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Washington County Public Schools

General school information

Division: Washington County Public Schools
Division Number: 94
Address: 812 Thompson Dr Abingdon, VA 24210-2354
Superintendent: Dr. Keith S Perrigan
Region: 7
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Abingdon ElementaryAccredited
Greendale ElementaryAccredited
High Point ElementaryAccredited
Meadowview ElementaryAccredited
Rhea Valley ElementaryAccredited
Valley Institute ElementaryAccredited
Watauga ElementaryAccredited
Middle Schools
Damascus MiddleAccredited
E.B. Stanley MiddleAccredited
Glade Spring MiddleAccredited
Wallace MiddleAccredited
High Schools
Abingdon HighAccredited
Holston HighAccredited
John S. Battle HighAccredited
Patrick Henry HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17 18 66 84 16 19 65 84 16
Female 19 65 85 15 20 66 85 15 20 66 86 14
Male 17 65 82 18 16 66 82 18 17 65 82 18
American Indian < < < < < < 100 0 < < 100 0
Asian 22 65 86 14 26 71 97 3 26 63 89 11
Black 6 65 71 29 15 59 74 26 9 60 70 30
Hispanic 6 68 74 26 8 70 78 22 10 69 78 22
Native Hawaiian < < 100 0 < < < < < < < <
White 19 65 84 16 18 65 84 16 19 65 84 16
Multiple Races 13 70 84 16 14 72 86 14 13 71 84 16
Students with Disabilities 10 46 56 44 9 49 59 41 9 48 57 43
Students without Disabilities 20 69 89 11 20 70 89 11 21 70 90 10
Economically Disadvantaged 11 65 76 24 11 66 77 23 13 64 77 23
Not Economically Disadvantaged 26 65 91 9 25 66 91 9 25 66 91 9
English Learners - 40 40 60 4 54 57 43 4 44 48 52
Homeless 6 68 74 26 3 60 63 37 10 66 76 24
Military Connected 16 68 84 16 24 59 83 17 15 77 92 8
Foster Care 7 63 70 30 7 63 70 30 2 60 62 38
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 66 82 18 13 69 83 17 17 65 82 18
Female 19 66 85 15 12 73 85 15 21 62 84 16
Male 14 66 80 20 14 66 81 19 14 67 82 18
Asian < < < < < < 100 0 < < 100 0
Black < < 100 0 < < 100 0 < < < <
Hispanic - 57 57 43 7 67 73 27 12 47 59 41
Native Hawaiian < < 100 0 < < < <
White 17 66 83 17 14 69 83 17 18 66 84 16
Multiple Races 9 73 82 18 8 85 92 8 18 55 73 27
Students with Disabilities 11 41 52 48 9 52 61 39 7 50 57 43
Students without Disabilities 17 71 88 12 15 74 89 11 20 69 89 11
Economically Disadvantaged 9 65 74 26 9 68 76 24 11 65 75 25
Not Economically Disadvantaged 24 67 91 9 19 71 89 11 25 66 91 9
English Learners - 55 55 45 < < < < < < < <
Homeless < < < < < < < < - 92 92 8
Military Connected < < < < < < < < < < < <
Foster Care < < < < < < < < < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 61 82 18 21 64 86 14 22 62 84 16
Female 20 63 83 17 24 62 86 14 21 66 87 13
Male 23 59 82 18 19 66 85 15 22 60 82 18
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 6 76 82 18 13 75 88 13 20 67 87 13
Native Hawaiian < < 100 0 < < 100 0 < < < <
White 22 60 82 18 22 64 86 14 22 62 84 16
Multiple Races 11 72 83 17 23 62 85 15 13 80 93 7
Students with Disabilities 12 45 57 43 10 53 63 37 12 48 60 40
Students without Disabilities 23 64 88 12 24 67 91 9 24 66 90 10
Economically Disadvantaged 14 62 75 25 11 70 81 19 17 61 78 22
Not Economically Disadvantaged 31 60 91 9 33 58 91 9 26 64 91 9
English Learners < < < < - 70 70 30 < < < <
Homeless < < < < - 82 82 18 < < < <
Military Connected < < < < 8 62 69 31 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 70 84 16 13 66 79 21 14 71 86 14
Female 15 72 86 14 13 68 81 19 14 74 88 12
Male 14 68 82 18 13 64 77 23 15 69 84 16
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0 < < 100 0
Hispanic 10 80 90 10 - 56 56 44 13 69 81 19
White 15 69 84 16 13 66 79 21 15 71 86 14
Multiple Races - 100 100 0 - 77 77 23 19 63 81 19
Students with Disabilities 6 55 62 38 7 48 55 45 6 52 58 42
Students without Disabilities 16 73 89 11 14 70 84 16 16 76 92 8
Economically Disadvantaged 8 70 78 22 9 61 70 30 6 72 79 21
Not Economically Disadvantaged 21 70 91 9 18 71 89 11 23 71 93 7
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < < < 8 77 85 15
Foster Care < < 100 0 < < < < < < < <
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 68 84 16 17 67 84 16 17 65 82 18
Female 19 65 83 17 20 67 87 13 17 69 86 14
Male 14 70 84 16 14 66 81 19 18 61 79 21
Asian < < 100 0 < < < < < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 11 67 78 22 - 90 90 10 14 52 67 33
White 16 68 84 16 18 65 83 17 18 65 83 17
Multiple Races 24 65 88 12 7 93 100 0 - 85 85 15
Students with Disabilities 9 49 58 42 10 44 54 46 10 45 55 45
Students without Disabilities 18 72 90 10 19 72 91 9 19 71 90 10
Economically Disadvantaged 11 66 77 23 9 66 75 25 14 61 75 25
Not Economically Disadvantaged 22 70 91 9 25 67 92 8 20 70 90 10
English Learners < < < < < < 100 0 < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 67 79 21 14 69 83 17 10 70 80 20
Female 11 67 78 22 16 69 85 15 13 70 83 17
Male 12 68 80 20 13 69 82 18 7 71 77 23
Asian < < 100 0 < < 100 0 < < < <
Black < < < < < < < < < < < <
Hispanic - 68 68 32 6 83 89 11 - 92 92 8
White 12 68 80 20 14 69 83 17 11 70 81 19
Multiple Races < < < < 16 68 84 16 - 79 79 21
Students with Disabilities 5 41 46 54 9 51 60 40 4 46 51 49
Students without Disabilities 13 72 85 15 16 74 89 11 11 77 88 12
Economically Disadvantaged 5 67 72 28 9 69 78 22 5 67 71 29
Not Economically Disadvantaged 20 68 88 12 20 70 90 10 15 74 89 11
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 64 81 19 15 68 83 17 17 67 84 16
Female 20 66 86 14 18 67 85 15 18 67 86 14
Male 15 62 77 23 13 69 82 18 15 67 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 8 58 67 33 6 71 76 24 5 89 95 5
White 18 64 83 17 15 68 84 16 17 66 83 17
Multiple Races 7 67 73 27 23 46 69 31 17 78 94 6
Students with Disabilities 9 38 46 54 6 46 52 48 12 47 59 41
Students without Disabilities 19 69 88 12 17 72 89 11 18 72 89 11
Economically Disadvantaged 10 61 71 29 9 65 74 26 10 66 76 24
Not Economically Disadvantaged 25 67 92 8 23 71 94 6 23 68 91 9
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 60 90 10 30 58 88 12 31 56 87 13
Female 30 59 89 11 31 57 88 12 35 52 87 13
Male 28 62 90 10 28 60 88 12 27 60 88 12
American Indian < < 100 0 < < 100 0
Asian 20 60 80 20 < < 100 0 < < < <
Black 9 64 73 27 < < < < 8 77 85 15
Hispanic 8 69 77 23 21 58 79 21 4 71 75 25
White 31 60 91 9 30 58 88 12 33 55 88 12
Multiple Races 11 72 83 17 23 69 92 8 23 54 77 23
Students with Disabilities 17 53 70 30 13 51 64 36 11 47 58 42
Students without Disabilities 32 62 94 6 33 60 93 7 36 58 94 6
Economically Disadvantaged 23 63 86 14 23 60 84 16 24 58 82 18
Not Economically Disadvantaged 35 58 93 7 36 57 92 8 38 55 93 7
English Learners < < < < < < < < < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care 8 69 77 23 < < 100 0 < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 50 69 31 16 51 67 33
Female 23 54 77 23 22 53 75 25
Male 13 47 60 40 11 49 60 40
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 9 55 64 36 13 50 63 38
White 19 50 70 30 16 50 66 34
Multiple Races - 53 53 47 23 54 77 23
Students with Disabilities - 14 14 86 4 17 21 79
Students without Disabilities 21 57 78 22 19 57 76 24
Economically Disadvantaged 9 44 53 47 11 47 58 42
Not Economically Disadvantaged 28 57 84 16 23 55 78 22
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 50 69 31 17 51 68 32
Female 23 54 77 23 22 53 76 24
Male 13 47 60 40 11 49 61 39
Asian < < 100 0 < < 100 0
Black < < < < < < < <
Hispanic 9 55 64 36 13 50 63 38
White 19 51 70 30 16 51 67 33
Multiple Races - 53 53 47 23 54 77 23
Students with Disabilities - 14 14 86 4 19 23 77
Students without Disabilities 21 57 78 22 19 57 76 24
Economically Disadvantaged 9 44 53 47 11 48 58 42
Not Economically Disadvantaged 28 57 85 15 24 56 80 20
Homeless < < 100 0 < < < <
Military Connected < < < < < < < <
Foster Care < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < <
Female < < < < < < < <
Male < < < <
White < < < < < < < <
Students with Disabilities < < < < < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < < < < < < <
Homeless < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17 16 70 86 14 17 69 85 15
Female 15 69 84 16 15 71 87 13 17 69 86 14
Male 15 68 82 18 16 68 85 15 17 68 85 15
American Indian < < < < < < 100 0 < < 100 0
Asian 47 47 93 7 38 59 97 3 39 61 100 0
Black 8 61 69 31 9 66 75 25 7 64 71 29
Hispanic 8 73 81 19 11 74 86 14 11 68 79 21
Native Hawaiian < < < < < < < < < < < <
White 15 69 83 17 16 70 86 14 17 69 85 15
Multiple Races 12 63 75 25 17 66 83 17 14 75 89 11
Students with Disabilities 6 44 50 50 5 53 58 42 5 55 60 40
Students without Disabilities 16 73 89 11 18 73 92 8 20 72 91 9
Economically Disadvantaged 8 68 75 25 9 71 80 20 10 68 79 21
Not Economically Disadvantaged 22 69 91 9 24 68 92 8 23 69 92 8
English Learners - 69 69 31 3 63 66 34 - 60 60 40
Homeless 3 59 63 38 5 71 76 24 6 66 72 28
Military Connected 23 63 85 15 11 81 92 8 14 80 94 6
Foster Care 9 63 72 28 - 81 81 19 13 50 63 37
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 65 83 17 20 62 82 18 21 63 84 16
Female 18 66 84 16 16 68 84 16 22 62 84 16
Male 19 63 83 17 23 58 81 19 21 64 84 16
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0 < < < <
Hispanic - 69 69 31 12 71 82 18 5 65 70 30
Native Hawaiian < < < < < < 100 0
White 19 65 84 16 20 61 81 19 23 62 85 15
Multiple Races 18 64 82 18 15 85 100 0 9 73 82 18
Students with Disabilities 8 46 53 47 8 46 55 45 5 53 58 42
Students without Disabilities 21 68 89 11 23 67 90 10 25 65 91 9
Economically Disadvantaged 8 68 76 24 11 64 75 25 12 65 77 23
Not Economically Disadvantaged 30 61 91 9 30 60 90 10 32 61 93 7
English Learners - 82 82 18 < < < < < < < <
Homeless < < < < < < < < - 83 83 17
Military Connected < < < < < < < < < < 100 0
Foster Care < < < < < < < < < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17 17 69 86 14 19 65 84 16
Female 14 67 82 18 14 72 86 14 18 67 85 16
Male 22 63 84 16 19 67 86 14 20 64 84 16
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 18 59 76 24 11 63 74 26 12 59 71 29
Native Hawaiian < < 100 0 < < < < < < 100 0
White 18 65 83 17 17 70 87 13 19 65 84 16
Multiple Races 6 67 72 28 23 62 85 15 20 80 100 0
Students with Disabilities 9 44 53 47 2 55 57 43 2 54 56 44
Students without Disabilities 20 69 89 11 20 72 92 8 23 68 92 8
Economically Disadvantaged 9 67 76 24 7 71 78 22 11 63 74 26
Not Economically Disadvantaged 29 63 91 9 27 67 94 6 27 68 95 5
English Learners < < < < 8 50 58 42 < < < <
Homeless < < < < - 73 73 27 < < < <
Military Connected < < < < - 100 100 0 < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17 16 68 84 16 18 71 89 11
Female 15 68 83 17 12 72 83 17 15 74 89 11
Male 16 67 83 17 20 64 84 16 21 68 89 11
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 30 60 90 10 6 78 83 17 16 58 74 26
White 16 68 83 17 15 68 84 16 18 71 89 11
Multiple Races - 70 70 30 - 77 77 23 13 81 94 6
Students with Disabilities 6 53 59 41 4 49 53 47 3 57 60 40
Students without Disabilities 17 71 88 12 18 72 91 9 21 74 95 5
Economically Disadvantaged 8 68 75 25 9 71 80 20 7 74 81 19
Not Economically Disadvantaged 24 68 91 9 23 65 88 12 29 67 96 4
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < 9 45 55 45
Military Connected < < < < < < < < 8 92 100 0
Foster Care < < 100 0 < < 100 0 < < < <
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 61 80 20 25 61 86 14 22 62 84 16
Female 22 59 81 19 27 59 86 14 19 66 85 15
Male 18 62 80 20 22 64 86 14 25 58 83 17
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 16 42 58 42 40 50 90 10 26 52 78 22
White 19 62 81 19 25 61 86 14 22 62 85 15
Multiple Races 22 56 78 22 7 80 87 13 - 77 77 23
Students with Disabilities 6 37 43 57 4 51 55 45 5 51 57 43
Students without Disabilities 23 66 89 11 30 64 94 6 27 64 91 9
Economically Disadvantaged 11 61 71 29 11 69 80 20 15 64 79 21
Not Economically Disadvantaged 30 61 91 9 38 54 92 8 30 60 89 11
English Learners < < < < < < 100 0 < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 66 67 33 3 75 78 22 1 72 73 27
Female 1 67 68 32 1 79 81 19 1 71 72 28
Male 2 65 67 33 4 72 76 24 1 73 74 26
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic - 71 71 29 - 93 93 7 < < < <
White 1 66 68 32 3 76 78 22 1 72 73 28
Multiple Races < < < < 8 62 69 31 < < < <
Students with Disabilities 1 30 31 69 4 50 54 46 1 45 47 53
Students without Disabilities 1 75 77 23 2 87 89 11 1 86 87 13
Economically Disadvantaged 1 63 64 36 3 75 77 23 1 68 69 31
Not Economically Disadvantaged 2 72 75 25 4 76 80 20 - 80 80 20
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < 100 0 < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < < < < < < < < < 100 0
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 71 80 20 14 72 86 14 14 72 86 14
Female 9 75 84 16 17 70 86 14 16 72 88 12
Male 11 67 77 23 12 73 85 15 13 72 85 15
Asian < < 100 0 < < 100 0 < < 100 0
Black - 60 60 40 < < < < < < 100 0
Hispanic - 100 100 0 11 79 89 11 5 90 95 5
Native Hawaiian < < 100 0 < < 100 0
White 11 70 81 19 14 72 85 15 14 71 86 14
Multiple Races - 71 71 29 38 46 85 15 12 76 88 12
Students with Disabilities 4 40 44 56 4 51 54 46 6 58 64 36
Students without Disabilities 11 77 89 11 16 75 91 9 16 76 92 8
Economically Disadvantaged 7 65 72 28 8 71 79 21 9 72 81 19
Not Economically Disadvantaged 14 77 91 10 21 72 93 7 19 73 91 9
English Learners < < 100 0 < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < < <
Foster Care < < < < < < 100 0 < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 74 92 8 14 77 92 8 16 72 88 12
Female 22 69 92 8 16 77 93 7 20 68 88 12
Male 13 80 93 7 13 77 90 10 12 75 87 13
American Indian < < 100 0 < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < 10 80 90 10 8 50 58 42
Hispanic - 100 100 0 13 83 96 4 7 76 83 17
White 18 74 92 8 14 78 92 8 16 73 88 12
Multiple Races 25 58 83 17 26 53 79 21 32 53 84 16
Students with Disabilities - 70 70 30 3 73 76 24 5 73 78 22
Students without Disabilities 20 75 95 5 17 78 95 5 17 72 89 11
Economically Disadvantaged 8 79 87 13 10 77 87 13 10 73 83 17
Not Economically Disadvantaged 26 70 96 4 19 78 96 4 21 71 93 7
English Learners < < 100 0 < < 100 0 < < < <
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 27 73 100 0
Foster Care < < < < - 67 67 33 < < < <
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 87 94 6 15 76 91 9 12 81 94 6
Female 3 94 96 4 16 76 92 8 9 84 93 8
Male 12 80 91 9 15 75 89 11 16 79 95 5
American Indian < < 100 0
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < 100 0
Hispanic < < 100 0 < < < < < < 100 0
White 6 88 95 5 15 76 91 9 13 80 93 7
Multiple Races < < 100 0 < < < < < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 88 95 5 15 76 91 9 13 82 94 6
Economically Disadvantaged 6 87 93 7 12 66 78 22 23 69 92 8
Not Economically Disadvantaged 7 87 94 6 16 79 96 4 9 85 94 6
Homeless < < 100 0
Military Connected < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0 < < 100 0 < < 100 0
Female < < 100 0 < < 100 0
Male < < 100 0 < < 100 0 < < 100 0
White < < 100 0 < < 100 0 < < 100 0
Multiple Races < < 100 0
Students without Disabilities < < 100 0 < < 100 0 < < 100 0
Economically Disadvantaged < < 100 0
Not Economically Disadvantaged < < 100 0 < < 100 0 < < 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

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 76 24 14 64 78 22 13 69 81 19
Female 11 66 77 23 11 66 77 23 10 70 80 20
Male 12 63 75 25 16 63 79 21 15 67 82 18
Asian 10 80 90 10 47 53 100 0 13 87 100 0
Black 7 47 53 47 - 73 73 27 5 53 58 42
Hispanic 14 64 79 21 4 63 67 33 3 72 75 25
White 12 65 76 24 14 65 78 22 13 69 82 18
Multiple Races 2 67 69 31 6 63 69 31 14 65 79 21
Students with Disabilities 8 37 45 55 7 38 45 55 7 42 49 51
Students without Disabilities 12 70 82 18 15 70 85 15 14 75 88 12
Economically Disadvantaged 6 59 65 35 9 59 69 31 7 66 73 27
Not Economically Disadvantaged 17 70 86 14 19 70 89 11 18 72 90 10
English Learners < < < < < < < < - 54 54 46
Homeless < < < < 8 50 58 42 5 58 63 37
Military Connected 17 72 89 11 14 64 79 21 16 77 94 6
Foster Care - 63 63 38 6 44 50 50 5 64 68 32
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 58 77 23 27 54 81 19 26 58 84 16
Female 17 61 77 23 23 57 80 20 21 62 83 17
Male 20 56 76 24 31 51 82 18 32 54 86 14
Asian < < < < < < 100 0 < < 100 0
Black < < < < < < < < < < 100 0
Hispanic 50 40 90 10 6 69 75 25 6 72 78 22
White 18 58 77 23 28 53 81 19 27 57 84 16
Multiple Races - 90 90 10 - 77 77 23 25 63 88 13
Students with Disabilities 8 49 57 43 14 38 52 48 8 45 53 47
Students without Disabilities 21 61 81 19 30 58 88 12 30 61 92 8
Economically Disadvantaged 9 58 66 34 18 56 74 26 13 62 75 25
Not Economically Disadvantaged 29 60 88 12 37 51 88 12 40 55 94 6
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < 9 45 55 45
Military Connected < < < < < < < < 31 62 92 8
Foster Care < < 100 0 < < < < < < < <
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 65 72 28 4 70 75 25 8 70 78 22
Female 6 67 73 27 4 68 72 28 7 70 77 23
Male 9 62 71 29 5 72 77 23 9 71 79 21
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic - 67 67 33 5 68 74 26 - 80 80 20
White 8 65 73 27 4 71 75 25 8 70 78 22
Multiple Races - 64 64 36 8 62 69 31 17 67 83 17
Students with Disabilities 5 30 35 65 3 40 43 57 7 42 49 51
Students without Disabilities 8 71 79 21 5 76 80 20 8 77 85 15
Economically Disadvantaged 2 56 59 41 2 62 64 36 5 66 71 29
Not Economically Disadvantaged 12 72 84 16 7 81 89 11 11 75 85 15
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 71 79 21 9 69 78 22 5 77 82 18
Female 10 70 80 20 6 71 77 23 3 79 82 18
Male 7 71 78 22 12 67 79 21 7 76 82 18
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < 100 0 - 40 40 60
Hispanic 5 74 79 21 - 53 53 47 4 64 68 32
White 9 71 80 20 10 69 79 21 5 79 84 16
Multiple Races 6 59 65 35 < < < < 5 64 68 32
Students with Disabilities 1 35 36 64 - 38 38 62 2 39 41 59
Students without Disabilities 10 76 86 14 11 75 87 13 5 84 90 10
Economically Disadvantaged 5 66 70 30 7 61 68 32 1 71 72 28
Not Economically Disadvantaged 12 75 87 13 12 77 89 11 8 84 91 9
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < 100 0 < < < <
Military Connected < < 100 0 < < < < - 100 100 0
Foster Care < < < < < < < < < < < <
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < 100 0
Male < < 100 0
White < < 100 0
Students without Disabilities < < 100 0
Not Economically Disadvantaged < < 100 0
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students - 79 79 21 13 73 87 13 - 44 44 56
Female < < < < < < < < - 36 36 64
Male < < < < < < 100 0 < < < <
Black < < < <
Hispanic < < 100 0
White - 79 79 21 13 73 87 13 - 38 38 62
Multiple Races < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities - 82 82 18 14 79 93 7 - 50 50 50
Economically Disadvantaged - 70 70 30 < < 100 0 - 46 46 54
Not Economically Disadvantaged < < 100 0 20 60 80 20 < < < <
Foster Care < < < < < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 55 78 22 24 56 80 20 23 56 79 21
Female 20 56 76 24 22 55 78 22 19 57 77 23
Male 27 53 80 20 26 56 83 17 27 54 81 19
American Indian < < < < < < 100 0
Asian 47 53 100 0 36 64 100 0 40 60 100 0
Black 13 53 67 33 13 53 67 33 7 67 73 27
Hispanic 22 45 67 33 11 66 77 23 12 73 84 16
Native Hawaiian < < 100 0 < < < < < < 100 0
White 23 55 78 22 25 56 81 19 24 55 78 22
Multiple Races 17 47 64 36 28 44 72 28 26 52 78 22
Students with Disabilities 8 31 39 61 6 42 48 52 7 39 46 54
Students without Disabilities 26 59 85 15 28 59 87 13 27 59 86 14
Economically Disadvantaged 13 55 68 32 16 56 72 28 14 56 69 31
Not Economically Disadvantaged 34 54 88 12 34 56 90 10 33 55 88 12
English Learners < < < < 10 70 80 20 10 70 80 20
Homeless 14 50 64 36 17 50 67 33 8 46 54 46
Military Connected 21 63 84 16 19 77 96 4 20 75 95 5
Foster Care 6 33 39 61 18 41 59 41 5 53 58 42
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 35 38 62 3 53 55 45 - 44 44 56
Female - 29 29 71 4 44 48 52 - 31 31 69
Male 5 40 45 55 - 67 67 33 - 64 64 36
Asian < < 100 0
Black < < < <
Hispanic < < < < < < < < < < < <
White 3 39 42 58 3 58 61 39 - 48 48 52
Multiple Races < < < < < < < < < < < <
Students with Disabilities 7 7 13 87 - 23 23 77 < < < <
Students without Disabilities - 55 55 45 4 67 70 30 - 63 63 37
Economically Disadvantaged 4 28 32 68 - 44 44 56 - 29 29 71
Not Economically Disadvantaged - 50 50 50 7 67 73 27 - 70 70 30
English Learners < < < <
Military Connected < < 100 0
Foster Care < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 56 65 35 12 76 88 12 - 50 50 50
Female 13 52 65 35 < < < < < < < <
Male - 64 64 36 < < 100 0 < < < <
Black < < 100 0
Hispanic < < < < < < < <
White 6 59 66 34 13 80 93 7 - 42 42 58
Multiple Races < < 100 0 < < 100 0 < < 100 0
Students with Disabilities < < < < < < 100 0
Students without Disabilities 11 64 75 25 13 73 87 13 - 50 50 50
Economically Disadvantaged 7 57 64 36 < < < < < < < <
Not Economically Disadvantaged 10 55 65 35 20 80 100 0 < < < <
Homeless < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 44 44 56 < < < <
Female < < < < - 60 60 40 < < < <
Male < < < < < < < < < < < <
Asian < < 100 0
Hispanic < < < < < < < < < < < <
White < < < < - 42 42 58 < < < <
Multiple Races < < < < < < 100 0
Students with Disabilities < < 100 0 < < < < < < < <
Students without Disabilities < < < < - 70 70 30 < < < <
Economically Disadvantaged < < < < < < < <
Not Economically Disadvantaged < < < < < < < < < < < <
Foster Care < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 65 76 24 9 66 75 25 14 65 80 20
Female 9 67 76 24 6 65 72 28 12 62 75 25
Male 13 63 76 24 12 67 79 21 16 68 84 16
Asian < < 100 0 < < 100 0 < < 100 0
Black < < < < < < < < < < < <
Hispanic 7 47 53 47 5 70 75 25 - 88 88 12
White 12 66 78 22 9 67 76 24 15 64 79 21
Multiple Races - 50 50 50 21 47 68 32 22 50 72 28
Students with Disabilities 1 31 32 68 2 38 40 60 2 45 47 53
Students without Disabilities 13 72 85 15 11 71 82 18 17 70 86 14
Economically Disadvantaged 4 56 61 39 5 59 65 35 6 66 72 28
Not Economically Disadvantaged 17 73 90 10 15 75 90 10 22 65 88 12
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 79 21 26 56 82 18 19 58 78 22
Female 17 60 77 23 26 55 81 19 18 62 80 20
Male 25 57 82 18 26 56 82 18 21 55 76 24
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 25 63 88 13 18 71 88 12 27 64 91 9
Native Hawaiian < < 100 0
White 20 58 78 22 26 56 82 18 20 58 77 23
Multiple Races < < < < 26 47 74 26 7 71 79 21
Students with Disabilities 7 37 44 56 3 44 48 52 5 38 43 57
Students without Disabilities 23 62 85 15 31 58 89 11 23 63 86 14
Economically Disadvantaged 9 64 72 28 18 58 76 24 11 59 70 30
Not Economically Disadvantaged 33 53 86 14 34 54 88 13 27 58 85 15
Homeless < < < < < < 100 0 < < < <
Military Connected < < < < < < 100 0 < < < <
Foster Care < < < < < < < < < < 100 0
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 42 41 82 18 44 44 88 12 40 42 82 18
Female 37 42 79 21 41 44 86 14 32 49 81 19
Male 46 39 85 15 47 43 90 10 47 36 83 17
American Indian < < 100 0
Asian < < 100 0 < < 100 0 < < 100 0
Black < < 100 0 < < < < < < < <
Hispanic 38 31 69 31 19 75 94 6 25 58 83 17
Native Hawaiian < < 100 0 < < < < < < 100 0
White 42 41 83 17 45 43 88 12 40 42 82 18
Multiple Races 24 47 71 29 46 38 85 15 53 33 87 13
Students with Disabilities 16 32 48 52 16 48 63 37 16 38 54 46
Students without Disabilities 46 42 89 11 50 43 93 7 46 43 89 11
Economically Disadvantaged 26 48 74 26 30 50 80 20 27 44 71 29
Not Economically Disadvantaged 59 32 92 8 60 36 96 4 54 39 93 7
English Learners < < < < < < < < < < 100 0
Homeless < < < < < < < < < < < <
Military Connected < < < < 15 77 92 8 < < 100 0
Foster Care < < < < < < < < < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2021-20222022-20232023-2024
Division---
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten233251250
Kindergarten467458422
Grade 1447489470
Grade 2443464497
Grade 3469454472
Grade 4497485450
Grade 5442506494
Grade 6509449511
Grade 7516517455
Grade 8527528521
Grade 9570531540
Grade 10546566540
Grade 11526540567
Grade 12543507524
Total Students6,7356,7456,713

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students673567456713
Female327632693252
Male345934713457
American Indian677
Asian606459
Black748379
Hispanic199219244
Native Hawaiian622
White622361786116
Multiple Races167192206
Students with Disabilities106811221191
Students without Disabilities566756235522
Economically Disadvantaged287335953442
Not Economically Disadvantaged386231503271
English Learners6687112
Not English Learners666966586601
Homeless456062
Military Connected688376
Foster Care576571
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 220 265 18 1 26 5
State 50340 39360 1868 906 4434 1716
Female Division 133 123 3 0 17 1
State 27397 17331 608 349 1644 700
Male Division 87 141 15 1 9 4
State 22883 21948 1258 556 2786 1013
American Indian Division < < < < 0 <
State 108 117 5 4 10 3
Asian Division < < < < 0 <
State 6021 1445 96 16 68 37
Black Division < < < < < <
State 8112 10542 637 224 1119 708
Hispanic Division 3 14 0 0 3 0
State 7128 8364 268 133 1854 356
White Division 207 238 17 1 20 5
State 25863 16576 761 464 1211 504
Multiple Races Division 5 8 0 0 2 0
State 3011 2255 98 62 170 106
Students with Disabilities Division 3 56 18 0 4 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 66 165 15 1 21 3
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < 0 <
State 1583 4218 262 26 1426 145
Homeless Division < < < < 0 <
State 197 697 48 28 170 78
Military Connected Division < < < < 0 <
State 2525 1494 44 18 52 31
Foster Care Division < < < < < <
State 22 180 23 11 85 24
< = 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 Students5355039450494265
Female2772599425994176
Male257243952449594
American Indian<<100<10000
Asian<<100<10000
Black<<<<<<<
Hispanic2017851785315
White4884629546395204
Multiple Races1513871387213
Students with Disabilities817795779545
Economically Disadvantaged2712469124791218
English Learners<<100<10000
Homeless<<100<10000
Military Connected<<100<10000
Foster Care<<<<<<<
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type 2021-20222022-20232023-2024
Advanced Placement Test Taken149 / 6.82%134 / 6.26%129 / 5.95%
Advanced Placement Course Enrollment182 / 8.33%149 / 6.96%139 / 6.41%
Dual Enrollment409 / 18.73%422 / 19.71%453 / 20.89%
Governor's School Enrollment33 / 1.51%62 / 2.9%93 / 4.29%
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 StudentsDivision54032440
State87,31757,08135
FemaleDivision27419031
State43,70531,57728
MaleDivision26613450
State43,61225,50442
American IndianDivision<<100
State23213044
AsianDivision<<100
State6,7415,86213
BlackDivision<<100
State18,62410,60143
HispanicDivision14<100
State12,1106,62245
WhiteDivision50530240
State45,09830,84432
Multiple RacesDivision10<100
State4,3802,92933
Students with DisabilitiesDivision722072
State8,1853,54857
Economically DisadvantagedDivision24810657
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2021-20222022-20232023-2024
NOCTI AssessmentsDivision108128122
 State2,5903,8443,577
State LicensuresDivision123230
 State1,2361,5632,069
Industry CertificationDivision627602634
 State95,688100,255101,956
Workplace ReadinessDivision501571441
 State44,34841,81935,066
Total Credentials EarnedDivision1,2481,3331,227
 State143,862147,481142,668
Students Earning One or More CredentialsDivision810956897
 State115,682117,932115,611
CTE CompletersDivision385416410
 State45,09446,02848,628
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$3,815$6,237$999
State$6,770$5,603$867
2020-2021Division$3,970$6,914$1,325
State$6,669$6,185$1,352
2021-2022Division$4,847$7,048$1,814
State$7,134$6,454$1,936
2022-2023Division$4,618$7,844$1,978
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students4,9881,3205,0031,3545,379944
Female2,4326302,4226272,591457
Male2,5556902,5787252,785486
American Indian<<<<<<
Asian554517552
Black491955195717
Hispanic147421555219343
Native Hawaiian<<<<<<
White4,6131,2094,5961,2284,908854
Multiple Races115441384615828
Students with Disabilities703292769329876233
Economically Disadvantaged2,2859982,3661,0152,562710
English Learners637771410815
Homeless351540364720
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

No additional explanation available.
Number of Gifted Students by Program
Subgroup General Intellectual Aptitude Specific Academic Aptitude Visual/Performing Arts Career and Technical Aptitude. Total Identified

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

No additional explanation available.
Students Referred for Gifted Services
Subgroup Total Referred Percent Referred Fall Membership Count Perecent of Fall Membership

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 504
Relationship Behaviors without Physical Harm 853
Behaviors of a Safety Concern 668
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 127

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.30.10.1
Asian0.90.30.90.90.7
Black1.13.41.241.22.4
Hispanic35.43.22.83.64.1
Native Hawaiian0.100
White92.486.291.68991.287.2
Multiple Races2.54.42.84.23.15.5
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian0.90.90.9
Black1.11.21.2
Hispanic33.23.6
Native Hawaiian0.100
White92.410091.691.2100
Multiple Races2.52.83.1
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian0.90.90.9
Black1.11.21.2
Hispanic33.23.6
Native Hawaiian0.100
White92.491.691.2100
Multiple Races2.52.83.1
< = 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: