Suffolk City Public Schools

General school information

Division: Suffolk City Public Schools
Division Number: 127
Address: 100 N Main St Suffolk, VA 23434
Superintendent: Dr. John Gordon III
Region: 2
Division Website (opens new window)
Schools in this Division (opens new window)

Map results may not reflect school division or attendance zone boundaries.

College & Career Readiness

Learning Climate

Teacher Quality

Accreditation

	Accreditation Status
Elementary Schools
Booker T. Washington Elementary	Accredited with Conditions
Creekside Elementary	Accredited
Elephant's Fork Elementary	Accredited with Conditions
Florence Bowser Elementary	Accredited
Hillpoint Elementary	Accredited
Kilby Shores Elementary	Accredited
Mack Benn Jr. Elementary	Accredited with Conditions
Nansemond Parkway Elementary	Accredited
Northern Shores Elementary	Accredited
Oakland Elementary	Accredited
Southwestern Elementary	Accredited
Middle Schools
Colonel Fred Cherry Middle	Accredited
Forest Glen Middle	Accredited
John F. Kennedy Middle	Accredited with Conditions
John Yeates Middle	Accredited
King's Fork Middle	Accredited
High Schools
King's Fork High	Accredited
Lakeland High	Accredited
Nansemond River High	Accredited

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

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

Writing Performance: All Students

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

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

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

Math Performance: All Students

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

select test

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

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

Science Performance: All Students

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

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

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

History Performance: All Students

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

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

History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	46	55	45
Female					9	46	54	46
Male					10	47	57	43
American Indian					30	70	100	0
Asian					26	55	81	19
Black					5	40	45	55
Hispanic					11	50	61	39
Native Hawaiian					<	<	<	<
White					17	55	72	28
Multiple Races					13	55	67	33
Students with Disabilities					1	19	20	80
Students without Disabilities					11	50	61	39
Economically Disadvantaged					4	37	41	59
Not Economically Disadvantaged					13	52	65	35
English Learners					3	33	35	65
Homeless					-	26	26	74
Military Connected					17	60	77	23
Foster Care					<	<	<	<
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	25	25	75
Female					-	20	20	80
Male					-	35	35	65
American Indian					<	<	100	0
Asian					<	<	100	0
Black					-	15	15	85
Hispanic					<	<	<	<
White					-	54	54	46
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					-	28	28	72
Economically Disadvantaged					-	4	4	96
Not Economically Disadvantaged					-	40	40	60
English Learners					<	<	<	<
Military Connected					<	<	<	<
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					6	45	52	48
Female					6	44	50	50
Male					7	47	54	46
American Indian					<	<	100	0
Asian					33	50	83	17
Black					3	39	42	58
Hispanic					7	48	56	44
Native Hawaiian					<	<	<	<
White					14	55	68	32
Multiple Races					7	61	68	32
Students with Disabilities					1	18	19	81
Students without Disabilities					7	50	57	43
Economically Disadvantaged					3	35	38	62
Not Economically Disadvantaged					9	52	61	39
English Learners					-	25	25	75
Homeless					-	36	36	64
Military Connected					12	61	73	27
Foster Care					<	<	<	<
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	18	18	82
Female					-	28	28	72
Male					-	4	4	96
Black					-	10	10	90
Hispanic					<	<	<	<
White					<	<	<	<
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<
Students without Disabilities					-	21	21	79
Economically Disadvantaged					-	-	-	100
Not Economically Disadvantaged					-	31	31	69
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					<	<	<	<
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					4	75	79	21
Female					-	69	69	31
Male					8	83	92	8
Asian					<	<	100	0
Black					-	50	50	50
Hispanic					<	<	100	0
White					<	<	100	0
Multiple Races					<	<	100	0
Students with Disabilities					<	<	<	<
Students without Disabilities					4	78	81	19
Economically Disadvantaged					<	<	100	0
Not Economically Disadvantaged					4	74	78	22
Military Connected					<	<	100	0
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	52	61	39
Female					9	54	63	37
Male					9	50	60	40
American Indian					<	<	100	0
Asian					27	60	87	13
Black					5	47	52	48
Hispanic					14	59	73	27
Native Hawaiian					<	<	100	0
White					16	59	75	25
Multiple Races					6	59	65	35
Students with Disabilities					3	18	20	80
Students without Disabilities					10	57	67	33
Economically Disadvantaged					4	42	46	54
Not Economically Disadvantaged					13	59	72	28
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					16	71	87	13
Foster Care					<	<	100	0
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					15	43	58	42
Female					14	42	56	44
Male					16	44	60	40
American Indian					<	<	100	0
Asian					22	50	72	28
Black					9	38	47	53
Hispanic					16	44	60	40
White					23	50	73	27
Multiple Races					24	45	69	31
Students with Disabilities					1	23	24	76
Students without Disabilities					17	46	63	37
Economically Disadvantaged					6	39	45	55
Not Economically Disadvantaged					22	47	68	32
English Learners					<	<	<	<
Homeless					<	<	<	<
Military Connected					24	50	74	26
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

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

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2020-2021	2021-2022	2022-2023
Pre-kindergarten	348	401	522
Kindergarten	898	999	1,006
Grade 1	963	981	1,115
Grade 2	951	997	1,027
Grade 3	1,014	945	1,044
Grade 4	1,035	1,024	990
Grade 5	1,053	1,034	1,046
Grade 6	1,031	1,059	1,086
Grade 7	1,114	1,070	1,073
Grade 8	1,109	1,116	1,103
Grade 9	1,271	1,516	1,498
Grade 10	1,091	1,073	1,146
Grade 11	999	970	996
Grade 12	992	863	838
Total Students	13,869	14,048	14,490

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

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

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

Fall Membership by Subgroup
Subgroup	2020-2021	2021-2022	2022-2023
All Students	13869	14048	14490
Female	6645	6832	6996
Male	7224	7216	7494
American Indian	40	39	37
Asian	213	212	209
Black	7801	7758	7920
Hispanic	826	975	1145
Native Hawaiian	21	23	20
White	4120	4133	4167
Multiple Races	848	908	992
Students with Disabilities	1753	1674	1792
Students without Disabilities	12116	12374	12698
Economically Disadvantaged	6875	5127	5837
Not Economically Disadvantaged	6994	8921	8653
English Learners	121	148	143
Not English Learners	13748	13900	14347
Homeless	45	51	48
Military Connected	866	881	1038
Foster Care	21	17	10
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2022: All Students

Division

State

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

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

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

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

Status of the Students in the 2021-2022 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	380	506	25	18	76	70
	State	52168	36669	2129	747	5100	1879
Female	Division	229	257	8	4	30	27
	State	28664	15798	666	263	1813	760
Male	Division	151	249	17	14	46	43
	State	23482	20842	1460	484	3285	1118
American Indian	Division	<	<	<	<	0	<
	State	99	75	3	1	20	7
Asian	Division	18	8	0	1	0	1
	State	6086	1308	81	11	85	37
Black	Division	178	326	21	6	48	53
	State	8347	9965	765	162	1156	730
Hispanic	Division	19	29	0	1	3	4
	State	6301	7054	289	79	2275	395
Native Hawaiian	Division	<	<	<	<	0	<
	State	88	51	5	0	5	1
White	Division	135	119	3	9	23	11
	State	28377	16228	880	440	1364	623
Multiple Races	Division	28	22	1	1	2	1
	State	2870	1988	106	54	195	86
Students with Disabilities	Division	3	102	25	4	9	11
	State	1554	7408	2129	108	959	126
Economically Disadvantaged	Division	75	202	10	7	39	46
	State	12248	19244	1249	413	2860	1292
English Learners	Division	<	<	<	<	<	<
	State	1452	3819	261	24	1863	151
Homeless	Division	<	<	<	<	0	<
	State	183	581	38	11	180	54
Military Connected	Division	13	18	0	0	1	1
	State	2322	1295	41	17	46	26
Foster Care	Division	<	<	<	<	<	<
	State	22	161	31	10	64	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	1,075	911	85	929	86	76	7
Female	555	494	89	498	90	30	5
Male	520	417	80	431	83	46	9
American Indian	<	<	100	<	100	0	0
Asian	28	26	93	27	96	0	0
Black	632	525	83	531	84	48	8
Hispanic	56	48	86	49	88	3	5
Native Hawaiian	<	<	100	<	100	0	0
White	300	257	86	266	89	23	8
Multiple Races	55	51	93	52	95	2	4
Students with Disabilities	156	130	83	134	86	9	6
Economically Disadvantaged	379	287	76	294	78	39	10
English Learners	<	<	<	<	<	<	<
Homeless	<	<	100	<	100	0	0
Military Connected	33	31	94	31	94	1	3
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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	219 / 5.25%	230 / 5.28%	54 / 1.22%
Advanced Placement Course Enrollment	279 / 6.69%	420 / 9.65%	103 / 2.33%
Dual Enrollment	176 / 4.22%	202 / 4.64%	165 / 3.73%
Governor's School Enrollment	31 / .74%	27 / .62%	24 / .54%
IB Course Enrollment	72 / 1.73%	73 / 1.68%	50 / 1.13%
Senior Enrolled in IB Program	26 / .62%	37 / .85%	23 / .52%

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

Postsecondary Enrollment

2018-2019 Postsecondary Enrollment: All Students

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

2018-2019 FGI cohort year (students entering high school in 2015)
	Total number of students in the cohort earning a federally recognized high school diploma		Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
	Type	Total	Total HE	Remaining Percent
All Students	Division	902	544	40
	State	86,211	59,463	31
Female	Division	480	347	28
	State	43,379	32,579	25
Male	Division	422	197	53
	State	42,832	26,884	37
American Indian	Division	<	<	100
	State	220	135	39
Asian	Division	17	15	12
	State	6,380	5,553	13
Black	Division	516	321	38
	State	18,493	11,408	38
Hispanic	Division	44	25	43
	State	10,799	6,318	41
Native Hawaiian	Division	<	<	100
	State	124	82	34
White	Division	286	165	42
	State	46,061	33,076	28
Multiple Races	Division	34	16	53
	State	4,134	2,891	30
Students with Disabilities	Division	78	23	71
	State	7,527	3,575	53
Economically Disadvantaged	Division	344	184	47
	State	28,169	15,215	46
English Learners	Division	<	<	100
	State	5,296	2,828	47
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2019-2020	2020-2021	2021-2022
NOCTI Assessments	Division	35	43	330
	State	511	1,542	2,590
Industry Certification	Division	119	51	1,662
	State	43,660	51,685	95,688
Workplace Readiness	Division	489	762	325
	State	26,627	16,885	44,348
Total Credentials Earned	Division	643	856	2,317
	State	71,131	71,189	143,862
Students Earning One or More Credentials	Division	618	821	1,804
	State	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	Division	24	2	20
	State	917	302	761
CTE Completers	Division	485	561	611
	State	44,539	42,303	44,149
State Licensures	Division	-	-	-
	State	333	1,077	1,236

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

Finance

Percentage of Expenditures

Division

State

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

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

Percentage of Expenditures
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4
Percentage of fiscal year division operating expenditures for instructional costs	71.2	70.8	67.5

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2018-2019	Division	$4,250	$6,136	$987
	State	$6,642	$5,388	$901
2019-2020	Division	$4,196	$6,307	$937
	State	$6,770	$5,603	$867
2020-2021	Division	$4,717	$6,944	$1,194
	State	$6,669	$6,185	$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

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

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

Absenteeism by Subgroup
	2020-2021		2021-2022
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above
All Students	11,191	2,226	10,034	3,648
Female	5,476	980	4,823	1,834
Male	5,715	1,246	5,211	1,814
American Indian	30	7	27	11
Asian	197	12	171	30
Black	6,060	1,525	5,345	2,218
Hispanic	698	111	724	236
Native Hawaiian	21	1	17	6
White	3,474	471	3,067	936
Multiple Races	711	99	683	211
Students with Disabilities	1,387	385	1,229	629
Economically Disadvantaged	4,107	1,478	3,475	2,266
English Learners	105	23	130	49
Homeless	54	48	26	54
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

No additional explanation available.

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

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

No additional explanation available.

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

Standards of Accreditation (SOA) Offenses Data

2020-2021 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	<
Disorderly or Disruptive Behavior Offenses	<
Other Offenses Against Persons	<
Offenses Against Student	<
Technology Offenses	<

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.2	0.1	0.3
Asian	1.6		1.5
Black	54.9	79.2	56.2	58.3
Hispanic	5.8	2.4	6
Native Hawaiian	0.2	0.1	0.2
White	31.5	14.7	29.7	41.7
Multiple Races	5.8	3.5	6.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.2		0.3
Asian	1.6		1.5
Black	54.9	83.3	56.2
Hispanic	5.8		6
Native Hawaiian	0.2		0.2
White	31.5	12.5	29.7
Multiple Races	5.8	4.2	6.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.2		0.3
Asian	1.6		1.5
Black	54.9	100	56.2
Hispanic	5.8		6
Native Hawaiian	0.2		0.2
White	31.5		29.7
Multiple Races	5.8		6.1
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	49.6	49.6	49.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	61.5	61.5	61.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	74.6	74.6	74.6
< = 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

2020-2021 Grades K-7 Student Teacher Ratio: 13.34 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 14.07 : 1

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers	Special Education Teachers

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

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

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2019-2020	42%	51%	1%	6%
2020-2021	44%	50%	1%	5%
2021-2022	44%	48%	1%	7%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	71%	75%	75%	88%
Asian	89%	90%	91%	88%
Black	63%	67%	60%	88%
Hispanic	78%	82%	59%	88%
White	81%	86%	83%	88%
Multiple Races	76%	81%	81%	88%
Economically Disadvantaged	57%	63%	59%	88%
English Learners	67%	65%	47%	88%
Students with Disabilities	34%	36%	43%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	64%	76%	70%	85%
Asian	84%	90%	90%	85%
Black	54%	69%	51%	85%
Hispanic	73%	81%	53%	85%
White	78%	87%	79%	85%
Multiple Races	70%	81%	73%	85%
Economically Disadvantaged	48%	65%	52%	85%
English Learners	67%	74%	46%	85%
Students with Disabilities	30%	40%	40%	85%

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

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

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	58%
Asian	80%
Black	46%
Hispanic	68%
White	74%
Multiple Races	69%
Economically Disadvantaged	40%
English Learners	52%
Students with Disabilities	25%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	82%	84%	84%
Asian	94%	90%	84%
Black	81%	82%	84%
Hispanic	81%	82%	84%
White	83%	86%	84%
Multiple Races	89%	89%	84%
Economically Disadvantaged	72%	80%	84%
English Learners	<	71%	84%
Students with Disabilities	57%	65%	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 Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	27%	15%	13%	10%
Asian	15%	10%	10%	10%
Black	29%	16%	14%	10%
Hispanic	25%	15%	14%	10%
White	23%	14%	14%	10%
Multiple Races	24%	24%	15%	10%
Economically Disadvantaged	39%	22%	17%	10%
English Learners	27%	16%	13%	10%
Students with Disabilities	34%	22%	18%	10%

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

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

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	46%	50%	58%
English Learner Proficiency	3%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	36	79	46%
English Learner Proficiency	4	130	3%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	98%	2%	98%	2%	97%	3%
Asian	100%	-	100%	-	100%	-
Black	98%	2%	98%	2%	96%	4%
Hispanic	99%	1%	100%	-	98%	2%
White	99%	1%	99%	1%	98%	2%
Multiple Races	99%	1%	98%	2%	99%	1%
Economically Disadvantaged	97%	3%	97%	3%	95%	5%
Not Economically Disadvantaged	99%	1%	99%	1%	99%	1%
English Learners	100%	-	100%	-	100%	-
Students with Disabilities	97%	3%	97%	3%	94%	6%
Students without Disabilities	98%	2%	99%	1%	98%	2%
Female	99%	1%	99%	1%	98%	2%
Male	98%	2%	98%	2%	97%	3%
Migrant	-	-	-	-	-	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	79%	79%
Asian	94%	89%
Black	75%	73%
Hispanic	84%	82%
White	86%	87%
Multiple Races	81%	82%
Economically Disadvantaged	71%	70%
English Learners	75%	79%
Students with Disabilities	57%	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.

Federal Designation

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

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

School Readiness

Kindergarten Students' Public Preschool Experience

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

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

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

	Percent