36 64 3 45 47 53
Not Economically Disadvantaged < < < < 3 66 69 31 3 58 61 39
Homeless < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

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 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 49 63 37 12 48 60 40 11 38 49 51
Female 11 55 66 34 10 52 62 38 9 40 49 51
Male 16 44 60 40 14 43 58 42 13 36 49 51
American Indian < < < < < < 100 0 < < < <
Asian < < < < < < 100 0 < < 100 0
Black 6 42 48 52 6 36 42 58 7 25 32 68
Hispanic 8 50 58 42 - 67 67 33 - 61 61 39
White 19 55 73 27 18 56 74 26 15 47 61 39
Multiple Races 29 53 82 18 16 58 74 26 15 58 73 27
Students with Disabilities 2 13 16 84 1 23 24 76 3 18 21 79
Students without Disabilities 15 54 70 30 14 51 65 35 13 41 54 46
Economically Disadvantaged 10 44 54 46 7 41 48 52 9 30 39 61
Not Economically Disadvantaged 17 54 71 29 18 55 73 27 14 47 61 39
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 11 11 89 - 23 23 77 - 25 25 75
Female - 14 14 86 - 30 30 70 - 16 16 84
Male - 7 7 93 - 17 17 83 - 33 33 67
Asian < < < <
Black - 5 5 95 - 16 16 84 - 13 13 88
Hispanic < < < < < < < <
White < < < < - 32 32 68 - 39 39 61
Multiple Races < < < <
Students with Disabilities - - - 100 - 9 9 91 - 6 6 94
Students without Disabilities - 17 17 83 - 27 27 73 - 31 31 69
Economically Disadvantaged - 8 8 92 - 19 19 81 - 13 13 87
Not Economically Disadvantaged - 13 13 87 - 30 30 70 - 42 42 58
Homeless < < 100 0 < < 100 0
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 48 50 50 4 56 60 40 5 41 46 54
Female 2 52 54 46 3 61 64 36 4 41 45 55
Male 2 45 46 54 5 52 57 43 7 40 47 53
American Indian < < < < < < 100 0
Asian < < < < < < 100 0
Black 1 39 40 60 1 35 36 64 2 25 27 73
Hispanic < < < < < < 100 0 < < 100 0
White 2 55 58 42 6 74 80 20 8 50 58 42
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 10 10 90 - 22 22 78 - 6 6 94
Students without Disabilities 2 54 56 44 5 62 67 33 6 46 52 48
Economically Disadvantaged 2 40 42 58 2 41 43 57 1 31 33 67
Not Economically Disadvantaged 2 54 56 44 6 71 77 23 9 50 59 41
Homeless < < < < < < < < < < < <
Foster Care < < < < < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 70 70 30 - 16 16 84 - 14 14 86
Female < < < < - 25 25 75 - 14 14 86
Male < < < < - 5 5 95 - 14 14 86
Asian < < 100 0
Black < < < < - 11 11 89 - 11 11 89
Hispanic < < < < < < < <
White < < < < - 15 15 85 - 15 15 85
Multiple Races < < < < < < 100 0
Students with Disabilities < < < < < < < <
Students without Disabilities - 70 70 30 - 18 18 82 - 15 15 85
Economically Disadvantaged < < < < - 5 5 95 - 4 4 96
Not Economically Disadvantaged < < 100 0 - 25 25 75 - 29 29 71
Homeless < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 54 70 30 21 51 72 28 1 38 39 61
Female 11 62 73 27 19 59 78 22 - 40 40 60
Male 23 44 68 32 23 44 67 33 2 36 38 62
Black 7 48 55 45 11 43 54 46 - 25 25 75
Hispanic < < 100 0 < < 100 0 < < < <
White 25 56 81 19 29 58 87 13 2 46 48 52
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 17 17 83 - 30 30 70 5 10 14 86
Students without Disabilities 19 58 76 24 24 54 78 22 1 42 42 58
Economically Disadvantaged 8 52 61 39 12 47 60 40 - 31 31 69
Not Economically Disadvantaged 25 55 79 21 30 56 86 14 3 45 47 53
Foster Care < < < < < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 28 50 78 22 26 52 78 22 36 50 85 15
Female 26 55 80 20 22 57 78 22 30 57 87 13
Male 30 46 76 24 30 48 78 22 40 44 84 16
Black 15 48 62 38 15 49 64 36 31 49 79 21
Hispanic < < < < < < 100 0 < < < <
White 33 54 87 13 35 52 87 13 39 49 88 12
Multiple Races < < < < < < < < 40 50 90 10
Students with Disabilities 10 20 30 70 5 37 42 58 7 48 55 45
Students without Disabilities 31 54 84 16 29 54 83 17 40 50 90 10
Economically Disadvantaged 23 45 67 33 16 52 68 32 30 51 82 18
Not Economically Disadvantaged 33 55 88 12 37 52 89 11 41 48 89 11
Foster Care < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 45 45 55 - 28 28 72
Female - 40 40 60 - 32 32 68
Male - 52 52 48 - 25 25 75
Black - 31 31 69 - 7 7 93
Hispanic < < < < < < < <
White - 58 58 42 - 55 55 45
Multiple Races < < 100 0 < < < <
Students with Disabilities - 10 10 90 - 6 6 94
Students without Disabilities - 51 51 49 - 33 33 67
Economically Disadvantaged - 43 43 57 - 10 10 90
Not Economically Disadvantaged - 50 50 50 - 55 55 45
Homeless < < < <
Foster Care < < < <
< = 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

2021-20222022-20232023-2024
Division---
State4,0064,4606,361
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 2022-20232023-2024
Pre-kindergarten141125
Kindergarten172188
Grade 1168166
Grade 2203176
Grade 3186195
Grade 4204180
Grade 5170209
Grade 6192169
Grade 7192183
Grade 8182180
Grade 9241173
Grade 10219229
Grade 11157210
Grade 12152140
Total Students2,5792,523

< = 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 2022-20232023-2024
All Students25792523
Female12621206
Male13171317
American Indian56
Asian43
Black986961
Hispanic6469
Native Hawaiian1113
White14211386
Multiple Races8885
Students with Disabilities344369
Students without Disabilities22352154
Economically Disadvantaged11541223
Not Economically Disadvantaged14251300
English Learners2238
Not English Learners25572485
Homeless1218
Military Connected3654
Foster Care65
< = 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 2024: 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 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 68 49 6 1 17 10
State 50354 39349 1875 907 4438 1716
Female Division 37 18 2 1 4 3
State 27408 17323 610 350 1645 701
Male Division 31 31 4 0 13 7
State 22886 21945 1263 556 2789 1012
Black Division 29 24 2 0 6 5
State 8111 10540 640 225 1119 707
Hispanic Division < < < < < <
State 7130 8367 270 133 1858 359
White Division 38 22 4 1 9 4
State 25871 16565 763 464 1211 504
Multiple Races Division < < < < < <
State 3012 2256 97 62 170 106
Students with Disabilities Division 3 9 6 0 6 1
State 1430 7462 1875 125 868 115
Economically Disadvantaged Division 21 20 5 0 14 8
State 12779 21123 1108 494 2352 1214
English Learners Division < < < < < <
State 1583 4224 267 26 1427 150
Homeless Division < < < < 0 <
State 197 699 48 29 170 78
Military Connected Division < < < < 0 <
State 2527 1493 44 18 52 30
< = 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 Students15112382124821711
Female655788588946
Male86667766771315
Black665583558369
Hispanic<<<<<<<
White7864826583912
Multiple Races<<<<<<<
Students with Disabilities2518721872624
Economically Disadvantaged68466846681421
English Learners<<<<<<<
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken50 / 6.68%11 / 1.43%6 / .8%
Advanced Placement Course Enrollment50 / 6.68%11 / 1.43%6 / .8%
Dual Enrollment137 / 18.29%121 / 15.73%131 / 17.42%
Governor's School Enrollment15 / 2%13 / 1.69%14 / 1.86%
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 StudentsDivision1799945
State87,31757,08135
FemaleDivision865833
State43,70531,57728
MaleDivision934156
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
BlackDivision684041
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
Native HawaiianDivision<<100
State1329330
WhiteDivision1005446
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision17<100
State8,1853,54857
Economically DisadvantagedDivision772962
State30,33514,98751
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
2021-20222022-20232023-2024
Industry CertificationDivision1349153
 State95,688100,255101,956
Workplace ReadinessDivision28238177
 State44,34841,81935,066
Total Credentials EarnedDivision162334255
 State143,862147,481142,668
Students Earning One or More CredentialsDivision156290239
 State115,682117,932115,611
CTE CompletersDivision14211798
 State45,09446,02848,643
NOCTI AssessmentsDivision-524
 State2,5903,8443,577
State LicensuresDivision--1
 State1,2361,5632,069
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

< = 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$4,237$7,144$937
State$6,770$5,603$867
2020-2021Division$4,498$8,145$1,512
State$6,669$6,185$1,352
2021-2022Division$4,294$8,600$1,938
State$7,134$6,454$1,936
2022-2023Division$4,760$9,225$1,905
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 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
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students1,9924932,0883322,073287
Female9592431,0201571,000124
Male1,0332501,0681751,073163
American Indian<<<<<<
Asian<<<<<<
Black723267790140747151
Hispanic36124911656
Native Hawaiian<<100<<
White1,1591951,1681641,170118
Multiple Races591666166912
Students with Disabilities245872706029154
Economically Disadvantaged8833791,048261988227
English Learners205287402
Homeless1114<<175
< = 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

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 275
Relationship Behaviors without Physical Harm 287
Behaviors of a Safety Concern 198
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 55
Behaviors used to determine Persistently Dangerous Schools 1

< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.20.50.20.2
Asian0.10.20.1
Black39.359.738.261.938.165.3
Hispanic20.52.52.32.72
Native Hawaiian0.30.40.5
White54.937.655.132.954.929
Multiple Races3.21.63.42.93.43.6
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.20.20.2
Asian0.10.20.1
Black39.366.738.238.180
Hispanic22.52.7
Native Hawaiian0.30.40.5
White54.933.355.154.920
Multiple Races3.23.43.4
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.20.20.2
Asian0.10.20.1
Black39.338.238.1
Hispanic22.52.7
Native Hawaiian0.30.40.5
White54.955.154.9
Multiple Races3.23.43.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 44.675.875.8
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 58.950.653.4
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 76.358.166.2
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

13.48 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

14.59 : 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: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202247%40%4%9%
2022-202350%37%3%10%
2023-202450%36%2%12%
< = 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 Students70%69%79%88%
Asian<<91%88%
Black60%56%68%88%
Hispanic62%70%68%88%
White77%78%85%88%
Multiple Races71%76%83%88%
Economically Disadvantaged63%61%68%88%
English Learners<<60%88%
Students with Disabilities55%49%57%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 Students63%63%74%85%
Asian<<90%85%
Black48%48%61%85%
Hispanic70%69%63%85%
White72%73%81%85%
Multiple Races70%72%77%85%
Economically Disadvantaged55%54%62%85%
English Learners<<58%85%
Students with Disabilities48%42%54%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 Students64%
Asian<
Black46%
Hispanic71%
White76%
Multiple Races76%
Economically Disadvantaged56%
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 Students76%84%84%
Asian-90%84%
Black78%83%84%
Hispanic<83%84%
White77%86%84%
Multiple Races<89%84%
Economically Disadvantaged60%82%84%
English Learners<77%84%
Students with Disabilities48%74%84%
Homeless---
Foster Care<--

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students12%13%12%10%
Asian<8%10%10%
Black17%16%12%10%
Hispanic8%13%12%10%
White9%11%12%10%
Multiple Races15%17%12%10%
Economically Disadvantaged19%19%13%10%
English Learners5%12%12%10%
Students with Disabilities16%17%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress59%54%58%
English Learner Proficiency10%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress132259%
English Learner Proficiency33110%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%100%-99%1%
Asian<<<<<<
Black99%1%99%1%99%1%
Hispanic97%3%100%-100%-
White100%-100%-100%-
Multiple Races100%-100%-100%-
Economically Disadvantaged99%1%99%1%99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners<<<<<<
Students with Disabilities98%2%98%2%98%2%
Students without Disabilities100%-100%-100%-
Female100%-100%-100%-
Male99%1%99%1%100%-
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 GroupGrowth English ReadingGrowth Mathematics
All Students75%67%
Asian<<
Black67%58%
Hispanic68%76%
White80%73%
Multiple Races76%72%
Economically Disadvantaged68%60%
English Learners<<
Students with Disabilities64%56%

< = 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.

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​​​

Multidivision Online Provider (MOP) Program

Southampton County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

Southampton County Public Schools to top