Virginia State Quality Profile

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	55	69	31	15	59	73	27
Female	15	57	72	28	16	60	76	24
Male	13	54	67	33	13	57	71	29
American Indian	10	58	68	32	12	62	74	26
Asian	26	59	85	15	28	60	88	12
Black	7	48	54	46	7	53	60	40
Hispanic	7	47	54	46	7	52	60	40
Native Hawaiian	14	61	75	25	15	63	78	22
White	17	61	78	22	19	63	82	18
Multiple Races	16	58	74	26	17	61	78	22
Students with Disabilities	9	31	40	60	7	36	43	57
Students without Disabilities	15	59	74	26	16	62	78	22
Economically Disadvantaged	6	48	54	46	6	53	59	41
Not Economically Disadvantaged	19	61	80	20	21	63	83	17
English Learners	2	21	24	76	2	31	32	68
Migrant	6	22	28	72	1	34	34	66
Homeless	4	36	40	60	4	40	44	56
Military Connected	18	64	82	18	20	66	85	15
Foster Care	16	53	69	31	6	51	57	43
Grade 3 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	52	61	39	11	57	68	32
Female	11	54	64	36	12	59	70	30
Male	9	50	59	41	9	55	65	35
American Indian	5	56	60	40	8	61	69	31
Asian	17	61	78	22	19	64	83	17
Black	4	40	45	55	5	49	53	47
Hispanic	4	38	43	57	5	46	51	49
Native Hawaiian	11	54	65	35	11	66	78	22
White	13	59	72	28	14	63	77	23
Multiple Races	10	57	67	33	13	60	73	27
Students with Disabilities	9	30	38	62	6	37	42	58
Students without Disabilities	10	55	65	35	11	60	72	28
Economically Disadvantaged	4	41	45	55	5	48	53	47
Not Economically Disadvantaged	14	60	74	26	15	64	79	21
English Learners	2	27	28	72	2	39	40	60
Migrant	-	25	25	75	-	24	24	76
Homeless	2	30	33	67	2	34	36	64
Military Connected	15	62	76	24	16	66	82	18
Foster Care	11	52	63	37	4	49	53	47
Grade 4 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	54	68	32	15	57	72	28
Female	15	56	71	29	17	57	74	26
Male	13	53	65	35	14	56	70	30
American Indian	11	59	70	30	13	61	74	26
Asian	23	61	84	16	26	60	86	14
Black	7	45	51	49	7	50	57	43
Hispanic	6	44	50	50	8	50	58	42
Native Hawaiian	12	68	80	20	13	61	75	25
White	18	60	78	22	20	61	81	19
Multiple Races	16	57	73	27	17	61	78	22
Students with Disabilities	11	32	42	58	8	37	45	55
Students without Disabilities	14	58	72	28	16	60	76	24
Economically Disadvantaged	6	46	52	48	7	51	58	42
Not Economically Disadvantaged	20	60	79	21	22	61	83	17
English Learners	2	29	31	69	2	40	42	58
Migrant	7	7	14	86	-	47	47	53
Homeless	4	32	35	65	4	37	42	58
Military Connected	20	63	83	17	22	64	85	15
Foster Care	17	55	71	29	8	51	59	41
Grade 5 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	11	56	66	34	10	62	72	28
Female	11	57	69	31	11	64	75	25
Male	10	54	64	36	10	60	70	30
American Indian	4	63	67	33	7	66	73	27
Asian	20	64	84	16	20	67	87	13
Black	5	44	50	50	5	53	58	42
Hispanic	5	45	50	50	5	54	59	41
Native Hawaiian	5	62	67	33	9	70	79	21
White	13	63	76	24	13	68	81	19
Multiple Races	12	58	70	30	13	65	78	22
Students with Disabilities	9	30	39	61	5	37	43	57
Students without Disabilities	11	60	71	29	11	66	77	23
Economically Disadvantaged	5	46	51	49	4	54	58	42
Not Economically Disadvantaged	15	63	78	22	15	68	83	17
English Learners	2	16	18	82	1	33	34	66
Migrant	-	21	21	79	-	13	13	87
Homeless	4	32	36	64	4	41	44	56
Military Connected	15	65	80	20	15	71	86	14
Foster Care	13	52	65	35	6	55	61	39
Grade 6 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	14	55	69	31	14	56	70	30
Female	15	56	71	29	15	58	73	27
Male	13	53	67	33	13	55	68	32
American Indian	11	57	68	32	10	59	69	31
Asian	29	57	86	14	30	58	88	12
Black	6	46	52	48	6	49	55	45
Hispanic	7	48	55	45	7	49	56	44
Native Hawaiian	16	64	80	20	12	57	69	31
White	17	60	77	23	18	62	80	20
Multiple Races	16	58	74	26	16	59	75	25
Students with Disabilities	9	29	39	61	7	33	40	60
Students without Disabilities	15	59	74	26	15	60	75	25
Economically Disadvantaged	6	48	54	46	5	50	56	44
Not Economically Disadvantaged	20	60	80	20	21	61	82	18
English Learners	3	14	17	83	1	19	21	79
Migrant	13	7	20	80	-	43	43	57
Homeless	3	35	38	62	3	36	39	61
Military Connected	19	63	82	18	19	65	84	16
Foster Care	18	54	72	28	6	46	52	48
Grade 7 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	58	71	29	12	60	72	28
Female	14	59	73	27	13	61	74	26
Male	11	56	68	32	11	59	70	30
American Indian	9	58	67	33	6	65	71	29
Asian	28	61	89	11	25	63	88	12
Black	5	49	55	45	5	52	58	42
Hispanic	6	51	57	43	6	54	60	40
Native Hawaiian	16	59	75	25	17	64	81	19
White	15	62	78	22	15	65	80	20
Multiple Races	15	60	75	25	14	63	77	23
Students with Disabilities	9	30	39	61	7	32	39	61
Students without Disabilities	13	62	75	25	13	65	77	23
Economically Disadvantaged	5	50	56	44	5	54	59	41
Not Economically Disadvantaged	18	63	81	19	17	65	82	18
English Learners	3	17	19	81	2	19	20	80
Migrant	7	33	40	60	6	25	31	69
Homeless	4	39	43	57	4	40	44	56
Military Connected	16	66	82	18	17	69	86	14
Foster Care	18	50	68	32	5	50	55	45
Grade 8 English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	13	56	69	31	12	59	72	28
Female	15	58	72	28	14	61	75	25
Male	12	55	66	34	11	58	68	32
American Indian	9	59	68	32	10	63	73	27
Asian	28	59	87	13	27	63	89	11
Black	6	48	54	46	6	52	58	42
Hispanic	7	49	56	44	6	53	59	41
Native Hawaiian	11	60	70	30	13	59	72	28
White	15	61	77	23	15	64	79	21
Multiple Races	15	57	73	27	14	62	76	24
Students with Disabilities	9	27	36	64	7	31	37	63
Students without Disabilities	14	61	74	26	13	64	77	23
Economically Disadvantaged	6	48	54	46	5	52	58	42
Not Economically Disadvantaged	18	61	79	21	17	65	82	18
English Learners	2	13	15	85	2	19	21	79
Migrant	11	26	37	63	-	39	39	61
Homeless	2	38	40	60	5	40	45	55
Military Connected	17	64	81	19	17	67	83	17
Foster Care	13	51	64	36	6	46	52	48
EOC English Reading Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	22	58	81	19	27	59	85	15
Female	24	59	83	17	28	59	87	13
Male	21	58	79	21	26	58	84	16
American Indian	20	56	77	23	27	59	86	14
Asian	37	50	87	13	44	47	92	8
Black	11	59	70	30	13	63	77	23
Hispanic	13	57	70	30	16	58	74	26
Native Hawaiian	26	58	83	17	26	65	91	9
White	27	60	87	13	34	58	92	8
Multiple Races	25	60	85	15	32	58	90	10
Students with Disabilities	11	39	50	50	11	47	57	43
Students without Disabilities	24	61	85	15	29	60	89	11
Economically Disadvantaged	12	58	69	31	14	62	75	25
Not Economically Disadvantaged	28	59	87	13	35	57	91	9
English Learners	3	18	21	79	2	26	28	72
Migrant	6	29	35	65	-	41	41	59
Homeless	8	53	61	39	7	59	65	35
Military Connected	26	62	89	11	35	57	93	7
Foster Care	21	55	76	24	8	56	64	36
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Writing Performance: All Students

Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					17	47	65	35
Female					21	50	71	29
Male					14	45	59	41
American Indian					15	49	64	36
Asian					43	45	88	12
Black					7	41	47	53
Hispanic					11	46	56	44
Native Hawaiian					21	55	76	24
White					22	52	73	27
Multiple Races					20	49	69	31
Students with Disabilities					3	21	24	76
Students without Disabilities					19	51	70	30
Economically Disadvantaged					7	42	49	51
Not Economically Disadvantaged					24	51	76	24
English Learners					2	17	18	82
Migrant					6	41	47	53
Homeless					4	30	34	66
Military Connected					23	54	77	23
Foster Care					3	28	30	70
Grade 8 Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					13	44	57	43
Female					16	48	63	37
Male					10	40	50	50
American Indian					11	45	56	45
Asian					37	48	86	14
Black					5	33	38	62
Hispanic					8	41	49	51
Native Hawaiian					15	53	67	33
White					15	49	64	36
Multiple Races					15	44	59	41
Students with Disabilities					1	13	15	85
Students without Disabilities					14	48	62	38
Economically Disadvantaged					5	35	41	59
Not Economically Disadvantaged					19	50	69	31
English Learners					2	16	17	83
Migrant					9	36	45	55
Homeless					3	24	27	73
Military Connected					16	52	68	32
Foster Care					3	23	26	74
EOC Writing Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					23	52	74	26
Female					27	52	79	21
Male					19	51	70	30
American Indian					20	52	72	28
Asian					48	43	90	10
Black					8	49	58	42
Hispanic					13	50	63	37
Native Hawaiian					28	58	86	14
White					30	55	85	15
Multiple Races					27	54	81	19
Students with Disabilities					4	31	35	65
Students without Disabilities					25	54	79	21
Economically Disadvantaged					9	50	59	41
Not Economically Disadvantaged					30	53	83	17
English Learners					1	18	19	81
Migrant					<	<	<	<
Homeless					4	40	44	56
Military Connected					30	57	86	14
Foster Care					2	33	35	65
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Math Performance: All Students

Mathematics results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 2020-2021 math results reflect reduced student participation in state math assessments due to COVID-19. The wide variations in participation rates and learning conditions should be taken into consideration when reviewing 2020-2021 data.

select test

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.

Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	47	54	46	9	57	66	34
Female	6	48	54	46	9	58	67	33
Male	8	47	54	46	10	56	66	34
American Indian	6	46	52	48	9	57	66	34
Asian	21	58	79	21	27	58	86	14
Black	3	31	34	66	3	46	49	51
Hispanic	3	35	38	62	4	49	53	47
Native Hawaiian	7	53	60	40	9	61	70	30
White	8	56	64	36	12	65	76	24
Multiple Races	7	50	57	43	11	59	70	30
Students with Disabilities	8	23	31	69	4	35	39	61
Students without Disabilities	7	51	58	42	10	60	71	29
Economically Disadvantaged	3	34	37	63	3	48	52	48
Not Economically Disadvantaged	10	57	67	33	14	64	77	23
English Learners	2	19	21	79	2	35	36	64
Migrant	4	28	31	69	2	39	41	59
Homeless	2	21	23	77	2	32	34	66
Military Connected	9	59	67	33	13	67	79	21
Foster Care	9	48	57	43	3	47	50	50
Grade 3 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	46	54	46	10	56	67	33
Female	6	45	51	49	9	56	65	35
Male	9	47	56	44	12	57	68	32
American Indian	9	45	54	46	12	57	68	32
Asian	18	56	75	25	24	60	84	16
Black	3	27	30	70	3	44	48	52
Hispanic	3	31	34	66	4	48	52	48
Native Hawaiian	12	47	59	41	10	61	72	28
White	10	57	66	34	14	64	78	22
Multiple Races	8	50	57	43	11	60	71	29
Students with Disabilities	8	25	33	67	5	36	41	59
Students without Disabilities	8	49	57	43	11	59	71	29
Economically Disadvantaged	3	31	34	66	4	47	51	49
Not Economically Disadvantaged	11	57	68	32	16	63	79	21
English Learners	2	23	24	76	2	41	44	56
Migrant	-	24	24	76	-	25	25	75
Homeless	2	19	21	79	2	28	29	71
Military Connected	10	60	69	31	14	67	81	19
Foster Care	9	48	58	42	3	53	56	44
Grade 4 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	9	46	56	44	12	54	66	34
Female	8	46	54	46	10	55	65	35
Male	11	46	57	43	14	53	67	33
American Indian	10	48	58	42	12	59	71	29
Asian	25	54	80	20	31	54	85	15
Black	3	29	33	67	4	42	45	55
Hispanic	4	33	36	64	5	46	52	48
Native Hawaiian	10	52	62	38	14	61	75	25
White	11	56	67	33	15	62	77	23
Multiple Races	10	49	59	41	13	56	70	30
Students with Disabilities	10	24	33	67	5	34	38	62
Students without Disabilities	9	50	59	41	13	57	70	30
Economically Disadvantaged	4	33	37	63	4	46	49	51
Not Economically Disadvantaged	14	56	69	31	18	60	78	22
English Learners	2	22	23	77	2	39	41	59
Migrant	6	13	19	81	-	26	26	74
Homeless	2	19	21	79	2	27	28	72
Military Connected	13	59	72	28	17	63	80	20
Foster Care	11	50	60	40	6	47	53	47
Grade 5 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	43	51	49	11	53	64	36
Female	7	43	50	50	9	55	64	36
Male	9	43	52	48	12	52	64	36
American Indian	6	45	51	49	13	50	63	37
Asian	20	53	73	27	27	57	84	16
Black	3	27	30	70	4	42	46	54
Hispanic	3	31	34	66	5	46	50	50
Native Hawaiian	7	54	60	40	12	63	76	24
White	10	53	63	37	14	61	75	25
Multiple Races	7	46	54	46	12	57	68	32
Students with Disabilities	8	21	29	71	4	32	36	64
Students without Disabilities	8	47	55	45	12	57	69	31
Economically Disadvantaged	3	31	34	66	4	45	49	51
Not Economically Disadvantaged	11	53	65	35	16	61	76	24
English Learners	2	13	15	85	1	31	32	68
Migrant	-	21	21	79	-	27	27	73
Homeless	2	18	20	80	2	29	31	69
Military Connected	12	55	67	33	15	65	80	20
Foster Care	9	48	57	43	5	43	48	52
Grade 6 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	39	45	55	8	50	57	43
Female	5	39	44	56	7	51	57	43
Male	6	40	46	54	9	49	58	42
American Indian	3	40	43	57	6	44	49	51
Asian	16	55	71	29	22	58	79	21
Black	3	22	24	76	3	36	39	61
Hispanic	2	27	30	70	3	41	44	56
Native Hawaiian	4	44	48	52	4	50	53	47
White	6	49	55	45	10	59	69	31
Multiple Races	6	43	49	51	9	53	62	38
Students with Disabilities	9	17	25	75	4	29	33	67
Students without Disabilities	5	44	48	52	8	54	62	38
Economically Disadvantaged	2	26	29	71	3	40	43	57
Not Economically Disadvantaged	8	51	59	41	12	59	71	29
English Learners	3	9	12	88	1	21	22	78
Migrant	7	7	14	86	-	43	43	57
Homeless	1	15	17	83	1	21	22	78
Military Connected	5	52	58	42	10	63	73	27
Foster Care	16	41	57	43	3	41	44	56
Grade 7 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	38	45	55	7	48	55	45
Female	6	39	45	55	7	49	56	44
Male	7	37	45	55	8	47	55	45
American Indian	9	35	44	56	5	53	58	42
Asian	26	52	78	22	27	53	80	20
Black	3	21	24	76	2	34	36	64
Hispanic	2	26	28	72	3	39	42	58
Native Hawaiian	6	44	50	50	8	51	60	40
White	7	47	54	46	9	57	66	34
Multiple Races	7	40	47	53	8	50	59	41
Students with Disabilities	10	15	25	75	4	25	29	71
Students without Disabilities	6	43	49	51	8	53	61	39
Economically Disadvantaged	3	25	28	72	2	38	41	59
Not Economically Disadvantaged	10	49	59	41	12	57	68	32
English Learners	3	9	11	89	1	18	19	81
Migrant	-	47	47	53	6	35	41	59
Homeless	2	16	18	82	2	22	23	77
Military Connected	6	47	53	47	8	60	68	32
Foster Care	5	31	36	64	2	39	41	59
Grade 8 Mathematics Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	3	39	43	57	5	52	57	43
Female	3	41	44	56	5	54	59	41
Male	4	38	42	58	5	51	56	44
American Indian	3	32	35	65	5	49	54	46
Asian	9	60	69	31	18	63	81	19
Black	2	23	25	75	2	40	41	59
Hispanic	2	28	30	70	2	43	45	55
Native Hawaiian	4	44	49	51	5	55	59	41
White	4	48	52	48	7	61	67	33
Multiple Races	3	42	45	55	6	57	63	37
Students with Disabilities	8	16	24	76	2	28	30	70
Students without Disabilities	2	44	46	54	6	57	62	38
Economically Disadvantaged	2	27	29	71	2	42	44	56
Not Economically Disadvantaged	4	49	54	46	8	61	68	32
English Learners	3	11	14	86	1	21	21	79
Migrant	7	-	7	93	-	56	56	44
Homeless	1	15	16	84	1	29	30	70
Military Connected	5	55	60	40	8	65	73	27
Foster Care	7	44	51	49	1	37	38	62
Algebra I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	57	63	37	9	71	80	20
Female	6	60	66	34	9	73	82	18
Male	5	55	60	40	9	70	78	22
American Indian	5	56	61	39	7	71	78	22
Asian	22	63	85	15	30	62	93	7
Black	2	47	49	51	3	69	72	28
Hispanic	2	49	51	49	4	67	72	28
Native Hawaiian	4	69	73	27	12	69	82	18
White	6	64	69	31	11	75	86	14
Multiple Races	6	59	65	35	10	73	83	17
Students with Disabilities	1	39	39	61	2	58	60	40
Students without Disabilities	6	60	66	34	10	73	83	17
Economically Disadvantaged	2	48	51	49	3	69	73	27
Not Economically Disadvantaged	8	63	71	29	13	73	86	14
English Learners	1	33	34	66	1	55	56	44
Migrant	3	59	62	38	5	53	58	42
Homeless	1	36	37	63	1	59	61	39
Military Connected	6	66	73	27	13	77	90	10
Foster Care	5	55	60	40	1	61	62	38
Geometry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	7	66	73	27	12	69	80	20
Female	7	67	74	26	11	70	81	19
Male	8	65	73	27	12	67	79	21
American Indian	4	61	66	34	8	72	80	20
Asian	23	67	90	10	32	61	93	7
Black	2	50	52	48	3	58	61	39
Hispanic	3	57	60	40	5	62	67	33
Native Hawaiian	7	63	70	30	8	72	79	21
White	7	73	79	21	11	76	87	13
Multiple Races	8	68	76	24	14	69	83	17
Students with Disabilities	3	36	39	61	4	42	45	55
Students without Disabilities	7	67	75	25	12	70	82	18
Economically Disadvantaged	3	53	55	45	4	60	64	36
Not Economically Disadvantaged	9	71	80	20	14	72	86	14
English Learners	1	22	23	77	1	27	28	72
Migrant	<	<	<	<	<	<	100	0
Homeless	1	41	42	58	2	41	43	57
Military Connected	7	74	80	20	12	74	86	14
Foster Care	2	72	74	26	7	40	47	53
Algebra II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	12	66	78	22	16	69	86	14
Female	12	66	78	22	15	70	85	15
Male	13	65	78	22	18	68	87	13
American Indian	-	79	79	21	17	62	79	21
Asian	31	62	93	7	36	58	94	6
Black	3	54	57	43	5	69	73	27
Hispanic	6	60	66	34	9	68	77	23
Native Hawaiian	14	48	62	38	16	75	91	9
White	11	70	82	18	14	74	88	12
Multiple Races	11	68	79	21	16	70	87	13
Students with Disabilities	8	42	50	50	11	53	64	36
Students without Disabilities	13	66	79	21	17	70	86	14
Economically Disadvantaged	5	56	60	40	8	69	77	23
Not Economically Disadvantaged	14	68	82	18	19	70	88	12
English Learners	4	34	38	62	4	54	58	42
Migrant	<	<	<	<	<	<	<	<
Homeless	3	49	51	49	5	64	69	31
Military Connected	8	65	73	27	13	74	87	13
Foster Care	<	<	<	<	<	<	<	<
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Science Performance: All Students

Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	51	59	41	9	56	65	35
Female	7	52	59	41	8	56	64	36
Male	9	51	60	40	11	55	66	34
American Indian	4	53	57	43	9	55	64	36
Asian	20	60	80	20	22	62	84	16
Black	2	36	39	61	3	43	46	54
Hispanic	3	39	42	58	4	46	50	50
Native Hawaiian	7	54	61	39	9	58	66	34
White	10	60	70	30	12	64	76	24
Multiple Races	9	54	63	37	11	60	71	29
Students with Disabilities	5	25	31	69	6	30	36	64
Students without Disabilities	8	55	64	36	10	60	70	30
Economically Disadvantaged	3	38	40	60	4	45	49	51
Not Economically Disadvantaged	11	60	72	28	14	63	77	23
English Learners	1	10	12	88	1	19	20	80
Migrant	3	25	28	72	5	32	37	63
Homeless	1	24	26	74	2	29	31	69
Military Connected	11	61	73	27	13	67	79	21
Foster Care	7	46	53	47	5	39	44	56
Grade 5 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	40	50	50	13	47	61	39
Female	8	39	48	52	12	47	59	41
Male	11	41	52	48	15	48	62	38
American Indian	6	39	45	55	16	45	61	39
Asian	21	50	71	29	26	53	79	21
Black	3	24	27	73	5	34	39	61
Hispanic	4	27	31	69	6	39	45	55
Native Hawaiian	8	44	52	48	13	49	62	38
White	12	50	62	38	18	55	73	27
Multiple Races	10	42	53	47	15	51	66	34
Students with Disabilities	7	21	28	72	7	27	34	66
Students without Disabilities	10	43	53	47	14	51	65	35
Economically Disadvantaged	3	27	31	69	5	38	43	57
Not Economically Disadvantaged	14	50	64	36	19	55	74	26
English Learners	1	8	9	91	2	21	23	77
Migrant	-	13	13	87	-	20	20	80
Homeless	2	16	19	81	3	23	25	75
Military Connected	14	51	65	35	17	59	77	23
Foster Care	14	39	53	47	7	40	47	53
Grade 8 Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	6	52	58	42	6	55	61	39
Female	5	52	57	43	5	55	60	40
Male	7	52	59	41	7	55	62	38
American Indian	1	56	57	43	4	55	59	41
Asian	18	65	82	18	18	67	84	16
Black	2	33	35	65	2	39	41	59
Hispanic	3	39	41	59	2	44	46	54
Native Hawaiian	4	52	56	44	5	54	58	42
White	8	60	68	32	8	65	72	28
Multiple Races	7	55	62	38	8	61	68	32
Students with Disabilities	6	23	29	71	4	27	31	69
Students without Disabilities	7	56	62	38	6	59	66	34
Economically Disadvantaged	2	37	39	61	2	42	44	56
Not Economically Disadvantaged	9	62	71	29	9	65	74	26
English Learners	2	8	10	90	1	13	14	86
Migrant	6	25	31	69	-	42	42	58
Homeless	1	22	23	77	2	26	27	73
Military Connected	8	64	72	28	8	68	76	24
Foster Care	5	46	51	49	3	40	43	57
Biology Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	8	58	66	34	10	60	70	30
Female	8	60	67	33	9	62	71	29
Male	9	56	65	35	11	58	68	32
American Indian	4	57	61	39	8	61	69	31
Asian	22	63	85	15	24	62	86	14
Black	2	45	47	53	2	50	52	48
Hispanic	3	47	50	50	4	51	55	45
Native Hawaiian	8	64	71	29	8	67	75	25
White	10	65	76	24	13	67	80	20
Multiple Races	10	61	72	28	12	64	76	24
Students with Disabilities	2	28	30	70	3	33	35	65
Students without Disabilities	9	61	71	29	11	64	74	26
Economically Disadvantaged	2	45	48	52	3	51	54	46
Not Economically Disadvantaged	12	65	77	23	14	66	80	20
English Learners	-	12	12	88	-	19	20	80
Migrant	4	25	29	71	9	26	35	65
Homeless	1	32	33	67	2	36	38	62
Military Connected	12	67	78	22	13	70	83	17
Foster Care	4	52	56	44	3	39	42	58
Chemistry Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	10	42	52	48	12	52	64	36
Female	8	41	49	51	10	52	61	39
Male	13	42	55	45	13	53	67	33
American Indian	<	<	<	<	<	<	<	<
Asian	31	47	78	22	27	57	84	16
Black	1	22	23	77	2	40	43	57
Hispanic	3	28	32	68	4	41	44	56
Native Hawaiian	<	<	<	<	<	<	<	<
White	10	51	61	39	13	62	76	24
Multiple Races	6	56	62	38	13	53	65	35
Students with Disabilities	2	9	11	89	3	25	27	73
Students without Disabilities	11	43	54	46	12	54	66	34
Economically Disadvantaged	2	21	23	77	2	38	40	60
Not Economically Disadvantaged	13	48	61	39	15	58	73	27
English Learners	1	21	22	78	1	25	26	74
Homeless	-	20	20	80	-	35	35	65
Military Connected	8	57	65	35	9	62	71	29
Foster Care	<	<	100	0	<	<	<	<
Earth Science Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students	5	61	67	33	7	66	72	28
Female	5	61	65	35	6	66	71	29
Male	6	62	68	32	7	66	73	27
American Indian	4	64	68	32	5	60	65	35
Asian	11	69	80	20	15	71	86	14
Black	1	46	47	53	1	54	55	45
Hispanic	2	49	52	48	3	54	57	43
Native Hawaiian	8	63	71	29	9	69	78	22
White	7	69	76	24	9	74	83	17
Multiple Races	6	63	69	31	7	70	76	24
Students with Disabilities	1	33	34	66	1	40	41	59
Students without Disabilities	6	65	71	29	7	70	77	23
Economically Disadvantaged	2	48	50	50	2	56	58	42
Not Economically Disadvantaged	7	68	75	25	9	72	82	18
English Learners	-	15	15	85	-	22	22	78
Migrant	<	<	<	<	<	<	<	<
Homeless	-	36	36	64	1	42	43	57
Military Connected	8	71	79	21	11	77	87	13
Foster Care	-	38	38	63	4	41	45	55
< = 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 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					16	50	66	34
Female					14	51	65	35
Male					18	49	67	33
American Indian					16	53	68	32
Asian					35	51	87	13
Black					6	41	47	53
Hispanic					9	46	56	44
Native Hawaiian					17	55	72	28
White					21	55	76	24
Multiple Races					17	52	69	31
Students with Disabilities					5	30	35	65
Students without Disabilities					18	52	70	30
Economically Disadvantaged					8	44	51	49
Not Economically Disadvantaged					23	54	77	23
English Learners					3	27	30	70
Migrant					-	43	43	57
Homeless					4	33	37	63
Military Connected					23	57	80	20
Foster Care					7	36	43	57
VA & US History Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					3	36	38	62
Female					2	36	39	61
Male					3	36	38	62
American Indian					-	42	42	58
Asian					7	54	61	39
Black					1	25	26	74
Hispanic					1	25	26	74
Native Hawaiian					6	69	75	25
White					4	50	54	46
Multiple Races					2	46	48	52
Students with Disabilities					-	17	18	82
Students without Disabilities					3	41	44	56
Economically Disadvantaged					1	25	26	74
Not Economically Disadvantaged					4	47	51	49
English Learners					-	12	12	88
Migrant					<	<	<	<
Homeless					1	23	24	76
Military Connected					5	69	74	26
Foster Care					-	21	21	79
World History I Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					10	56	66	34
Female					9	57	65	35
Male					12	55	67	33
American Indian					9	55	64	36
Asian					26	62	89	11
Black					4	45	48	52
Hispanic					6	50	56	44
Native Hawaiian					10	66	77	23
White					13	63	76	24
Multiple Races					11	59	70	30
Students with Disabilities					3	34	37	63
Students without Disabilities					11	59	70	30
Economically Disadvantaged					4	47	51	49
Not Economically Disadvantaged					15	63	77	23
English Learners					1	28	29	71
Migrant					-	53	53	47
Homeless					4	33	37	63
Military Connected					17	65	82	18
Foster Care					7	35	42	58
World History II Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					7	41	48	52
Female					4	40	45	55
Male					9	42	51	49
American Indian					-	47	47	53
Asian					24	54	77	23
Black					2	27	29	71
Hispanic					4	34	37	63
Native Hawaiian					6	50	56	44
White					8	51	59	41
Multiple Races					7	42	49	51
Students with Disabilities					2	20	21	79
Students without Disabilities					7	43	51	49
Economically Disadvantaged					2	28	31	69
Not Economically Disadvantaged					10	50	60	40
English Learners					1	12	13	87
Migrant					<	<	100	0
Homeless					1	30	31	69
Military Connected					9	54	63	37
Foster Care					-	19	19	81
Geography Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					6	61	66	34
Female					4	61	65	35
Male					7	61	67	33
American Indian					4	63	67	33
Asian					11	72	83	17
Black					1	44	45	55
Hispanic					3	51	54	46
Native Hawaiian					5	67	72	28
White					8	70	78	22
Multiple Races					7	65	72	28
Students with Disabilities					1	31	32	68
Students without Disabilities					6	65	71	29
Economically Disadvantaged					2	49	52	48
Not Economically Disadvantaged					9	71	79	21
English Learners					-	22	22	78
Migrant					<	<	<	<
Homeless					1	34	35	65
Military Connected					8	74	81	19
Foster Care					2	36	39	61
Civics & Econ Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					19	51	70	30
Female					17	53	70	30
Male					21	49	71	29
American Indian					19	54	73	27
Asian					42	48	90	10
Black					8	46	54	46
Hispanic					11	52	63	37
Native Hawaiian					21	51	72	28
White					25	54	79	21
Multiple Races					20	52	72	28
Students with Disabilities					5	30	35	65
Students without Disabilities					21	54	75	25
Economically Disadvantaged					9	48	57	43
Not Economically Disadvantaged					27	54	81	19
English Learners					2	25	27	73
Migrant					-	64	64	36
Homeless					5	38	43	57
Military Connected					26	57	83	17
Foster Care					5	40	46	54
VA Studies Performance	2020-2021				2021-2022
Student Subgroup	Advanced	Proficient	Passed	Failed	Advanced	Proficient	Passed	Failed
All Students					24	42	66	34
Female					21	43	64	36
Male					28	40	68	32
American Indian					25	50	74	26
Asian					46	40	86	14
Black					10	35	45	55
Hispanic					16	42	57	43
Native Hawaiian					26	44	70	30
White					32	45	76	24
Multiple Races					25	44	69	31
Students with Disabilities					9	28	37	63
Students without Disabilities					27	44	70	30
Economically Disadvantaged					12	39	51	49
Not Economically Disadvantaged					34	44	78	22
English Learners					7	35	42	58
Migrant					-	45	45	55
Homeless					5	30	35	65
Military Connected					34	47	80	20
Foster Care					16	42	58	42
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

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

	2020-2021	2021-2022
State	1,324	4,006
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.

Enrollment

Fall Membership by Grade

Grade	2020-2021	2021-2022	2022-2023
Pre-kindergarten	28,842	32,546	35,874
Kindergarten	80,599	87,375	86,517
Grade 1	89,227	87,195	93,004
Grade 2	89,891	89,563	89,390
Grade 3	91,038	90,018	91,063
Grade 4	91,840	90,914	91,621
Grade 5	92,711	91,393	92,506
Grade 6	95,602	92,458	92,636
Grade 7	99,000	95,115	93,320
Grade 8	99,573	98,931	96,289
Grade 9	103,007	109,631	108,877
Grade 10	101,593	98,272	104,319
Grade 11	95,502	94,112	93,621
Grade 12	94,485	94,574	94,463
Post Graduate	84	76	80
Total Students	1,252,994	1,252,173	1,263,580

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

Fall Membership by Subgroups

2022 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30. Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:

Is eligible for Free/Reduced Meals;
Receives Temporary Assistance for Needy Families;
Is eligible for Medicaid; or
Is a migrant or is experiencing homelessness.

Fall Membership by Subgroup
Subgroup	2020-2021	2021-2022	2022-2023
All Students	1252994	1252173	1263580
Female	608131	607519	611676
Male	644849	644146	651060
American Indian	3285	3220	3293
Asian	93252	92837	94973
Black	277039	273259	273613
Hispanic	218781	226233	236809
Native Hawaiian	2004	2027	1982
White	580704	573688	568562
Multiple Races	77929	80909	84348
Students with Disabilities	168042	169725	174315
Students without Disabilities	1084952	1082448	1089265
Economically Disadvantaged	511769	513623	556790
Not Economically Disadvantaged	741225	738550	706790
English Learners	160267	161225	172913
Not English Learners	1092727	1090948	1090667
Migrant	249	207	172
Homeless	7389	8006	8998
Military Connected	65970	69192	69555
Foster Care	2828	2837	2831
< = 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 2022: All Students

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.

Status of the Students in the 2021-2022 Cohort
Student Subgroup	Advanced Diplomas	Standard Diplomas	Other Diplomas	GED's	Dropouts	Other Non-Graduates
All Students	52168	36669	2129	747	5100	1879
Female	28664	15798	666	263	1813	760
Male	23482	20842	1460	484	3285	1118
American Indian	99	75	3	1	20	7
Asian	6086	1308	81	11	85	37
Black	8347	9965	765	162	1156	730
Hispanic	6301	7054	289	79	2275	395
Native Hawaiian	88	51	5	0	5	1
White	28377	16228	880	440	1364	623
Multiple Races	2870	1988	106	54	195	86
Students with Disabilities	1554	7408	2129	108	959	126
Economically Disadvantaged	12248	19244	1249	413	2860	1292
English Learners	1452	3819	261	24	1863	151
Migrant	4	3	1	0	3	0
Homeless	183	581	38	11	180	54
Military Connected	2322	1295	41	17	46	26
Foster Care	22	161	31	10	64	15
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Four-Year Virginia On-Time Graduation Rate

On-Time Graduation Rate Over Time: All Students

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

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

Status of Students After Four Years of High School
Students Subgroup	Students in Cohort	Graduates	On-Time Graduation Rate	Completers	Completion Rate	Cohort Dropouts	Cohort Dropout Rate
All Students	98,692	90,966	92	91,852	93	5,100	5
Female	47,964	45,128	94	45,462	95	1,813	4
Male	50,671	45,784	90	46,336	91	3,285	7
American Indian	205	177	86	178	87	20	10
Asian	7,608	7,475	98	7,489	98	85	1
Black	21,125	19,077	90	19,265	91	1,156	6
Hispanic	16,393	13,644	83	13,805	84	2,275	14
Native Hawaiian	150	144	96	144	96	5	3
White	47,912	45,485	95	45,951	96	1,364	3
Multiple Races	5,299	4,964	94	5,020	95	195	4
Students with Disabilities	12,322	11,091	90	11,228	91	959	8
Economically Disadvantaged	37,306	32,741	88	33,247	89	2,860	8
English Learners	7,595	5,532	73	5,642	74	1,863	25
Migrant	11	8	73	8	73	3	27
Homeless	1,047	802	77	815	78	180	17
Military Connected	3,747	3,658	98	3,675	98	46	1
Foster Care	303	214	71	224	74	64	21
< = 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	2019-2020	2020-2021	2021-2022
Advanced Placement Test Taken	58,407 / 14.83%	52,580 / 13.34%	62,074 / 15.66%
Advanced Placement Course Enrollment	89,596 / 22.75%	88,650 / 22.49%	82,633 / 20.85%
Dual Enrollment	42,802 / 10.87%	43,852 / 11.12%	41,460 / 10.46%
Governor's School Enrollment	6,275 / 1.59%	6,163 / 1.56%	6,222 / 1.57%
IB Course Enrollment	12,348 / 3.14%	12,090 / 3.07%	11,593 / 2.93%
Senior Enrolled in IB Program	1,499 / .38%	1,299 / .33%	1,379 / .35%

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

Postsecondary Enrollment

2018-2019 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.

2018-2019 FGI cohort year (students entering high school in 2015)
	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
	Total	Total HE	Remaining Percent
All Students	86,211	59,463	31
Female	43,379	32,579	25
Male	42,832	26,884	37
American Indian	220	135	39
Asian	6,380	5,553	13
Black	18,493	11,408	38
Hispanic	10,799	6,318	41
Native Hawaiian	124	82	34
White	46,061	33,076	28
Multiple Races	4,134	2,891	30
Students with Disabilities	7,527	3,575	53
Economically Disadvantaged	28,169	15,215	46
English Learners	5,296	2,828	47
< = 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
	2019-2020	2020-2021	2021-2022
NOCTI Assessments	511	1,542	2,590
State Licensures	333	1,077	1,236
Industry Certification	43,660	51,685	95,688
Workplace Readiness	26,627	16,885	44,348
Total Credentials Earned	71,131	71,189	143,862
Students Earning One or More Credentials	62,899	60,992	115,682
Armed Services Vocational Aptitude Battery Examination	917	302	761
CTE Completers	44,539	42,303	44,149

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

Finance

Percentage of Expenditures for Instruction

State

The state Board of Education prescribes the following major classifications for expenditures of school funds: instruction; administration, attendance and health; pupil transportation; operation and maintenance; school food services and other non-instructional operations; facilities, debt and fund transfers; technology; and contingency reserves. Instructional costs include the salaries and benefits paid to teachers, teacher aides, principals, assistant principals, librarians, and guidance counselors; expenditures for textbooks; and expenditures for students to participate in regional and virtual instructional programs.

School State - Percentage of Expenditures for Instruction
	2018-2019	2019-2020	2020-2021
Percentage of fiscal year state operating expenditures for instructional costs	66.9	67.5	67.4

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		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

State

The apportionment of the state funds for public education is the responsibility of the General Assembly, through the Appropriations Act. General fund appropriations serve as the mainstay of state support for the commonwealth's public schools, augmented by retail sales and use tax revenues, state lottery proceeds, and other sources. Counties, cities and towns comprising school divisions also support public education by providing the locality's share to maintain an educational program meeting the commonwealth's Standards of Quality and local match requirements for incentive and lottery-funded programs. . While public education is primarily a state and local responsibility, the federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates.

Sources of Financial Support Per-Pupil
	Local	State	Federal
2018-2019	$6,642	$5,388	$901
2019-2020	$6,770	$5,603	$867
2020-2021	$6,669	$6,185	$1,352

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2021-2022 School Year:

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

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

Absenteeism by Subgroup
	2020-2021		2021-2022
Subgroup	Below 10%	10% or Above	Below 10%	10% or Above
All Students	1,083,131	134,824	974,151	244,502
Female	531,426	60,794	472,967	118,652
Male	551,576	74,000	500,722	125,654
American Indian	2,738	405	2,314	773
Asian	89,060	3,042	81,723	10,475
Black	219,869	47,801	196,992	66,304
Hispanic	183,519	29,261	166,659	55,192
Native Hawaiian	1,783	209	1,598	386
White	518,933	45,463	461,816	95,627
Multiple Races	67,229	8,643	63,049	15,745
Students with Disabilities	139,704	26,309	122,664	43,777
Economically Disadvantaged	444,369	101,360	375,114	158,070
English Learners	138,661	21,675	130,601	38,024
Homeless	7,075	4,763	6,456	6,624
< = 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

2020-2021 Offenses
	Number of Offenses
Alcohol, Tobacco, and Other Drug Offenses	2,375
Disorderly or Disruptive Behavior Offenses	3,900
Other Offenses Against Persons	2,824
All Other Offenses	342
Property Offenses	123
Weapons Offenses	379
Offenses Against Staff	346
Offenses Against Student	908
Technology Offenses	261

< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Short-Term Suspensions	% Population	% Short-Term Suspensions
American Indian	0.3	0.3	0.3	0.3
Asian	7.2	0.9	7.5	0.9
Black	21.9	52.9	22.1	26.1
Hispanic	17	11.3	17.5	10.3
Native Hawaiian	0.2	0.1	0.2	0.1
White	47.6	28.9	46.4	54.2
Multiple Races	6	5.7	6.2	8
< = 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
	2019-2020		2020-2021
Subgroup	% Population	% Long-Term Suspensions	% Population	% Long-Term Suspensions
American Indian	0.3	0.4	0.3	0.8
Asian	7.2	1.6	7.5	1.6
Black	21.9	54.5	22.1	21.7
Hispanic	17	13.1	17.5	13.2
Native Hawaiian	0.2	0.2	0.2
White	47.6	24.1	46.4	55.8
Multiple Races	6	6.1	6.2	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
	2019-2020		2020-2021
Subgroup	% Population	% Expulsions	% Population	% Expulsions
American Indian	0.3		0.3
Asian	7.2		7.5
Black	21.9	50	22.1
Hispanic	17	9.6	17.5	40
Native Hawaiian	0.2	1.1	0.2
White	47.6	38.3	46.4	60
Multiple Races	6	1.1	6.2
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	45.6	45.6	45.6
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	44.8	44.8	44.8
< = 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
	2019-2020	2020-2021	2021-2022
	Percentage	Percentage	Percentage
All Students	69.5	69.5	69.5
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Civil Rights Data Collection

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

Teacher Quality

.

Student-Teacher Ratio

2020-2021 Grades K-7 Student Teacher Ratio: 12.15 : 1

2020-2021 Grades 8-12 Student Teacher Ratio: 12.52 : 1

Teacher Quality

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

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

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

Provisionally Licensed Teachers

Provisionally Licensed Teachers
	Poverty Level	All Teachers	Special Education Teachers

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

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2021-2022

No additional explanation available.

Teacher Educational Attainment
	Bachelor's Degree	Master's Degree	Doctoral Degree	Other
2019-2020	38%	58%	1%	3%
2020-2021	38%	58%	1%	3%
2021-2022	39%	56%	1%	4%
< = A group below state definition for personally identifiable results - = Not applicable or no data for group * = Data not yet available

Every Student Succeeds Act

.

ESSA Annual Targets and Long-Term Goals: Reading

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	71%	76%	75%	88%
Asian	82%	86%	91%	88%
Black	58%	64%	60%	88%
Hispanic	58%	63%	59%	88%
White	80%	84%	83%	88%
Multiple Races	76%	80%	81%	88%
Economically Disadvantaged	58%	63%	59%	88%
English Learners	49%	55%	47%	88%
Students with Disabilities	42%	46%	43%	88%

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

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

ESSA Annual Targets and Long-Term Goals: Mathematics

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	67%	76%	70%	85%
Asian	87%	91%	90%	85%
Black	49%	62%	51%	85%
Hispanic	54%	66%	53%	85%
White	77%	84%	79%	85%
Multiple Races	71%	80%	73%	85%
Economically Disadvantaged	52%	64%	52%	85%
English Learners	48%	61%	46%	85%
Students with Disabilities	38%	47%	40%	85%

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

The Every Student Succeeds Act of 2015 requires annual testing in mathematics in grades 3-8 and once during high school. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 70 percent of all students, and of all students in the student groups listed in this table, will be able to demonstrate grade-level proficiency by passing state mathematics tests. Annual targets for student groups reflect improvement upon base-line performance during the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to the previous year. Mathematics pass rates reported for high schools reflect the performance of a 12th-grade class of students who entered the ninth grade at the same time. Note: Under Virginia’s approved mathematics waiver from the U.S. Department of Education, students who are enrolled in advanced mathematics courses take the state mathematics test for the course in which they are enrolled. For more information about the mathematics waiver, see “ESSA Mathematics Waiver” in the Glossary. More information about ESSA implementation in Virginia is available on the Virginia Department of Education website. Detailed state assessment results — including results by test type and student groups — are available on VDOE’s Test Results Build-A-Table data tool.

ESSA Pass Rates: Science

Student Group	Current Rate
All Students	66%
Asian	85%
Black	46%
Hispanic	50%
White	76%
Multiple Races	71%
Economically Disadvantaged	48%
English Learners	38%
Students with Disabilities	35%

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

The Every Student Succeeds Act of 2015 requires that students take state tests in science at least once during elementary school, once during middle school and once during high school. Note: Science pass rates reported for high schools reflect the performance on the state Biology test of a 12th-grade class of students who entered the ninth grade at the same time.

Federal Graduation Indicator

Student Group	Current Rate	Annual Target	Long-Term Goal
All Students	89%	84%	84%
Asian	97%	90%	84%
Black	86%	82%	84%
Hispanic	78%	82%	84%
White	93%	86%	84%
Multiple Races	91%	89%	84%
Economically Disadvantaged	82%	80%	84%
English Learners	69%	71%	84%
Students with Disabilities	70%	65%	84%
Homeless	65%	-	-
Foster Care	55%	-	-

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for increasing the percentage of students who graduate with a Standard Diploma or Advanced Studies Diploma within four years of entering the ninth grade. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, at least 84 percent of all students, and of students in the student groups listed in this table, will earn a Standard Diploma or an Advanced Studies Diploma within four years. Annual targets for student groups reflect improvement upon base-line performance from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets must improve performance compared to previous year.

Chronic Absenteeism

Student Group	Current Rate	Three-Year Rate	Annual Target	Long-Term Goal
All Students	20%	14%	13%	10%
Asian	11%	8%	10%	10%
Black	25%	17%	14%	10%
Hispanic	25%	17%	14%	10%
White	17%	12%	14%	10%
Multiple Races	20%	20%	15%	10%
Economically Disadvantaged	30%	21%	17%	10%
English Learners	23%	15%	13%	10%
Students with Disabilities	26%	20%	18%	10%

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

The Every Student Succeeds Act of 2015 requires states to set annual and long-term targets for reducing chronic absenteeism. Virginia’s ESSA implementation plan expects that by the 2023-2024 school year, no more than 10 percent of all students, and of students in the student groups listed in this table, will be chronically absent. Annual targets for student groups reflect improvement upon base-line data from the 2015-2016 school year. Student groups meeting or exceeding annual or long-term targets for reducing chronic absenteeism must improve performance compared to the previous year.

English Learner Progress and Proficiency

English Learners	Percent	Annual Target	Long-Term Goal
English Learner Progress	49%	50%	58%
English Learner Proficiency	9%	-	-

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

The Every Student Succeeds Act of 2015 requires states to set annual targets and long-term goals for increasing the percentage of English learners making progress toward attaining English-language proficiency. Virginia also reports on the percentage of English learners who attain proficiency.

English Learners	Numerator	Denominator	Rate
English Learner Progress	36414	74326	49%
English Learner Proficiency	11347	120181	9%

ESSA Participation Rates

Student Group	English Reading Participation		Mathematics Participation		Science Participation
	Assessed	Not Assessed	Assessed	Not Assessed	Assessed	Not Assessed
All Students	97%	3%	99%	1%	98%	2%
Asian	94%	6%	99%	1%	99%	1%
Black	97%	3%	98%	2%	96%	4%
Hispanic	98%	2%	99%	1%	98%	2%
White	97%	3%	99%	1%	98%	2%
Multiple Races	97%	3%	99%	1%	98%	2%
Economically Disadvantaged	98%	2%	98%	2%	97%	3%
Not Economically Disadvantaged	97%	3%	99%	1%	98%	2%
English Learners	99%	1%	99%	1%	98%	2%
Students with Disabilities	97%	3%	98%	2%	95%	5%
Students without Disabilities	97%	3%	99%	1%	98%	2%
Female	97%	3%	99%	1%	98%	2%
Male	97%	3%	99%	1%	98%	2%
Migrant	100%	-	100%	-	100%	-

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

The Every Student Succeeds Act of 2015 requires states to assess at least 95 percent of students in reading and mathematics in grades 3-8, and to test at least 95 percent of students in reading and mathematics at least once during their high school careers. States also report on the percentage of students assessed in science in elementary school, middle school and in high school (Biology).

Growth in Reading and Mathematics

Student Group	Growth English Reading	Growth Mathematics
All Students	82%	79%
Asian	92%	92%
Black	72%	68%
Hispanic	75%	73%
White	87%	85%
Multiple Races	85%	82%
Economically Disadvantaged	73%	71%
English Learners	72%	71%
Students with Disabilities	64%	61%

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

Under the Every Student Succeeds Act of 2015, growth in reading and mathematics is a factor in identifying elementary and middle schools for improvement and increased state support. The percentage of students showing growth in reading and mathematics includes students passing state tests and non-passing students who are making significant progress toward passing.

Federal Designation

Schools Identified for Federal Support and Improvement 2022-2023
Schools Identified for Federal Support and Improvement 2020-2021
Schools Identified for Federal Support and Improvement 2019-2020
Schools Identified for Federal Support and Improvement 2018-2019

Federal targets and long-term goals, and Federal Support and Improvement Identification and Exit Criteria

School Readiness

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Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.

	Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.

	Percent of Kindergarten Students Meeting Fall Literacy Benchmarks