General Information

Category: School




Enrollment: 1,292,826

Students with Dissabilities: 13.0%
Economically Disadvantaged: 41.1%
English Learners: 12.3%

Latest data available are displayed as of February 14, 2017.

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 SubgroupStudents in CohortGraduatesOn-Time Graduation RateCompletersCompletion RateCohort DropoutsCohort Dropout Rate
All Students953388691291.28801492.354985.8
American Indian29626188.226589.5279.1
Native Hawaiian13612994.912994.942.9
Two or more races4242393092.6397793.81744.1
Students with Disabilities11210976687.1995088.8117310.5
Economically Disadvantaged312162700986.52753388.226408.5
English Learners6880507873.8513674.7162523.6
Foster Care28720671.821775.64716.4
Military Connected2810274997.8276298.320.7
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Gap Group 1 = Students with Disabilities, English Language Learners, Economically Disadvantaged Students (unduplicated)
Gap Group 2 = Black Students
Gap Group 3 = Hispanic Students
Unduplicated = Students are able to be in two gap groups

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 Subgroup

2017 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
All Students128424812881661292826
American Indian370435883489
Native Hawaiian198419742047
Two or more races657546884171617
Students with Disabilities160478163027167380
Not Students with Disabilities112377011251391125446
Economically Disadvantaged500007488566530265
Not Economically Disadvantaged784241799600762561
English Learners129369154039159139
Not English Learners115487911341271133687
Military Connected479235651865799
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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


Percent of Students Absent

Percent of Students Absent 2016-2017 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
All Students1192480690252579735990119017273567278633827611851397703329316411811174161853303255745249
American Indian36253029414634682759913432512821121553107286105185
Native Hawaiian17111082756202211143531891109355318711283342
Two or more races56828331212511567593143668137417176130640521492198963239468216912270
Students with Disabilities1401821225752927788140832127565413809214410513623583292521427761492965139945
Economically Disadvantaged476184420091696122910471617435631797524000461697448521868525640462077505592119829427
English Learners1263666841244935961273397464265940351282378585318849821515721120740126538
LEGEND< = A group below state definition for personally identifiable results
- = No data for group
* = Data not yet available
Unduplicated = Students are able to be in two gap groups

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

Student Achievement by Proficiency Level






  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 2017-2018 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

Additional information about the commonwealth’s public schools is available on the Virginia Department of Education website at