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Radford City Virtual

General school information

Category: Combined (KG-12) School
Phone: 540-731-3647
Address: 1612 Wadsworth Street Radford, VA 24141
Principal: Vacant
Superintendent: Dr. Roger Collins
School Number: 102
Region: 7
Division: Radford City Public Schools
Division Number: 122
Division Website (opens new window)

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

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

User note: Updated information for some School Quality Profile reports is not available due to the closure of schools in 2019-2020 and the continuing impact of COVID-19 on Virginia schools during the 2020-2021 school year.

ESSA

ACCREDITATION

2023 Accreditation Status: Accredited with Conditions
Number of School Quality Indicators at Level Three (Below Standard): 1 of 9

School Quality Indicators

Academic Achievement

English Level One
Mathematics Level Two
Science Level One

Achievement Gaps

EnglishLevel Two
MathematicsLevel Two

Student Engagement & Outcomes

Chronic Absenteeism Level One
College, Career, and Civic Readiness Index (CCCRI) Level Three
Dropout Rate Level One
Graduation and Completion Level One
  • Accredited: All indicators at Level One or Level Two or Waiver
  • Accredited With Conditions: One or more indicators at Level Three
  • Accreditation Denied: Under State Sanction

Achievement Gaps: English and Mathematics

Reporting on the achievement and progress of student groups allows schools to identify learners in need of additional support and resources.

Student Group Achievement Gap - English Achievement Gap - Math
Asian Level One Level One
Black Level Two Level Two
Economically Disadvantaged Level Two Level Two
English Learners Level One Level One
Hispanic Level One Level One
Multiple Races Level One Level Two
Students with Disabilities Level Two Level Three
White Level One Level Two

Combined rates for 2020 and 2021 are not calculated because accreditation was waived due to the pandemic.

18.28% of the students in this school were chronically absent.

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 17 60 77 23
Female 17 63 80 20
Male 16 58 73 27
American Indian < < < <
Asian 30 58 88 12
Black 11 53 64 36
Hispanic 16 68 85 15
Native Hawaiian < < 100 0
White 19 61 80 20
Multiple Races 7 71 78 22
Students with Disabilities 4 38 42 58
Students without Disabilities 18 63 80 20
Economically Disadvantaged 10 61 71 29
Not Economically Disadvantaged 19 60 79 21
English Learners - 61 61 39
Homeless 20 50 70 30
Military Connected 25 62 87 13
Grade 3 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 40 49 51
Female 7 46 53 47
Male 10 34 44 56
American Indian < < < <
Asian 15 54 69 31
Black 8 30 38 63
Hispanic 9 73 82 18
Native Hawaiian < < 100 0
White 10 37 47 53
Multiple Races - 42 42 58
Students with Disabilities 5 14 18 82
Students without Disabilities 9 43 52 48
Economically Disadvantaged 9 32 41 59
Not Economically Disadvantaged 8 43 52 48
English Learners < < < <
Homeless < < 100 0
Military Connected - 64 64 36
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 12 60 71 29
Female 9 67 75 25
Male 15 53 68 32
Asian 25 67 92 8
Black 3 59 62 38
Hispanic < < < <
White 14 61 75 25
Multiple Races < < < <
Students with Disabilities - 21 21 79
Students without Disabilities 13 65 78 22
Economically Disadvantaged 9 52 61 39
Not Economically Disadvantaged 13 64 77 23
English Learners < < < <
Homeless < < < <
Military Connected < < < <
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 6 64 70 30
Female 7 63 70 30
Male 5 66 70 30
Asian < < < <
Black - 61 61 39
Hispanic < < < <
Native Hawaiian < < 100 0
White 6 62 68 32
Multiple Races < < 100 0
Students with Disabilities - 25 25 75
Students without Disabilities 7 70 77 23
Economically Disadvantaged - 67 67 33
Not Economically Disadvantaged 8 63 71 29
English Learners < < < <
Military Connected < < < <
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 21 61 82 18
Female 22 60 83 17
Male 19 61 81 19
Asian 42 42 83 17
Black 19 45 65 35
Hispanic 19 67 86 14
Native Hawaiian < < 100 0
White 20 68 88 12
Multiple Races < < < <
Students with Disabilities - 27 27 73
Students without Disabilities 23 64 87 13
Economically Disadvantaged 12 55 67 33
Not Economically Disadvantaged 25 64 89 11
English Learners < < < <
Homeless < < < <
Military Connected < < 100 0
Grade 7 English Reading Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 63 78 22
Female 20 60 80 20
Male 8 67 75 25
Asian < < < <
Black 5 60 65 35
Hispanic 9 73 82 18
White 15 67 82 18
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 16 63 79 21
Economically Disadvantaged - 63 63 38
Not Economically Disadvantaged 18 63 82 18
Military Connected < < 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 12 75 87 13
Female 13 76 89 11
Male 12 74 86 14
Asian 9 91 100 0
Black 7 70 77 23
Hispanic 8 85 92 8
White 16 72 88 12
Multiple Races 9 82 91 9
Students with Disabilities - 60 60 40
Students without Disabilities 13 76 89 11
Economically Disadvantaged 5 80 86 14
Not Economically Disadvantaged 17 71 88 12
Military Connected 10 70 80 20
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 29 65 94 6
Female 28 67 95 5
Male 30 61 91 9
Asian 33 63 96 4
Black 25 63 88 12
Hispanic 26 62 88 12
White 32 64 96 4
Multiple Races 16 80 96 4
Students with Disabilities 12 68 80 20
Students without Disabilities 30 65 95 5
Economically Disadvantaged 19 71 90 10
Not Economically Disadvantaged 33 62 95 5
English Learners < < < <
Homeless < < < <
Military Connected 50 50 100 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 17 57 74 26
Female 20 59 79 21
Male 13 53 66 34
Asian 38 46 84 16
Black 11 51 62 38
Hispanic 16 58 74 26
White 17 60 76 24
Multiple Races 12 59 71 29
Students with Disabilities 3 32 34 66
Students without Disabilities 19 59 78 22
Economically Disadvantaged 12 47 59 41
Not Economically Disadvantaged 20 61 81 19
English Learners < < < <
Homeless < < < <
Military Connected 30 57 86 14
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 13 45 58 42
Female 15 51 66 34
Male 10 40 50 50
Asian 25 25 50 50
Black 10 40 50 50
Hispanic 8 54 62 38
White 13 48 61 39
Multiple Races 9 55 64 36
Students with Disabilities - 10 10 90
Students without Disabilities 14 48 62 38
Economically Disadvantaged 5 38 43 57
Not Economically Disadvantaged 18 51 68 32
Military Connected 10 50 60 40
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 19 62 81 19
Female 22 63 84 16
Male 15 62 76 24
Asian 44 56 100 0
Black 12 57 69 31
Hispanic 20 60 80 20
White 18 65 84 16
Multiple Races 13 61 74 26
Students with Disabilities 4 39 43 57
Students without Disabilities 21 65 86 14
Economically Disadvantaged 16 53 69 31
Not Economically Disadvantaged 21 66 87 13
English Learners < < < <
Homeless < < < <
Military Connected 37 59 96 4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 51 54 46
Female 2 50 52 48
Male 4 52 56 44
American Indian < < < <
Asian 10 68 78 22
Black 1 38 38 62
Hispanic 2 59 61 39
Native Hawaiian < < < <
White 4 54 57 43
Multiple Races 2 49 51 49
Students with Disabilities - 21 21 79
Students without Disabilities 3 54 57 43
Economically Disadvantaged - 43 43 57
Not Economically Disadvantaged 5 55 59 41
English Learners - 33 33 67
Homeless - 46 46 54
Military Connected 3 57 61 39
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 2 38 40 60
Female 2 40 42 58
Male 3 36 39 61
American Indian < < < <
Asian 8 62 69 31
Black 2 24 25 75
Hispanic - 68 68 32
Native Hawaiian < < 100 0
White 3 37 41 59
Multiple Races - 37 37 63
Students with Disabilities - 18 18 82
Students without Disabilities 3 40 43 57
Economically Disadvantaged 2 27 29 71
Not Economically Disadvantaged 3 42 45 55
English Learners < < < <
Homeless < < < <
Military Connected - 64 64 36
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 4 48 53 47
Female 3 45 48 52
Male 5 52 57 43
Asian 17 83 100 0
Black - 32 32 68
Hispanic < < < <
White 5 49 55 45
Multiple Races < < < <
Students with Disabilities - 7 7 93
Students without Disabilities 5 54 59 41
Economically Disadvantaged - 43 43 57
Not Economically Disadvantaged 7 51 58 42
English Learners < < < <
Homeless < < < <
Military Connected < < < <
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 3 39 43 57
Female 4 41 45 55
Male 3 38 41 59
Asian < < < <
Black - 33 33 67
Hispanic < < < <
Native Hawaiian < < 100 0
White 3 37 40 60
Multiple Races < < < <
Students with Disabilities - - - 100
Students without Disabilities 4 45 49 51
Economically Disadvantaged - 33 33 67
Not Economically Disadvantaged 4 41 46 54
English Learners < < < <
Military Connected < < < <
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 9 56 66 34
Female 5 48 52 48
Male 14 65 78 22
Asian 8 67 75 25
Black 3 42 45 55
Hispanic 5 52 57 43
Native Hawaiian < < 100 0
White 14 61 75 25
Multiple Races < < < <
Students with Disabilities - 27 27 73
Students without Disabilities 10 59 69 31
Economically Disadvantaged - 43 43 57
Not Economically Disadvantaged 14 63 77 23
English Learners < < < <
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 - 42 42 58
Female - 44 44 56
Male - 39 39 61
Asian < < < <
Black - 42 42 58
Hispanic - 30 30 70
White - 50 50 50
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 44 44 56
Economically Disadvantaged - 44 44 56
Not Economically Disadvantaged - 41 41 59
Military Connected < < 100 0
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 2 54 57 43
Female 3 53 56 44
Male 2 56 58 42
Asian 10 50 60 40
Black - 55 55 45
Hispanic - 60 60 40
White 3 53 56 44
Multiple Races - 60 60 40
Students with Disabilities - 9 9 91
Students without Disabilities 3 59 62 38
Economically Disadvantaged - 39 39 61
Not Economically Disadvantaged 4 64 68 32
Military Connected < < < <
Algebra I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 65 68 32
Female 1 65 66 34
Male 4 65 70 30
American Indian < < < <
Asian 10 76 86 14
Black - 51 51 49
Hispanic 2 72 74 26
Native Hawaiian < < 100 0
White 3 67 70 30
Multiple Races - 69 69 31
Students with Disabilities - 52 52 48
Students without Disabilities 3 66 69 31
Economically Disadvantaged - 58 58 42
Not Economically Disadvantaged 4 69 73 27
English Learners < < < <
Homeless < < < <
Military Connected - 67 67 33
Geometry Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 45 46 54
Female 2 43 44 56
Male - 49 49 51
American Indian < < < <
Asian - 80 80 20
Black - 21 21 79
Hispanic 10 30 40 60
Native Hawaiian < < < <
White - 57 57 43
Multiple Races 5 29 33 67
Students with Disabilities - 23 23 77
Students without Disabilities 1 47 48 52
Economically Disadvantaged - 32 32 68
Not Economically Disadvantaged 2 52 54 46
English Learners < < < <
Homeless < < < <
Military Connected - 58 58 42
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 4 51 55 45
Female 6 47 53 47
Male - 60 60 40
Asian < < 100 0
Black - 70 70 30
Hispanic < < < <
White 7 45 52 48
Multiple Races < < < <
Students with Disabilities < < 100 0
Students without Disabilities 4 50 54 46
Economically Disadvantaged - 44 44 56
Not Economically Disadvantaged 6 55 61 39
Homeless < < < <
Military Connected < < < <
< = 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 5 61 66 34
Female 5 59 64 36
Male 5 63 68 32
American Indian < < < <
Asian 16 65 82 18
Black 1 43 44 56
Hispanic 4 65 69 31
Native Hawaiian < < < <
White 6 65 71 29
Multiple Races 4 66 70 30
Students with Disabilities 2 39 41 59
Students without Disabilities 5 62 67 33
Economically Disadvantaged 2 51 53 47
Not Economically Disadvantaged 6 66 72 28
English Learners - 30 30 70
Homeless - 80 80 20
Military Connected 3 71 74 26
Foster Care < < 100 0
Grade 5 Science Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 40 45 55
Female 5 38 43 57
Male 3 43 46 54
Asian < < < <
Black - 36 36 64
Hispanic < < < <
Native Hawaiian < < 100 0
White 5 39 44 56
Multiple Races < < < <
Students with Disabilities - 6 6 94
Students without Disabilities 5 46 50 50
Economically Disadvantaged 3 37 40 60
Not Economically Disadvantaged 4 42 46 54
English Learners < < < <
Military Connected < < < <
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 7 63 69 31
Female 5 61 66 34
Male 8 65 73 27
Asian 25 58 83 17
Black - 55 55 45
Hispanic - 42 42 58
White 6 68 74 26
Multiple Races 15 69 85 15
Students with Disabilities - 27 27 73
Students without Disabilities 7 65 73 27
Economically Disadvantaged 4 57 60 40
Not Economically Disadvantaged 9 66 74 26
Military Connected 8 50 58 42
Biology Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 66 71 29
Female 5 64 70 30
Male 5 69 74 26
American Indian < < < <
Asian 13 72 84 16
Black 1 46 47 53
Hispanic 7 74 80 20
Native Hawaiian < < < <
White 6 71 77 23
Multiple Races 2 69 71 29
Students with Disabilities 4 68 71 29
Students without Disabilities 5 66 71 29
Economically Disadvantaged 2 52 54 46
Not Economically Disadvantaged 7 74 81 19
English Learners < < < <
Homeless < < < <
Military Connected 2 84 86 14
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 - 11 11 89
Female - 10 10 90
Male < < < <
Black < < < <
Hispanic < < < <
White - 15 15 85
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities - 12 12 88
Economically Disadvantaged < < < <
Not Economically Disadvantaged - 16 16 84
English Learners < < < <
Military Connected < < < <
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 1 67 68 32
Female 2 64 66 34
Male - 72 72 28
Asian < < < <
Black - 44 44 56
Hispanic - 64 64 36
White 3 76 78 22
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 2 72 73 27
Economically Disadvantaged - 61 61 39
Not Economically Disadvantaged 2 71 74 26
Homeless < < 100 0
Military Connected < < < <
< = 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 6 60 65 35
Female 5 58 63 37
Male 7 61 69 31
American Indian < < < <
Asian 15 65 80 20
Black 2 45 47 53
Hispanic 7 59 66 34
Native Hawaiian < < 100 0
White 6 64 69 31
Multiple Races 5 65 69 31
Students with Disabilities - 48 48 52
Students without Disabilities 6 60 67 33
Economically Disadvantaged 2 52 54 46
Not Economically Disadvantaged 8 64 72 28
English Learners < < < <
Homeless - 45 45 55
Military Connected 4 80 84 16
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 2 71 73 27
Female 3 68 71 29
Male - 79 79 21
Asian < < < <
Black < < < <
Hispanic < < < <
Native Hawaiian < < 100 0
White - 77 77 23
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 2 71 73 27
Economically Disadvantaged - 68 68 32
Not Economically Disadvantaged 3 72 76 24
Homeless < < 100 0
Military Connected < < < <
World History I Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Male < < 100 0
Hispanic < < 100 0
White < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Not Economically Disadvantaged < < 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 5 26 30 70
Female 3 32 35 65
Male 8 8 17 83
American Indian < < 100 0
Asian < < < <
Black - 8 8 92
Hispanic < < < <
White 5 32 36 64
Multiple Races < < < <
Students with Disabilities < < < <
Students without Disabilities 5 24 29 71
Economically Disadvantaged - 20 20 80
Not Economically Disadvantaged 9 30 39 61
English Learners < < < <
Homeless < < < <
Military Connected < < < <
Geography Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 71 76 24
Female 4 68 72 28
Male 7 75 83 17
American Indian < < < <
Asian 10 75 85 15
Black 2 54 56 44
Hispanic 7 72 79 21
Native Hawaiian < < 100 0
White 5 75 80 20
Multiple Races 6 77 84 16
Students with Disabilities - 67 67 33
Students without Disabilities 5 71 77 23
Economically Disadvantaged 2 61 63 37
Not Economically Disadvantaged 7 77 84 16
English Learners < < 100 0
Homeless < < < <
Military Connected - 93 93 7
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 8 58 66 34
Female 9 59 69 31
Male 7 57 64 36
Asian < < < <
Black 5 55 59 41
Hispanic - 54 54 46
White 7 64 71 29
Multiple Races - 60 60 40
Students with Disabilities < < < <
Students without Disabilities 9 59 67 33
Economically Disadvantaged 9 52 61 39
Not Economically Disadvantaged 8 60 68 32
Military Connected < < 100 0
VA Studies Performance 2020-2021 2021-2022 2022-2023
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 35 42 58
Female 5 30 35 65
Male 8 39 48 52
Asian 8 75 83 17
Black 3 32 35 65
Hispanic < < < <
White 9 31 40 60
Multiple Races < < < <
Students with Disabilities - 21 21 79
Students without Disabilities 8 37 44 56
Economically Disadvantaged - 32 32 68
Not Economically Disadvantaged 11 36 47 53
English Learners < < < <
Homeless < < < <
Military Connected < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2020-20212021-20222022-2023
School--1
Division--2
State1,3244,0064,460
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

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.

Enrollment

Fall Membership by Grade

Grade 2022-20232023-2024
Grade 142
Grade 232
Grade 32372
Grade 413775
Grade 513015
Grade 614416
Grade 7835
Grade 815074
Grade 9335356
Grade 10322403
Grade 11284354
Grade 12226285
Total Students2,0551,589

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2022-20232023-2024
All Students20551589
Female1158979
Male897610
American Indian22
Asian162106
Black498305
Hispanic219165
Native Hawaiian113
White1088857
Multiple Races75151
Students with Disabilities140127
Students without Disabilities19151462
Economically Disadvantaged831626
Not Economically Disadvantaged1224963
Not English Learners20551589
Homeless821
Military Connected1732
< = 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

School

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 also 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 school-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 School Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students School 79 148 0 0 1 3
Division 132 227 3 0 7 5
State 50941 37883 2120 845 5319 1819
Female School 53 90 0 0 1 2
Division 78 123 0 0 5 3
State 27811 16344 671 288 1971 747
Male School 26 58 0 0 0 1
Division 54 104 3 0 2 2
State 23072 21492 1448 557 3346 1069
Asian School 7 11 0 0 0 0
Division 10 16 0 0 0 0
State 6009 1299 108 12 87 30
Black School 14 26 0 0 0 0
Division 20 38 2 0 3 1
State 8188 10171 708 177 1106 701
Hispanic School 11 13 0 0 0 1
Division 11 19 0 0 0 1
State 6685 7832 305 130 2570 425
White School 35 88 0 0 1 2
Division 76 137 1 0 3 3
State 26830 16390 881 458 1333 565
Multiple Races School 12 10 0 0 0 0
Division 15 16 0 0 1 0
State 3013 2017 112 65 212 87
Students with Disabilities School 1 9 0 0 0 0
Division 1 18 3 0 0 1
State 1491 7326 2120 117 920 94
Economically Disadvantaged School 20 49 0 0 0 1
Division 29 78 3 0 2 3
State 12376 19803 1180 475 2916 1248
Homeless School < < < < 0 <
Division < < < < 0 <
State 183 697 76 17 189 78
Military Connected School < < < < 0 <
Division 2 9 0 0 0 0
State 2401 1298 51 21 47 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 Students231227982279810
Female146143981439811
Male858499849900
Asian18181001810000
Black40401004010000
Hispanic252496249600
White126123981239811
Multiple Races22221002210000
Students with Disabilities10101001010000
Economically Disadvantaged706999699900
Homeless<<100<10000
Military Connected<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

Advanced Program Information - Count/Percentage
Program Type
Advanced Placement Test Taken
Advanced Placement Course Enrollment
Dual Enrollment
Governor's School Enrollment
IB Course Enrollment
Senior Enrolled in IB Program

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

Postsecondary Enrollment

2019-2020 Postsecondary Enrollment: All Students

Postsecondary enrollment reports show the number and percent of Virginia high school graduates who enrolled in an institution of higher education within sixteen months of graduating from high school. In keeping with federal reporting requirements, postsecondary enrollment reports only include students who earned an Advanced Studies Diploma, International Baccalaureate Diploma or Standard Diploma; students who earned other Virginia Board of Education-approved diplomas are not counted as graduates in the calculation. Reports are available at the state, division and school levels for all students and for student subgroups. The data represent the best available estimates at this time of postsecondary enrollment. There is currently no definitive source of all postsecondary enrollment records by state, division or school. Virginia Department of Education and external researchers have determined that the best available estimates contained in the postsecondary enrollment reports are likely underestimates, but capture at least 88 percent of Virginia public high school graduates’ postsecondary enrollments.
2019-2020 FGI cohort year (students entering high school in 2016)
Total number of students in the cohort earning a federally recognized high school diploma Students who enrolled in any Institution of Higher Education (IHE) within 16 months of earning a federally recognized high school diploma
Type Total Total HE Remaining Percent
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2020-20212021-20222022-2023
Workplace ReadinessSchool---
 Division8110259
 State16,88544,34841,819
Total Credentials EarnedSchool---
 Division8110259
 State71,189143,862147,481
Students Earning One or More CredentialsSchool---
 Division8110259
 State60,992115,682117,932
CTE CompletersSchool--2
 Division442170
 State42,30345,09445,627
NOCTI AssessmentsSchool---
 Division---
 State1,5422,5903,844
State LicensuresSchool---
 Division---
 State1,0771,2361,563
Industry CertificationSchool---
 Division---
 State51,68595,688100,255
Armed Services Vocational Aptitude Battery ExaminationSchool---
 Division---
 State302761962

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

Finance

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 School 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

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
2022-2023
Subgroup Below 10% 10% or Above
All Students2,0407
Female1,1535
Male8872
American Indian<<
Asian1520
Black4340
Hispanic2152
Native Hawaiian<<
White1,0564
Multiple Races1731
Students with Disabilities1531
Economically Disadvantaged8154
Homeless330
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

-1 Offenses
  Number of Offenses

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2022-2023
Subgroup % Population% Short-Term Suspensions
American Indian0.1
Asian7.9
Black24.2
Hispanic10.7
Native Hawaiian0.5
White52.9
Multiple Races3.7
< = 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
  2022-2023
Subgroup % Population% Long-Term Suspensions
American Indian0.1
Asian7.9
Black24.2
Hispanic10.7
Native Hawaiian0.5
White52.9
Multiple Races3.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2022-2023
Subgroup % Population% Expulsions
American Indian0.1
Asian7.9
Black24.2
Hispanic10.7
Native Hawaiian0.5
White52.9
Multiple Races3.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

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

Teacher Quality

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

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

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