General Information

Address: 800 E City Hall Ave. Room 1200 Norfolk, VA 23510

Superintendent: Dr. Sharon Byrdsong

Region: 2

Enrollment: 26,904

Students with Disabilities: 15.1%
Economically Disadvantaged: 62.2%
English Learners: 6.7%

Fully Accredited Schools

This chart displays the percentage of schools meeting or exceeding expectations in English, mathematics, science, history/social science and graduation.

On-time Graduation Rate

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 Students1,8181,472811,5048322112
Female91577485784869110
Male903698777208013014
American Indian<<100<10000
Asian52521005210000
Black1,070828778487914414
Hispanic20215778159793919
Native Hawaiian<<100<10000
White3673268933391267
Multiple Races1169885101871210
Students with Disabilities21317080175823818
Economically Disadvantaged1,044835808568210810
English Learners68507451751725
Homeless4734723472613
Military Connected188180961809663
Foster Care<<100<10000
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Percentage of students who earned a diploma within four years of entering ninth grade for the first time.

Enrollment by Race/Ethnicity

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 Students2733026904
Female1343813185
Male1388913716
American Indian9291
Asian502495
Black1557615100
Hispanic36543892
Native Hawaiian7267
White55695390
Multiple Races18651869
Students with Disabilities37894058
Students without Disabilities2354122846
Economically Disadvantaged1664016741
Not Economically Disadvantaged1069010163
English Learners15921795
Not English Learners2573825109
Homeless179292
Military Connected39983915
Foster Care2018
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Schools report annually on the number of students enrolled, including data on race and ethnicity required by federal law.

Expenditures for Instruction

Percentage of Expenditures

Division Expenditures

Multiple factors should be considered when comparing the level of school division expenditures for instruction and expenditures for non-instructional costs, such as administration, health services and pupil transportation. These factors include economies of scale, geographic size, and the number of students requiring special services. For example:
  • Smaller school divisions may have similar administrative and support costs as larger divisions but these non-instructional costs are spread over a smaller expenditure base.
  • Geographically large but sparsely populated school divisions may have higher per-pupil transportation costs because of travel distances and mountainous topography.
  • Divisions with large populations of at-risk or special needs students must provide support services that are required or that raise student achievement.
School Division - Percentage of Expenditures
  2020-2021 2021-2022 2022-2023
Percentage of fiscal year division
operating expenditures for instructional costs		 68.3 62.2 59.1

Instructional costs include the salaries and benefits for teachers, teacher aides, principals, assistant principals, librarians, and school counselors; expenditures for textbooks; and expenditures for regional and virtual instructional programs.

Absenteeism

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 Students19,5466,26020,2305,11820,9344,239
Female9,6233,0779,9082,53810,3132,074
Male9,9223,18310,3212,58010,6212,165
American Indian632668166914
Asian443444622844547
Black10,7034,09510,9973,32211,2912,702
Hispanic2,4128222,7537163,088625
Native Hawaiian66126110553
White4,4899014,4777114,508590
Multiple Races1,3703601,4123151,478258
Students with Disabilities2,6911,0073,0679533,310856
Economically Disadvantaged11,4445,06712,4194,28013,0583,541
English Learners1,1793941,3293811,568388
Homeless228259435300443295
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

A student is considered chronically absent if he or she misses 10 percent of the school year.

Student Achievement by Proficiency Level

Reading

Writing

Math

Science

History

  Advanced   Proficient

The above charts display the percentage of students who performed at the proficient and advanced levels on Standards of Learning and other state assessments in reading, writing, mathematics, science and history/social science during the 2023-2024 school year.

For more information

School Quality Profiles were developed by the state Board of Education to more effectively communicate to parents and the public about the performance of Virginia's public schools and the factors that can impact student learning and achievement. School Quality Profiles are available for all public schools, school divisions, and for the state at schoolquality.virginia.gov.

Additional information about the commonwealth's public schools is available on the Virginia Department of Education website at www.doe.virginia.gov.