Sussex County Public Schools

General school information

Division: Sussex County Public Schools
Division Number: 91
Address: 21302 Sussex Drive Stony Creek, VA 23882-3751
Superintendent: Dr. Arthur L. Jarrett Jr.
Region: 1
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
Sussex Central Elementary	Accredited
Middle Schools
Sussex Central Middle	Accredited
High Schools
Sussex Central High	Accredited with Conditions

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

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

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

English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	50	56	44	10	60	70	30	8	62	70	30
Female	6	56	62	38	10	63	74	26	9	64	73	27
Male	7	43	50	50	9	57	66	34	7	61	68	32
Asian	<	<	100	0					<	<	100	0
Black	4	50	54	46	8	60	68	32	7	59	67	33
Hispanic	6	29	35	65	12	61	73	27	11	62	73	27
Native Hawaiian					<	<	100	0	<	<	100	0
White	10	60	70	30	18	55	73	27	10	66	76	24
Multiple Races	<	<	<	<	<	<	<	<	-	88	88	13
Students with Disabilities	5	36	41	59	15	27	42	58	8	39	47	53
Students without Disabilities	7	51	58	42	9	64	73	27	8	65	73	27
Economically Disadvantaged	3	47	50	50	7	57	64	36	6	60	66	34
Not Economically Disadvantaged	11	54	65	35	15	65	79	21	12	68	81	19
English Learners	<	<	<	<	<	<	<	<	-	45	45	55
Homeless					<	<	100	0	<	<	100	0
Military Connected	<	<	<	<	23	46	69	31	15	62	77	23
Foster Care	<	<	100	0	<	<	100	0	<	<	<	<
Grade 3 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	32	38	62	7	60	67	33	2	55	57	43
Female	-	50	50	50	8	59	67	33	3	53	56	44
Male	10	20	30	70	7	60	67	33	-	57	57	43
Asian									<	<	100	0
Black	-	38	38	63	3	62	65	35	-	52	52	48
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	18	47	65	35	6	53	59	41
Multiple Races									<	<	<	<
Students with Disabilities	<	<	<	<	-	20	20	80	<	<	<	<
Students without Disabilities	6	34	41	59	8	65	73	27	2	56	58	42
Economically Disadvantaged	4	39	43	57	3	60	63	37	3	47	50	50
Not Economically Disadvantaged	9	18	27	73	17	58	75	25	-	68	68	32
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected					<	<	<	<	<	<	100	0
Foster Care									<	<	<	<
Grade 4 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	63	63	37	5	53	59	41	10	59	70	30
Female	-	88	88	12	13	63	75	25	10	59	69	31
Male	-	31	31	69	-	47	47	53	11	60	70	30
Asian									<	<	100	0
Black	-	64	64	36	4	48	52	48	8	59	67	33
Hispanic					<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White	<	<	<	<	13	60	73	27	19	63	81	19
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	68	68	32	6	56	62	38	10	60	70	30
Economically Disadvantaged	-	61	61	39	6	49	55	45	11	55	66	34
Not Economically Disadvantaged	-	67	67	33	4	62	65	35	10	71	81	19
English Learners					<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Grade 5 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	43	53	47	11	54	64	36	3	67	70	30
Female	20	33	53	47	14	64	78	22	4	79	82	18
Male	-	53	53	47	8	45	53	48	3	58	61	39
Black	10	40	50	50	7	53	60	40	2	59	61	39
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	<	<	20	53	73	27	7	87	93	7
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	-	27	27	73	<	<	<	<
Students without Disabilities	11	41	52	48	12	58	71	29	2	68	70	30
Economically Disadvantaged	6	39	44	56	12	47	59	41	2	62	64	36
Not Economically Disadvantaged	17	50	67	33	8	68	76	24	5	79	84	16
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	100	0	<	<	100	0	<	<	100	0
Grade 6 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	55	59	41	4	53	57	43	5	60	65	35
Female	-	64	64	36	10	48	58	42	7	63	71	29
Male	7	47	53	47	-	57	57	43	3	58	60	40
Black	-	53	53	47	2	59	61	39	5	57	63	38
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	6	41	47	53	5	65	70	30
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	<	<	<	<	8	42	50	50
Students without Disabilities	4	58	63	38	5	56	60	40	4	64	68	32
Economically Disadvantaged	-	48	48	52	-	52	52	48	4	55	58	42
Not Economically Disadvantaged	<	<	<	<	13	54	67	33	8	73	81	19
Homeless									<	<	100	0
Military Connected					<	<	<	<	<	<	<	<
Grade 7 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	43	50	50	8	57	65	35	3	77	80	20
Female	6	44	50	50	8	56	64	36	7	75	82	18
Male	8	42	50	50	9	57	66	34	-	78	78	22
Black	5	45	50	50	9	54	63	37	-	76	76	24
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	6	81	88	13
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	29	21	50	50	<	<	<	<
Students without Disabilities	7	46	54	46	4	64	68	32	3	79	82	18
Economically Disadvantaged	6	44	50	50	5	53	58	42	2	73	76	24
Not Economically Disadvantaged	7	43	50	50	17	65	83	17	5	85	90	10
Military Connected	<	<	<	<					<	<	<	<
Foster Care	<	<	100	0					<	<	100	0
Grade 8 English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	50	53	47	15	64	79	21	9	51	59	41
Female	-	54	54	46	11	72	83	17	15	45	61	39
Male	5	47	53	47	19	56	75	25	4	54	58	42
Asian	<	<	100	0					<	<	100	0
Black	-	50	50	50	17	58	75	25	6	52	58	42
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	<	<	13	73	87	13	<	<	<	<
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	40	10	50	50	8	15	23	77
Students without Disabilities	4	46	50	50	11	73	84	16	9	57	66	34
Economically Disadvantaged	-	39	39	61	7	63	71	29	5	49	54	46
Not Economically Disadvantaged	7	64	71	29	26	65	90	10	17	54	71	29
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
EOC English Reading Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	59	72	28	15	75	90	10	19	67	87	13
Female	10	57	67	33	10	76	86	14	14	74	88	12
Male	19	63	81	19	20	75	95	5	23	62	85	15
Asian									<	<	100	0
Black	9	59	69	31	10	83	93	7	23	63	85	15
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
White	10	70	80	20	43	50	93	7	21	57	79	21
Multiple Races	<	<	100	0	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	20	60	80	20	<	<	<	<
Students without Disabilities	12	62	74	26	14	77	92	8	20	71	91	9
Economically Disadvantaged	5	60	65	35	15	77	91	9	12	73	85	15
Not Economically Disadvantaged	19	58	77	23	15	74	89	11	39	52	91	9
Military Connected									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools.

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

English Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					14	57	71	29	10	48	58	42
Female					14	60	75	25	10	58	68	32
Male					14	54	68	32	10	40	50	50
Asian									<	<	100	0
Black					9	58	67	33	9	48	58	42
Hispanic					<	<	<	<	<	<	<	<
White					33	55	88	12	13	42	54	46
Multiple Races					<	<	<	<	-	70	70	30
Students with Disabilities					-	21	21	79	-	4	4	96
Students without Disabilities					15	61	76	24	11	55	66	34
Economically Disadvantaged					10	56	66	34	7	47	54	46
Not Economically Disadvantaged					18	59	77	23	16	52	68	32
English Learners					<	<	100	0	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Grade 8 Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					22	55	77	23	14	40	53	47
Female					15	65	79	21	12	50	62	38
Male					30	43	73	27	15	32	47	53
Asian									<	<	100	0
Black					16	58	73	27	12	39	52	48
Hispanic					<	<	<	<	<	<	<	<
White					50	36	86	14	<	<	<	<
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	<	<	-	8	8	92
Students without Disabilities					24	58	81	19	16	45	61	39
Economically Disadvantaged					16	54	70	30	10	40	50	50
Not Economically Disadvantaged					30	56	85	15	22	39	61	39
English Learners					<	<	100	0	<	<	<	<
EOC Writing Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					9	59	68	32	7	55	62	38
Female					14	57	71	29	8	64	72	28
Male					2	61	64	36	6	47	53	47
Asian									<	<	100	0
Black					4	58	63	37	7	56	63	37
Hispanic					<	<	<	<	<	<	<	<
White					21	68	89	11	13	38	50	50
Multiple Races					<	<	<	<	<	<	<	<
Students with Disabilities					<	<	<	<	-	-	-	100
Students without Disabilities					10	63	73	27	8	62	70	30
Economically Disadvantaged					6	57	63	37	4	53	57	43
Not Economically Disadvantaged					11	61	73	27	12	61	73	27
English Learners									<	<	<	<
Military Connected									<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

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

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				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	1	35	36	64	3	52	55	45	3	55	58	42
Female	-	39	39	61	3	54	57	43	3	56	59	41
Male	3	30	33	67	4	51	55	45	3	54	57	43
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	1	30	31	69	3	49	52	48	2	52	54	46
Hispanic	5	33	38	62	3	56	59	41	8	58	65	35
Native Hawaiian					<	<	<	<	<	<	<	<
White	-	54	54	46	7	59	66	34	3	64	67	33
Multiple Races	<	<	<	<	7	67	73	27	-	67	67	33
Students with Disabilities	5	15	20	80	8	29	37	63	5	35	40	60
Students without Disabilities	1	37	38	62	3	55	58	42	3	58	60	40
Economically Disadvantaged	-	29	29	71	3	48	50	50	2	53	55	45
Not Economically Disadvantaged	3	42	45	55	5	60	65	35	5	61	66	34
English Learners	<	<	<	<	-	42	42	58	6	44	50	50
Homeless					<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	15	62	77	23	7	79	86	14
Foster Care	<	<	<	<	<	<	<	<	<	<	<	<
Grade 3 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	26	26	74	4	60	63	37	5	70	75	25
Female	-	14	14	86	5	54	59	41	6	63	69	31
Male	-	33	33	67	2	64	67	33	4	79	82	18
Asian									<	<	100	0
Black	-	17	17	83	-	65	65	35	3	61	65	35
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	18	53	71	29	-	88	88	12
Multiple Races									<	<	<	<
Students with Disabilities	<	<	<	<	-	60	60	40	<	<	<	<
Students without Disabilities	-	27	27	73	4	59	64	36	5	71	76	24
Economically Disadvantaged	-	26	26	74	2	60	62	38	-	71	71	29
Not Economically Disadvantaged	-	25	25	75	8	58	67	33	14	68	82	18
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Foster Care									<	<	100	0
Grade 4 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	23	23	77	-	43	43	57	1	57	58	42
Female	-	33	33	67	-	44	44	56	3	49	51	49
Male	-	8	8	92	-	43	43	57	-	64	64	36
Asian									<	<	100	0
Black	-	22	22	78	-	33	33	67	-	59	59	41
Hispanic					<	<	<	<	<	<	<	<
Native Hawaiian									<	<	<	<
White	<	<	<	<	-	67	67	33	6	63	69	31
Students with Disabilities	<	<	<	<	<	<	<	<	<	<	<	<
Students without Disabilities	-	24	24	76	-	46	46	54	1	56	57	43
Economically Disadvantaged	-	17	17	83	-	37	37	63	2	52	54	46
Not Economically Disadvantaged	-	31	31	69	-	56	56	44	-	71	71	29
English Learners					<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Grade 5 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	31	31	69	9	58	67	33	2	45	46	54
Female	-	43	43	57	11	64	75	25	-	46	46	54
Male	-	20	20	80	8	53	60	40	3	43	46	54
Black	-	21	21	79	10	53	64	36	-	34	34	66
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	<	<	7	73	80	20	-	67	67	33
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	-	27	27	73	<	<	<	<
Students without Disabilities	-	35	35	65	11	63	74	26	2	47	48	52
Economically Disadvantaged	-	12	12	88	8	57	65	35	-	38	38	62
Not Economically Disadvantaged	-	58	58	42	12	60	72	28	5	60	65	35
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Military Connected	<	<	<	<	<	<	100	0	<	<	100	0
Grade 6 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	4	32	36	64	1	37	39	61	1	48	49	51
Female	-	29	29	71	-	39	39	61	-	51	51	49
Male	9	36	45	55	3	36	38	62	2	44	46	54
Black	-	27	27	73	-	33	33	67	2	48	50	50
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	6	44	50	50	-	43	43	57
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	8	8	17	83
Students without Disabilities	5	32	36	64	2	40	42	58	-	54	54	46
Economically Disadvantaged	-	29	29	71	2	31	33	67	2	40	42	58
Not Economically Disadvantaged	<	<	<	<	-	48	48	52	-	63	63	37
Homeless									<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Grade 7 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	32	32	68	6	29	35	65	-	25	25	75
Female	-	29	29	71	3	33	37	63	-	21	21	79
Male	<	<	<	<	8	26	33	67	-	28	28	72
Black	-	28	28	72	5	28	33	67	-	19	19	81
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races					<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	31	8	38	62	<	<	<	<
Students without Disabilities	-	35	35	65	-	34	34	66	-	25	25	75
Economically Disadvantaged	-	21	21	79	4	25	29	71	-	22	22	78
Not Economically Disadvantaged	-	45	45	55	12	41	53	47	-	36	36	64
Military Connected	<	<	<	<					<	<	<	<
Foster Care	<	<	<	<					<	<	<	<
Grade 8 Mathematics Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	20	20	80	4	58	62	38	2	40	42	58
Female	-	20	20	80	-	63	63	38	3	36	39	61
Male	-	20	20	80	8	54	62	38	2	43	45	55
Asian									<	<	100	0
Black	-	11	11	89	2	56	58	42	2	33	34	66
Hispanic	<	<	<	<	<	<	100	0	<	<	<	<
White	<	<	<	<	-	64	64	36	8	58	67	33
Multiple Races	<	<	<	<	<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	<	<	<	<	8	8	17	83
Students without Disabilities	-	19	19	81	3	62	65	35	1	45	46	54
Economically Disadvantaged	-	11	11	89	2	50	52	48	2	37	39	61
Not Economically Disadvantaged	-	33	33	67	8	72	80	20	4	46	50	50
English Learners	<	<	<	<	<	<	100	0	<	<	<	<
Algebra I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	53	55	45	2	73	76	24	8	87	95	5
Female	-	64	64	36	3	73	75	25	7	93	100	0
Male	6	38	44	56	2	74	76	24	10	79	90	10
Black	-	52	52	48	-	73	73	27	7	87	93	7
Hispanic	<	<	<	<	<	<	<	<	<	<	100	0
Native Hawaiian									<	<	100	0
White	<	<	<	<	12	71	82	18	8	92	100	0
Multiple Races	<	<	<	<	<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	-	53	53	47	<	<	100	0
Students without Disabilities	3	54	57	43	3	78	81	19	9	86	95	5
Economically Disadvantaged	-	75	75	25	-	69	69	31	6	88	94	6
Not Economically Disadvantaged	5	36	41	59	6	81	88	13	17	83	100	0
English Learners					<	<	<	<	<	<	100	0
Military Connected					<	<	100	0	<	<	100	0
Foster Care									<	<	100	0
Geometry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	<	<	<	<	-	43	43	57	-	57	57	43
Female	<	<	<	<	-	60	60	40	<	<	<	<
Male	<	<	100	0	-	31	31	69	<	<	<	<
Black	<	<	100	0	-	46	46	54	<	<	<	<
Hispanic					<	<	<	<	<	<	<	<
White	<	<	<	<	<	<	<	<	<	<	<	<
Multiple Races									<	<	100	0
Students with Disabilities					<	<	<	<	<	<	100	0
Students without Disabilities	<	<	<	<	-	50	50	50	-	54	54	46
Economically Disadvantaged					-	38	38	62	<	<	<	<
Not Economically Disadvantaged	<	<	<	<	-	50	50	50	<	<	<	<
English Learners									<	<	<	<
Algebra II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	86	86	14	-	55	55	45	-	65	65	35
Female	-	80	80	20	-	50	50	50	-	75	75	25
Male	<	<	100	0	-	58	58	42	-	58	58	42
Black	-	82	82	18	-	46	46	54	-	72	72	28
Hispanic					<	<	<	<	<	<	<	<
White	<	<	100	0	-	64	64	36	-	57	57	43
Multiple Races					<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	-	86	86	14	-	59	59	41	-	74	74	26
Economically Disadvantaged	<	<	<	<	-	52	52	48	-	67	67	33
Not Economically Disadvantaged	<	<	<	<	-	57	57	43	-	62	62	38
English Learners					<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

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

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

Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	45	45	55	6	56	62	38	4	53	57	43
Female	-	44	44	56	3	60	64	36	4	55	59	41
Male	-	47	47	53	8	52	61	39	4	51	55	45
Asian	<	<	100	0	<	<	100	0	<	<	100	0
Black	-	37	37	63	5	52	57	43	2	50	52	48
Hispanic	-	38	38	62	8	46	54	46	17	42	58	42
White	-	75	75	25	11	70	80	20	8	65	73	27
Multiple Races	<	<	<	<	-	90	90	10	<	<	<	<
Students with Disabilities	<	<	<	<	12	22	34	66	6	20	26	74
Students without Disabilities	-	47	47	53	5	61	66	34	4	57	61	39
Economically Disadvantaged	-	34	34	66	6	51	56	44	2	51	53	47
Not Economically Disadvantaged	-	56	56	44	7	64	70	30	10	59	70	30
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care					<	<	100	0	<	<	100	0
Grade 5 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	23	23	77	12	50	62	38	6	40	46	54
Female	-	31	31	69	11	58	69	31	11	29	39	61
Male	-	15	15	85	13	43	55	45	3	49	51	49
Black	-	18	18	82	9	48	57	43	-	34	34	66
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	20	60	80	20	20	53	73	27
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities	<	<	<	<	-	40	40	60	<	<	<	<
Students without Disabilities	-	24	24	76	14	52	65	35	7	40	47	53
Economically Disadvantaged	-	13	13	87	12	47	59	41	2	40	42	58
Not Economically Disadvantaged	-	36	36	64	11	56	67	33	15	40	55	45
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	100	0
Grade 8 Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	41	41	59	8	58	66	34	4	49	53	48
Female	-	25	25	75	-	62	62	38	3	50	53	47
Male	-	53	53	47	15	55	70	30	4	48	52	48
Asian	<	<	100	0					<	<	100	0
Black	-	20	20	80	7	51	58	42	3	46	49	51
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	12	76	88	12	<	<	<	<
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities	<	<	<	<	40	10	50	50	8	8	17	83
Students without Disabilities	-	38	38	62	3	66	69	31	3	56	59	41
Economically Disadvantaged	-	33	33	67	3	53	56	44	2	42	44	56
Not Economically Disadvantaged	-	50	50	50	12	63	76	24	10	67	76	24
English Learners	<	<	<	<	<	<	<	<	<	<	<	<
Biology Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	49	49	51	2	57	59	41	3	63	66	34
Female	-	44	44	56	2	57	59	41	-	79	79	21
Male	-	57	57	43	2	58	60	40	5	50	55	45
Asian									<	<	100	0
Black	-	39	39	61	1	54	55	45	-	65	65	35
Hispanic	<	<	<	<	<	<	<	<	<	<	<	<
White	<	<	<	<	7	64	71	29	7	60	67	33
Multiple Races	<	<	<	<	<	<	<	<	<	<	100	0
Students with Disabilities	<	<	<	<	-	25	25	75	<	<	<	<
Students without Disabilities	-	53	53	47	2	62	64	36	3	69	72	28
Economically Disadvantaged	-	35	35	65	3	48	52	48	4	63	67	33
Not Economically Disadvantaged	-	59	59	41	-	70	70	30	-	65	65	35
English Learners	<	<	<	<	<	<	<	<	<	<	100	0
Earth Science Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	-	86	86	14	2	60	61	39	3	60	63	38
Female	<	<	<	<	-	66	66	34	3	59	62	38
Male	<	<	<	<	4	54	57	43	3	61	64	36
Asian					<	<	100	0
Black	-	82	82	18	-	55	55	45	2	55	57	43
Hispanic					<	<	<	<	<	<	<	<
White	<	<	100	0	-	80	80	20	-	85	85	15
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities	-	86	86	14	2	67	69	31	3	64	67	33
Economically Disadvantaged	<	<	<	<	-	57	57	43	2	56	57	43
Not Economically Disadvantaged	<	<	<	<	5	64	68	32	<	<	100	0
English Learners					<	<	<	<	<	<	<	<
Military Connected									<	<	<	<
Foster Care									<	<	100	0
Chemistry Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					<	<	<	<	<	<	<	<
Female					<	<	100	0
Male					<	<	<	<	<	<	<	<
Black					<	<	<	<	<	<	<	<
Students without Disabilities					<	<	<	<	<	<	<	<
Economically Disadvantaged					<	<	100	0
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

History Performance: All Students

History results for 2020-2021 are not reported due to the widespread use of local history assessments because of the impact of COVID-19.

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

History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					14	55	69	31	14	59	73	27
Female					14	62	76	24	11	61	72	28
Male					14	50	64	36	16	57	74	26
Asian					<	<	100	0	<	<	100	0
Black					10	55	65	35	12	59	71	29
Hispanic					15	70	85	15	27	40	67	33
Native Hawaiian									<	<	100	0
White					25	47	73	27	19	60	79	21
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					6	23	29	71	3	38	41	59
Students without Disabilities					15	59	74	26	15	62	77	23
Economically Disadvantaged					13	52	64	36	12	58	70	30
Not Economically Disadvantaged					17	60	77	23	18	62	79	21
English Learners					<	<	<	<	<	<	<	<
Military Connected					<	<	<	<	<	<	<	<
Foster Care									<	<	100	0
VA & US History Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	42	42	58	-	40	40	60
Female					<	<	<	<	-	43	43	57
Male					-	53	53	47	-	36	36	64
Black					-	23	23	77	-	37	37	63
Hispanic					<	<	100	0
White					<	<	<	<	<	<	<	<
Multiple Races					<	<	100	0	<	<	<	<
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					-	44	44	56	-	41	41	59
Economically Disadvantaged					-	20	20	80	-	44	44	56
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
Military Connected									<	<	100	0
World History I Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					12	59	71	29	7	73	80	20
Female					10	67	76	24	2	86	88	12
Male					13	53	66	34	11	61	73	27
Black					9	57	66	34	3	77	80	20
Hispanic					<	<	<	<	<	<	<	<
White					16	63	79	21	22	56	78	22
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities					9	27	36	64	<	<	<	<
Students without Disabilities					12	63	75	25	8	77	84	16
Economically Disadvantaged					9	55	64	36	5	71	75	25
Not Economically Disadvantaged					15	65	80	20	14	81	95	5
English Learners					<	<	<	<	<	<	100	0
Military Connected									<	<	<	<
Foster Care									<	<	100	0
World History II Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					-	68	68	32	<	<	<	<
Female					<	<	<	<	<	<	<	<
Male					-	67	67	33	<	<	100	0
Black					-	60	60	40	<	<	<	<
White					<	<	100	0
Students with Disabilities					<	<	<	<
Students without Disabilities					-	72	72	28	<	<	<	<
Economically Disadvantaged					-	75	75	25	<	<	<	<
Not Economically Disadvantaged					<	<	<	<	<	<	<	<
Civics & Econ Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					23	59	81	19	9	63	72	28
Female					26	63	89	11	12	58	70	30
Male					20	54	74	26	7	67	73	27
Asian									<	<	100	0
Black					18	63	82	18	8	63	71	29
Hispanic					<	<	100	0	<	<	<	<
White					38	38	75	25	<	<	<	<
Multiple Races					<	<	100	0	<	<	100	0
Students with Disabilities					<	<	<	<	-	27	27	73
Students without Disabilities					25	63	88	13	10	69	79	21
Economically Disadvantaged					19	59	78	22	5	65	71	29
Not Economically Disadvantaged					27	58	85	15	17	57	74	26
English Learners					<	<	100	0	<	<	<	<
Military Connected					<	<	<	<
VA Studies Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	48	65	35	29	48	77	23
Female					13	65	77	23	23	46	69	31
Male					20	36	57	43	34	49	83	17
Asian									<	<	100	0
Black					10	51	61	39	30	44	74	26
Hispanic					<	<	<	<	<	<	<	<
Native Hawaiian									<	<	100	0
White					40	33	73	27	31	63	94	6
Multiple Races					<	<	100	0
Students with Disabilities					<	<	<	<	<	<	<	<
Students without Disabilities					18	51	69	31	31	48	79	21
Economically Disadvantaged					18	47	65	35	29	43	72	28
Not Economically Disadvantaged					15	50	65	35	29	62	90	10
English Learners					<	<	<	<	<	<	<	<
Military Connected					<	<	100	0	<	<	100	0
Geography Performance	2020-2021				2021-2022				2022-2023
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2020-2021	2021-2022	2022-2023
Division	-	-	-
State	1,324	4,006	4,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)


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

NAEP Participation Rate


Student Group	Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

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

Fall Membership by Grade

Grade	2020-2021	2021-2022	2022-2023
Pre-kindergarten	30	22	30
Kindergarten	66	57	62
Grade 1	80	64	71
Grade 2	87	70	64
Grade 3	74	80	64
Grade 4	76	69	86
Grade 5	76	77	66
Grade 6	86	65	80
Grade 7	85	85	69
Grade 8	82	74	87
Grade 9	79	100	100
Grade 10	75	76	76
Grade 11	81	66	81
Grade 12	68	70	62
Total Students	1,045	975	998

< = 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	1045	975	998
Female	508	455	469
Male	537	520	529
American Indian	3	3	4
Asian	6	3	6
Black	750	692	676
Hispanic	48	54	62
Native Hawaiian	2	2	3
White	219	202	218
Multiple Races	17	19	29
Students with Disabilities	137	129	127
Students without Disabilities	908	846	871
Economically Disadvantaged	619	504	710
Not Economically Disadvantaged	426	471	288
English Learners	11	13	24
Not English Learners	1034	962	974
Homeless	5	2	2
Military Connected	15	16	22
Foster Care	4	3	4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

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

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

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

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

Status of the Students in the 2022-2023 Cohort
Student Subgroup	Type	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	Division	24	37	3	1	7	1
	State	50941	37876	2118	839	5331	1823
Female	Division	13	19	0	0	2	1
	State	27811	16341	671	288	1973	749
Male	Division	11	18	3	1	5	0
	State	23072	21488	1446	551	3356	1071
Black	Division	19	25	2	0	4	1
	State	8188	10169	707	173	1111	703
Hispanic	Division	<	<	<	<	0	<
	State	6685	7830	305	129	2570	426
White	Division	3	6	1	1	3	0
	State	26830	16388	880	457	1339	566
Multiple Races	Division	<	<	<	<	0	<
	State	3013	2016	112	65	213	87
Students with Disabilities	Division	0	5	3	1	1	0
	State	1491	7326	2118	116	921	94
Economically Disadvantaged	Division	13	30	3	0	5	1
	State	12376	19799	1179	474	2919	1251
Military Connected	Division	<	<	<	<	<	<
	State	2401	1298	51	20	48	32
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	73	64	88	65	89	7	10
Female	35	32	91	32	91	2	6
Male	38	32	84	33	87	5	13
Black	51	46	90	46	90	4	8
Hispanic	<	<	100	<	100	0	0
White	14	10	71	11	79	3	21
Multiple Races	<	<	100	<	100	0	0
Students with Disabilities	10	8	80	9	90	1	10
Economically Disadvantaged	52	46	89	46	89	5	10
Military Connected	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type	2020-2021	2021-2022	2022-2023
Advanced Placement Test Taken	-	-	3 / .94%
Advanced Placement Course Enrollment	-	-	16 / 5.02%
Dual Enrollment	8 / 2.64%	11 / 3.53%	6 / 1.88%
Governor's School Enrollment	9 / 2.97%	10 / 3.21%	10 / 3.13%
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 Students	Division	71	38	46
	State	87,317	57,081	35
Female	Division	32	20	37
	State	43,705	31,577	28
Male	Division	39	18	54
	State	43,612	25,504	42
Black	Division	58	33	43
	State	18,624	10,601	43
White	Division	13	<	100
	State	45,098	30,844	32
Students with Disabilities	Division	10	<	100
	State	8,185	3,548	57
Economically Disadvantaged	Division	34	17	50
	State	30,335	14,987	51
American Indian	Division	-	-	100
	State	232	130	44
Asian	Division	-	-	100
	State	6,741	5,862	13
Hispanic	Division	-	-	100
	State	12,110	6,622	45
Native Hawaiian	Division	-	-	100
	State	132	93	30
Multiple Races	Division	-	-	100
	State	4,380	2,929	33
English Learners	Division	-	-	100
	State	6,579	3,319	50
< = A group below state definition for personally identifiable results. - = no data available for that group * = Data not yet available This report provides the best available estimates about college enrollment according to the National Student Clearinghouse. For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE. Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

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

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

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

Career and Technical Education
		2020-2021	2021-2022	2022-2023
Workplace Readiness	Division	5	44	67
	State	16,885	44,348	41,819
Total Credentials Earned	Division	5	110	150
	State	71,189	143,862	147,266
Students Earning One or More Credentials	Division	5	104	138
	State	60,992	115,682	117,826
CTE Completers	Division	44	48	62
	State	42,303	45,094	45,992
NOCTI Assessments	Division	-	3	-
	State	1,542	2,590	3,844
State Licensures	Division	-	1	-
	State	1,077	1,236	1,563
Industry Certification	Division	-	62	83
	State	51,685	95,688	100,040
Armed Services Vocational Aptitude Battery Examination	Division	-	13	3
	State	302	761	962

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

Finance

Percentage of Expenditures

Division

State

show explanation show data export data download png download pdf

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

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

Percentage of Expenditures
	2019-2020	2020-2021	2021-2022
Percentage of fiscal year state operating expenditures for instructional costs	67.5	67.4	64.7
Percentage of fiscal year division operating expenditures for instructional costs	57.2	56.1	52

Per-Pupil Spending

2021-2022 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

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

Sources of Financial Support Per-Pupil
	Type	Local	State	Federal
2019-2020	Division	$7,983	$8,191	$1,392
	State	$6,770	$5,603	$867
2020-2021	Division	$8,136	$8,919	$2,417
	State	$6,669	$6,185	$1,352
2021-2022	Division	$8,136	$10,014	$4,136
	State	$7,134	$6,454	$1,936

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

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

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

Absenteeism by Subgroup
	2020-2021		2021-2022		2022-2023
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above	Below 10%	10% or Above
All Students	728	281	722	253	669	293
Female	371	120	346	120	317	132
Male	357	161	376	133	352	161
American Indian	<	<	<	<	-	-
Asian	<	<	<	<	<	<
Black	507	219	487	197	449	217
Hispanic	37	12	51	9	44	10
Native Hawaiian	<	<	<	<	<	<
White	166	42	163	37	149	56
Multiple Races	11	5	16	7	18	10
Students with Disabilities	98	33	94	34	74	41
Economically Disadvantaged	386	219	445	224	457	267
English Learners	9	2	18	2	20	4
Homeless	<	<	<	<	1	9
< = 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

2021-2022 Offenses
	Number of Offenses
Behaviors that Impede Academic Progress	53
Behaviors related to School Operations	30
Relationship Behaviors without Physical Harm	68
Behaviors of a Safety Concern	79
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others	18

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

Short-Term Suspensions

Short-Term Suspensions:

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

Short-Term Suspensions
	2020-2021		2021-2022
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3		0.3
Asian	0.6		0.3
Black	71.8	100	71	84.7
Hispanic	4.6		5.5	1.8
Native Hawaiian	0.2		0.2
White	21		20.7	9
Multiple Races	1.6		1.9	4.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

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

Long-Term Suspensions
	2020-2021		2021-2022
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3		0.3
Asian	0.6		0.3
Black	71.8		71	60
Hispanic	4.6		5.5
Native Hawaiian	0.2		0.2
White	21		20.7	20
Multiple Races	1.6		1.9	20
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Expulsions

Expulsions:

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

Expulsions
	2020-2021		2021-2022
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3
Asian	0.6		0.3
Black	71.8		71
Hispanic	4.6		5.5
Native Hawaiian	0.2		0.2
White	21		20.7
Multiple Races	1.6		1.9
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Free and Reduced Meal Eligibility
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	88	88	100
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

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

Free and Reduced Breakfast Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	68.4	68.4	62.6
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

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

Free and Reduced Lunch Participation
	2020-2021	2021-2022	2022-2023
	Percentage	Percentage	Percentage
All Students	85.4	85.4	77.4
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

Student-Teacher Ratio

2021-2022 Grades K-7 Student Teacher Ratio: 10.27 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 7.82 : 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: 2022-2023

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2020-2021	36%	55%	3%	6%
2021-2022	38%	52%	3%	7%
2022-2023	44%	46%	3%	7%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	70%	72%	77%	88%
Asian	<	<	91%	88%
Black	68%	70%	64%	88%
Hispanic	73%	72%	63%	88%
White	76%	78%	84%	88%
Multiple Races	75%	80%	82%	88%
Economically Disadvantaged	66%	68%	63%	88%
English Learners	45%	53%	53%	88%
Students with Disabilities	50%	48%	50%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	55%	67%	72%	85%
Asian	<	<	90%	85%
Black	50%	65%	56%	85%
Hispanic	69%	69%	58%	85%
White	66%	77%	80%	85%
Multiple Races	58%	74%	75%	85%
Economically Disadvantaged	49%	60%	57%	85%
English Learners	55%	55%	52%	85%
Students with Disabilities	38%	50%	47%	85%

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

Sussex County Public Schools

General school information

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

Accreditation

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Writing Performance: All Students

Math Performance: All Students

Science Performance: All Students

History Performance: All Students

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

National Assessment of Educational Progress (NAEP)

NAEP Participation Rate

Virginia Alternate Assessment Program Participation Rates

Fall Membership by Grade

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

College & Career Readiness

Diplomas and Completion

Class of 2023: All Students

Division

State

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2021-2022 Per-Pupil Spending

Sources of Financial Support

Division

State

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2022-2023 School Year:

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

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

Standards of Accreditation (SOA) Offenses Data

Short-Term Suspensions

Short-Term Suspensions:

Long-Term Suspensions

Long-Term Supensions:

Expulsions

Expulsions:

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

Civil Rights Data Collection

Teacher Quality

Student-Teacher Ratio

2021-2022 Grades K-7 Student Teacher Ratio: 10.27 : 1

2021-2022 Grades 8-12 Student Teacher Ratio: 7.82 : 1

Teacher Quality

Provisionally Licensed Teachers