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Nelson County Public Schools

General school information

Division: Nelson County Public Schools
Division Number: 62
Address: 84 Courthouse Square Lovingston, VA 22949-0276
Superintendent: Dr. Amanda Hester
Region: 5
Division Website (opens new window)
Schools in this Division (opens new window)

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

Accreditation

Accreditation

Assessments

Assessments

Enrollment

Enrollment

College & Career Readiness

College & Career Readiness

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

MOP

Accreditation

Accreditation Status
Elementary Schools
Rockfish River ElementaryAccredited
Tye River ElementaryAccredited
Middle Schools
Nelson MiddleAccredited
High Schools
Nelson County HighAccredited

Assessments

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

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 68 32 11 59 71 29 12 59 72 28
Female 11 60 71 29 13 61 74 26 12 59 71 29
Male 8 57 65 35 10 58 68 32 13 60 73 27
American Indian < < < < < < < <
Asian < < < < < < < < < < < <
Black 3 46 49 51 4 51 55 45 5 49 54 46
Hispanic 9 58 67 33 9 60 69 31 6 69 74 26
White 11 62 73 27 14 61 74 26 15 60 75 25
Multiple Races 5 58 63 37 8 67 75 25 8 49 57 43
Students with Disabilities 2 26 28 72 3 33 36 64 6 32 38 62
Students without Disabilities 11 64 75 25 13 65 78 22 14 65 79 21
Economically Disadvantaged 5 54 59 41 7 56 63 37 8 55 63 37
Not Economically Disadvantaged 16 65 81 19 20 65 85 15 22 67 88 12
English Learners - 39 39 61 - 46 46 54 - 50 50 50
Homeless - 69 69 31 7 36 43 57 < < < <
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < 8 50 58 42 < < < <
Grade 3 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 56 59 41 5 60 65 35 16 51 67 33
Female 2 56 58 42 4 60 64 36 13 63 76 24
Male 3 57 60 40 7 59 66 34 19 40 58 42
Asian < < 100 0
Black < < < < - 30 30 70 - 42 42 58
Hispanic - 43 43 57 8 67 75 25 6 69 75 25
White 4 61 65 35 6 62 68 32 22 48 70 30
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 25 25 75 - 33 33 67 15 30 45 55
Students without Disabilities 3 62 65 35 6 65 71 29 16 57 73 27
Economically Disadvantaged - 43 43 57 3 55 58 42 9 47 56 44
Not Economically Disadvantaged 6 77 84 16 10 70 80 20 30 60 90 10
English Learners < < < < < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 4 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 66 73 27 11 57 68 32 12 54 66 34
Female 9 70 79 21 16 60 76 24 15 45 60 40
Male 5 63 68 32 6 53 58 42 8 65 73 27
Black - 63 63 37 < < < < < < < <
Hispanic 19 56 75 25 - 47 47 53 7 79 86 14
White 6 71 77 23 15 62 76 24 14 51 65 35
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 25 25 75 - 30 30 70 - 53 53 47
Students without Disabilities 8 73 80 20 13 61 73 27 14 55 68 32
Economically Disadvantaged 7 59 66 34 4 51 55 45 9 54 63 37
Not Economically Disadvantaged 6 77 83 17 23 67 90 10 18 55 73 27
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Grade 5 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 59 65 35 12 63 75 25 10 58 68 32
Female 6 57 63 37 16 59 75 25 12 61 73 27
Male 6 61 67 33 8 67 75 25 7 55 62 38
Asian < < < < < < 100 0
Black - 20 20 80 9 64 73 27 - 40 40 60
Hispanic < < 100 0 13 60 73 27 - 50 50 50
White 8 65 73 27 11 63 75 25 13 65 77 23
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 39 39 61 - 24 24 76 - 17 17 83
Students without Disabilities 7 63 70 30 14 70 83 17 11 65 76 24
Economically Disadvantaged 5 51 56 44 8 59 67 33 3 50 53 47
Not Economically Disadvantaged 7 71 79 21 18 71 89 11 23 74 97 3
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 6 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 50 63 37 12 56 69 31 8 68 76 24
Female 22 52 74 26 11 59 70 30 9 66 75 25
Male 5 48 53 47 14 53 67 33 8 69 77 23
Asian < < < < < < < < < < 100 0
Black 5 32 37 63 - 23 23 77 5 65 70 30
Hispanic 13 53 67 33 < < 100 0 13 69 81 19
White 17 53 69 31 16 59 76 24 8 70 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities 4 29 33 67 5 38 43 57 - 40 40 60
Students without Disabilities 15 55 70 30 14 61 75 25 9 72 81 19
Economically Disadvantaged 8 49 57 43 9 46 55 45 6 61 67 33
Not Economically Disadvantaged 21 51 72 28 18 74 92 8 12 81 93 7
Homeless < < 100 0 < < < < < < 100 0
Foster Care < < 100 0 < < < < < < < <
Grade 7 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 62 68 32 13 46 59 41 12 58 70 30
Female 8 56 64 36 16 53 69 31 9 58 67 33
Male 5 66 71 29 10 40 50 50 15 58 73 27
American Indian < < < <
Black 6 38 44 56 6 39 44 56 - 25 25 75
Hispanic - 69 69 31 13 56 69 31 < < < <
White 8 65 72 28 17 44 61 39 16 61 77 23
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 16 16 84 8 24 32 68 4 26 30 70
Students without Disabilities 7 71 78 22 14 52 66 34 14 67 80 20
Economically Disadvantaged 3 60 63 37 6 50 56 44 7 54 61 39
Not Economically Disadvantaged 13 65 78 23 27 38 65 35 21 67 87 13
English Learners < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care < < 100 0
Grade 8 English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 53 65 35 9 61 69 31 8 63 71 29
Female 15 58 74 26 8 60 67 33 11 61 72 28
Male 11 48 58 42 10 61 71 29 5 64 70 30
Black - 47 47 53 - 53 53 47 12 53 65 35
Hispanic 18 55 73 27 13 50 63 38 - 69 69 31
White 15 57 72 28 9 64 73 28 9 64 73 27
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 19 25 75 - 10 10 90 9 35 43 57
Students without Disabilities 14 58 72 28 11 71 82 18 8 70 78 22
Economically Disadvantaged 5 46 51 49 6 55 61 39 7 58 65 35
Not Economically Disadvantaged 23 60 83 17 14 73 86 14 10 72 82 18
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 17 72 89 11 21 60 81 19
Female 15 66 81 19 19 76 95 5 15 57 72 28
Male 19 57 76 24 15 68 83 17 26 62 88 12
Black 6 72 78 22 - 94 94 6 14 50 64 36
Hispanic < < < < < < < < < < < <
White 21 59 80 20 21 68 89 11 24 61 85 15
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 29 29 71 6 76 82 18 5 26 32 68
Students without Disabilities 20 67 87 13 19 71 90 10 24 66 90 10
Economically Disadvantaged 7 66 73 27 10 77 86 14 11 61 72 28
Not Economically Disadvantaged 32 55 87 13 29 64 93 7 35 59 94 6
English Learners < < < < < < < <
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 50 61 39 9 50 59 41 < < < <
Female 14 54 68 32 12 54 66 34
Male 9 46 55 45 7 46 53 47 < < < <
Black - 45 45 55 - 36 36 64
Hispanic 25 31 56 44 11 47 58 42
White 12 54 67 33 11 54 64 36 < < < <
Multiple Races 12 41 53 47 < < < <
Students with Disabilities - 15 15 85 - 11 11 89 < < < <
Students without Disabilities 12 54 66 34 11 55 66 34
Economically Disadvantaged 6 44 50 50 4 47 51 49 < < < <
Not Economically Disadvantaged 19 58 78 22 19 55 74 26
English Learners < < < < < < < <
Homeless < < < < < < < <
Military Connected < < < < < < 100 0
Grade 8 Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 36 45 55 6 45 52 48
Female 13 43 57 43 6 48 54 46
Male 6 30 36 64 7 43 50 50
Black - 24 24 76 - 36 36 64
Hispanic 18 27 45 55 7 47 53 47
White 10 41 51 49 8 46 54 46
Multiple Races < < < < < < < <
Students with Disabilities - - - 100 - 11 11 89
Students without Disabilities 11 41 52 48 8 53 60 40
Economically Disadvantaged 5 28 32 68 1 45 47 53
Not Economically Disadvantaged 15 46 62 38 16 46 62 38
English Learners < < < < < < < <
Homeless < < < < < < < <
EOC Writing Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 67 80 20 15 58 73 27 < < < <
Female 14 65 80 20 21 64 85 15
Male 12 67 80 20 7 52 59 41 < < < <
Black - 69 69 31 < < < <
Hispanic < < < < < < < <
White 15 71 86 14 16 67 82 18 < < < <
Multiple Races 9 45 55 45 < < < <
Students without Disabilities 14 67 81 19 15 58 73 27
Economically Disadvantaged 6 61 68 32 9 51 60 40 < < < <
Not Economically Disadvantaged 24 76 100 0 24 68 92 8
Military Connected < < 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 64 70 30 8 65 73 27 9 67 76 24
Female 6 63 69 31 7 65 72 28 9 69 77 23
Male 8 64 72 28 9 66 75 25 10 65 74 26
American Indian < < < < < < < < < < < <
Asian < < 100 0 < < 100 0 < < 100 0
Black 1 50 51 49 2 55 57 43 - 64 64 36
Hispanic 9 63 71 29 12 63 75 25 7 67 74 26
White 8 66 74 26 9 68 76 24 11 68 79 21
Multiple Races 5 66 71 29 3 71 74 26 9 57 66 34
Students with Disabilities 1 31 32 68 2 37 40 60 5 37 42 58
Students without Disabilities 8 70 78 22 9 71 80 20 10 73 82 18
Economically Disadvantaged 4 60 63 37 6 60 66 34 6 63 70 30
Not Economically Disadvantaged 11 69 80 20 12 75 87 13 14 72 86 14
English Learners - 61 61 39 8 58 65 35 - 57 57 43
Homeless 7 57 64 36 - 67 67 33 18 45 64 36
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < < < - 62 62 38 < < < <
Grade 3 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 52 57 43 8 61 69 31 20 59 79 21
Female 2 58 60 40 8 58 66 34 17 70 87 13
Male 8 44 53 47 9 64 73 27 23 48 71 29
Asian < < 100 0
Black < < < < - 80 80 20 - 50 50 50
Hispanic 7 33 40 60 17 50 67 33 6 75 81 19
White 6 57 63 37 9 60 69 31 28 56 84 16
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities - 17 17 83 - 33 33 67 15 45 60 40
Students without Disabilities 6 58 64 36 10 66 76 24 22 62 84 16
Economically Disadvantaged 2 36 38 62 6 58 64 36 14 56 70 30
Not Economically Disadvantaged 9 75 84 16 13 67 80 20 33 63 97 3
English Learners < < < < < < < < < < < <
Foster Care < < 100 0 < < < <
Grade 4 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 3 65 68 32 6 67 73 27 3 65 68 32
Female 2 59 61 39 4 69 73 27 2 64 66 34
Male 3 71 74 26 8 64 72 28 4 67 71 29
Black - 53 53 47 < < < < < < < <
Hispanic 6 56 63 38 7 67 73 27 7 60 67 33
White 3 71 73 27 7 71 78 22 3 64 66 34
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 25 25 75 - 30 30 70 - 33 33 67
Students without Disabilities 3 72 75 25 7 72 79 21 3 71 74 26
Economically Disadvantaged 3 58 61 39 2 57 59 41 1 67 69 31
Not Economically Disadvantaged 2 77 79 21 13 83 97 3 6 62 68 32
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < 100 0
Foster Care < < < < < < 100 0 < < < <
Grade 5 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 57 70 30 18 62 79 21 17 57 74 26
Female 11 57 69 31 16 63 79 21 14 59 73 27
Male 16 57 73 27 19 61 80 20 21 53 74 26
Asian < < 100 0 < < 100 0
Black - 40 40 60 5 62 67 33 - 40 40 60
Hispanic < < 100 0 27 53 80 20 12 53 65 35
White 18 60 78 22 18 63 81 19 19 63 82 18
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities - 44 44 56 6 41 47 53 - 25 25 75
Students without Disabilities 16 60 76 24 19 65 84 16 20 61 81 19
Economically Disadvantaged 6 52 59 41 13 63 76 24 8 52 61 39
Not Economically Disadvantaged 24 64 88 12 24 60 84 16 35 65 100 0
English Learners < < 100 0 < < 100 0 < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 6 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 44 48 52 1 51 52 48 7 70 77 23
Female - 51 51 49 - 52 52 48 6 70 77 23
Male 7 39 46 54 3 49 51 49 8 69 77 23
Asian < < 100 0 < < 100 0
Black - 26 26 74 - 15 15 85 - 79 79 21
Hispanic - 54 54 46 < < < < - 54 54 46
White 3 47 50 50 2 58 60 40 11 70 81 19
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 17 17 83 - 25 25 75 13 20 33 67
Students without Disabilities 5 52 57 43 2 59 60 40 6 79 85 15
Economically Disadvantaged 4 47 51 49 - 45 45 55 7 66 73 27
Not Economically Disadvantaged 3 39 42 58 4 64 68 32 7 79 86 14
Homeless < < < < < < < < < < < <
Foster Care < < 100 0 < < < < < < < <
Grade 7 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 61 71 29 6 49 56 44 11 45 55 45
Female 14 55 69 31 4 57 61 39 12 41 53 47
Male 7 67 73 27 9 42 51 49 10 48 58 42
American Indian < < < <
Black - 50 50 50 - 39 39 61 - 25 25 75
Hispanic 7 80 87 13 - 46 46 54 21 50 71 29
White 13 59 72 28 10 51 61 39 9 52 61 39
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 16 16 84 4 31 35 65 - 18 18 82
Students without Disabilities 12 71 83 17 7 55 62 38 14 52 65 35
Economically Disadvantaged 5 60 66 34 5 44 49 51 7 40 47 53
Not Economically Disadvantaged 18 63 82 18 9 61 70 30 17 54 71 29
English Learners < < < < < < < < < < < <
Homeless < < 100 0 < < < < < < < <
Foster Care < < 100 0
Grade 8 Mathematics Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 10 75 85 15 2 73 75 25 3 67 71 29
Female 7 79 86 14 2 63 65 35 4 75 79 21
Male 12 73 85 15 2 82 84 16 2 60 62 38
Black 6 65 71 29 - 54 54 46 - 61 61 39
Hispanic < < < < - 79 79 21 < < < <
White 12 75 87 13 3 73 76 24 5 67 72 28
Multiple Races < < 100 0 < < 100 0 < < < <
Students with Disabilities 6 44 50 50 - 32 32 68 - 43 43 57
Students without Disabilities 10 81 92 8 2 82 85 15 4 75 79 21
Economically Disadvantaged 2 76 77 23 3 66 69 31 4 61 66 34
Not Economically Disadvantaged 23 75 98 3 - 90 90 10 - 82 82 18
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Foster Care < < 100 0 < < < <
Algebra I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 4 75 79 21 9 85 95 5 6 88 94 6
Female 5 73 79 21 13 86 98 2 5 92 97 3
Male 3 76 79 21 7 85 92 8 7 85 92 8
American Indian < < 100 0 < < 100 0
Black - 69 69 31 6 88 94 6 - 95 95 5
Hispanic 15 69 85 15 7 93 100 0 - 100 100 0
White 3 76 80 20 11 82 93 7 9 84 92 8
Multiple Races - 73 73 27 < < 100 0 < < 100 0
Students with Disabilities - 48 48 52 - 67 67 33 4 65 70 30
Students without Disabilities 5 82 87 13 11 89 100 0 6 93 99 1
Economically Disadvantaged 3 76 79 21 6 86 91 9 5 87 92 8
Not Economically Disadvantaged 6 72 78 22 14 85 98 2 9 89 98 2
English Learners < < 100 0 < < 100 0 < < 100 0
Homeless < < 100 0 < < 100 0
Foster Care < < 100 0 < < 100 0
Geometry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 7 80 87 13 3 76 79 21 4 85 89 11
Female 5 90 95 5 - 74 74 26 10 85 95 5
Male 8 72 80 20 9 82 91 9 - 85 85 15
American Indian < < 100 0
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < < <
White 3 84 86 14 - 85 85 15 6 88 94 6
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 7 82 89 11 3 78 81 19 4 87 91 9
Economically Disadvantaged - 92 92 8 8 50 58 42 - 93 93 7
Not Economically Disadvantaged 9 76 85 15 - 91 91 9 6 81 87 13
Foster Care < < 100 0
Algebra II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 81 88 13 23 77 100 0
Female < < < < < < 100 0
Male 7 86 93 7 < < 100 0
Hispanic < < 100 0 < < 100 0
White 7 79 86 14 10 90 100 0
Multiple Races < < 100 0 < < 100 0
Students without Disabilities 6 81 88 13 23 77 100 0
Economically Disadvantaged < < 100 0 < < 100 0
Not Economically Disadvantaged 7 79 86 14 27 73 100 0
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 58 68 32 12 62 74 26 9 60 69 31
Female 10 55 65 35 10 58 69 31 10 55 66 34
Male 9 62 70 30 14 65 79 21 7 65 73 27
American Indian < < < < < < 100 0 < < < <
Asian < < < < < < 100 0
Black - 44 44 56 5 50 55 45 - 42 42 58
Hispanic 11 54 64 36 21 52 72 28 8 58 65 35
White 12 64 76 24 12 65 77 23 10 66 76 24
Multiple Races - 46 46 54 13 80 93 7 17 57 74 26
Students with Disabilities 5 31 36 64 3 30 33 67 - 38 38 63
Students without Disabilities 10 63 73 27 14 67 81 19 11 65 76 24
Economically Disadvantaged 4 51 55 45 8 58 66 34 5 54 59 41
Not Economically Disadvantaged 16 68 84 16 19 68 87 13 15 70 85 15
English Learners < < < < 23 31 54 46 - 29 29 71
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 < < 100 0 < < 100 0
Foster Care < < 100 0 < < < < < < 100 0
Grade 5 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 44 63 37 29 46 76 24 23 45 67 33
Female 24 31 56 44 27 47 75 25 22 43 65 35
Male 14 57 71 29 31 45 77 23 23 47 70 30
Asian < < < < < < 100 0
Black - 27 27 73 14 50 64 36 - 30 30 70
Hispanic < < < < 53 20 73 27 12 47 59 41
White 26 48 74 26 29 49 78 22 27 48 76 24
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 33 39 61 6 24 29 71 - 17 17 83
Students without Disabilities 22 46 68 32 33 50 83 17 26 49 75 25
Economically Disadvantaged 8 41 49 51 22 47 69 31 8 43 51 49
Not Economically Disadvantaged 36 48 83 17 42 44 87 13 52 48 100 0
English Learners < < 100 0 < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < 100 0
Grade 8 Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 1 61 62 38 5 63 68 33 5 59 63 37
Female - 57 57 43 3 59 62 38 2 63 65 35
Male 2 65 67 33 6 66 73 27 7 54 61 39
Black - 50 50 50 - 53 53 47 - 29 29 71
Hispanic < < < < 5 62 67 33 < < < <
White 1 65 66 34 6 63 69 31 5 65 71 29
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 35 41 59 - 17 17 83 - 39 39 61
Students without Disabilities - 66 66 34 6 71 76 24 6 64 70 30
Economically Disadvantaged - 51 51 49 2 61 64 36 4 53 57 43
Not Economically Disadvantaged 2 77 79 21 11 66 77 23 5 69 74 26
English Learners < < < < < < < < < < < <
Homeless < < < < < < 100 0 < < 100 0
Foster Care < < 100 0 < < < <
Biology Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 65 69 31 6 71 77 23 3 74 76 24
Female 2 70 71 29 6 62 68 32 6 65 71 29
Male 7 61 68 32 7 79 85 15 - 81 81 19
American Indian < < 100 0 < < < <
Black - 53 53 47 - 47 47 53 - 63 63 38
Hispanic < < < < 12 71 82 18 < < < <
White 7 72 78 22 6 74 80 20 1 81 82 18
Multiple Races - 45 45 55 < < < < < < < <
Students with Disabilities - 29 29 71 - 43 43 57 - 55 55 45
Students without Disabilities 5 72 77 23 7 75 83 17 3 78 81 19
Economically Disadvantaged 1 59 61 39 1 63 64 36 3 65 68 32
Not Economically Disadvantaged 9 73 82 18 11 79 90 10 2 86 88 12
English Learners < < < < < < < <
Homeless < < 100 0
Foster Care < < 100 0 < < 100 0
Chemistry Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < <
Female < < < <
Black < < < <
Students without Disabilities < < < <
Economically Disadvantaged < < < <
Earth Science Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 71 90 10 3 77 79 21 8 61 69 31
Female 20 75 95 5 - 75 75 25 14 45 59 41
Male 19 67 86 14 5 79 84 16 - 85 85 15
Black < < < < < < < < < < < <
Hispanic < < 100 0 < < < < < < 100 0
White 17 79 97 3 - 89 89 11 12 65 76 24
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < < < < <
Students without Disabilities 22 76 97 3 3 82 85 15 10 69 79 21
Economically Disadvantaged 17 58 75 25 - 67 67 33 4 58 62 38
Not Economically Disadvantaged 21 76 97 3 6 89 94 6 13 65 78 22
English Learners < < < < < < 100 0
Homeless < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 49 66 34 22 52 74 26 22 47 70 30
Female 14 48 62 38 18 51 69 31 19 51 69 31
Male 20 50 69 31 26 54 80 20 26 44 70 30
American Indian < < < < < < < < < < < <
Black 5 39 45 55 4 57 61 39 8 61 69 31
Hispanic 24 41 66 34 23 51 74 26 12 61 73 27
White 19 53 72 28 25 51 76 24 28 41 69 31
Multiple Races 5 41 45 55 20 73 93 7 15 60 75 25
Students with Disabilities 2 22 24 76 4 36 40 60 8 27 35 65
Students without Disabilities 20 54 73 27 25 55 81 19 25 52 77 23
Economically Disadvantaged 11 43 54 46 13 51 64 36 17 47 64 36
Not Economically Disadvantaged 26 57 83 17 36 54 90 10 33 47 80 20
English Learners 18 27 45 55 - 43 43 57 5 47 53 47
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 < < 100 0
Foster Care < < < < < < < < < < < <
VA & US History Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < - 37 37 63 - 20 20 80
Female < < < < < < < < - 14 14 86
Male < < < < - 36 36 64 - 29 29 71
Black < < < < < < < < < < < <
Hispanic < < < < < < < <
White < < < < - 27 27 73 - 18 18 82
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities < < < < < < < < - 10 10 90
Students without Disabilities < < < < - 31 31 69 - 24 24 76
Economically Disadvantaged < < < < - 21 21 79 - 11 11 89
Not Economically Disadvantaged < < < < < < < < < < < <
English Learners < < < <
World History I Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 56 61 39 19 61 80 20 17 63 81 19
Female 1 49 51 49 11 62 74 26 12 67 78 22
Male 9 62 71 29 25 60 85 15 23 61 83 17
American Indian < < 100 0 < < < <
Black - 47 47 53 - 67 67 33 6 78 83 17
Hispanic - 62 62 38 54 31 85 15 10 67 76 24
White 7 60 66 34 18 63 81 19 22 59 81 19
Multiple Races < < < < < < 100 0 < < 100 0
Students with Disabilities - 17 17 83 10 38 48 52 10 30 40 60
Students without Disabilities 7 63 70 30 21 65 86 14 19 70 89 11
Economically Disadvantaged 5 42 47 53 11 56 68 32 13 65 78 22
Not Economically Disadvantaged 7 75 82 18 28 67 95 5 24 61 86 14
English Learners < < < < < < < < 10 40 50 50
Homeless < < 100 0 < < 100 0
Military Connected < < 100 0
Foster Care < < 100 0 < < < <
World History II Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students < < < < < < < < < < < <
Female < < < < < < < < < < 100 0
Male < < < < < < 100 0 < < < <
Black < < < < < < < <
White < < 100 0 < < < < < < < <
Multiple Races < < 100 0 < < 100 0
Students with Disabilities < < < <
Students without Disabilities < < < < < < < < < < < <
Economically Disadvantaged < < < < < < < < < < < <
Not Economically Disadvantaged < < 100 0 < < < < < < < <
Civics & Econ Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 50 69 31 20 54 75 25 30 42 72 28
Female 21 55 75 25 15 53 68 32 32 47 79 21
Male 17 47 64 36 25 56 80 20 29 38 66 34
Black 13 25 38 63 13 50 63 38 13 60 73 27
Hispanic 33 42 75 25 13 56 69 31 17 42 58 42
White 20 57 77 23 23 55 78 22 37 38 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 - 33 33 67 5 35 40 60
Students without Disabilities 22 53 75 25 24 58 82 18 36 44 80 20
Economically Disadvantaged 5 53 58 42 16 55 71 29 24 42 65 35
Not Economically Disadvantaged 37 47 84 16 28 54 82 18 43 43 86 14
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Foster Care < < 100 0 < < < <
VA Studies Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 42 74 26 36 41 78 23 28 43 71 29
Female 25 45 70 30 36 39 75 25 22 49 71 29
Male 37 40 77 23 36 44 81 19 35 35 71 29
Black 5 53 58 42 < < < < < < < <
Hispanic 38 25 63 38 13 67 80 20 14 79 93 7
White 36 44 79 21 47 33 80 20 35 30 65 35
Multiple Races < < < < < < 100 0 < < < <
Students with Disabilities 6 19 25 75 - 30 30 70 13 27 40 60
Students without Disabilities 35 46 81 19 41 43 84 16 31 45 76 24
Economically Disadvantaged 25 41 66 34 16 50 66 34 21 49 70 30
Not Economically Disadvantaged 42 44 87 13 70 27 97 3 42 30 73 27
English Learners < < < < < < < < < < 100 0
Homeless < < 100 0 < < < < < < < <
Foster Care < < < < < < 100 0 < < < <
Geography Performance 2021-2022 2022-2023 2023-2024
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

2021-20222022-20232023-2024
Division116
State4,0064,4606,361
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

National Assessment of Educational Progress (NAEP)

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

NAEP Participation Rate

Student Group Virginia Participation Rate

Virginia Alternate Assessment Program Participation Rates

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

Fall Membership by Grade

Grade 2021-20222022-20232023-2024
Pre-kindergarten414148
Kindergarten82108113
Grade 19479111
Grade 21059493
Grade 3839997
Grade 41218399
Grade 510811990
Grade 6117107124
Grade 7118114113
Grade 8124119122
Grade 9169144131
Grade 10140145134
Grade 11103110111
Grade 12133118109
Total Students1,5381,4801,495

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

Fall Membership by Subgroups

2023 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2021-20222022-20232023-2024
All Students153814801495
Female741726734
Male797754761
American Indian654
Asian774
Black210201186
Hispanic170174190
White106710251039
Multiple Races786871
Students with Disabilities260245229
Students without Disabilities127812351266
Economically Disadvantaged926927924
Not Economically Disadvantaged612553571
English Learners746375
Not English Learners146414171420
Migrant116
Homeless5211
Military Connected544
Foster Care898
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

College & Career Readiness

Diplomas and Completion

Class of 2024: All Students

Division

State

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

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

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

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

Status of the Students in the 2023-2024 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 50 53 4 3 4 2
State 50340 39360 1868 906 4434 1716
Female Division 34 19 2 0 2 1
State 27397 17331 608 349 1644 700
Male Division 16 34 2 3 2 1
State 22883 21948 1258 556 2786 1013
Black Division 4 10 0 0 1 0
State 8112 10542 637 224 1119 708
Hispanic Division < < < < < <
State 7128 8364 268 133 1854 356
White Division 38 38 3 3 1 2
State 25863 16576 761 464 1211 504
Multiple Races Division < < < < 0 <
State 3011 2255 98 62 170 106
Students with Disabilities Division 3 13 4 0 3 0
State 1432 7468 1868 125 867 114
Economically Disadvantaged Division 25 37 1 3 4 2
State 12777 21116 1106 493 2351 1207
English Learners Division < < < < < <
State 1583 4218 262 26 1426 145
Homeless Division < < < < 0 <
State 197 697 48 28 170 78
Military Connected Division < < < < 0 <
State 2525 1494 44 18 52 31
< = 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 Students116107921109543
Female585595559523
Male585290559523
Black151493149317
Hispanic<<<<<<<
White857993829711
Multiple Races<<100<10000
Students with Disabilities2320872087313
Economically Disadvantaged726388669246
English Learners<<<<<<<
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 2021-20222022-20232023-2024
Advanced Placement Test Taken26 / 4.77%38 / 7.35%51 / 10.52%
Advanced Placement Course Enrollment40 / 7.34%49 / 9.48%62 / 12.78%
Dual Enrollment85 / 15.6%64 / 12.38%66 / 13.61%
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
All StudentsDivision1265854
State87,31757,08135
FemaleDivision533632
State43,70531,57728
MaleDivision732270
State43,61225,50442
BlackDivision181044
State18,62410,60143
HispanicDivision<<100
State12,1106,62245
WhiteDivision953959
State45,09830,84432
Multiple RacesDivision<<100
State4,3802,92933
Students with DisabilitiesDivision13<100
State8,1853,54857
Economically DisadvantagedDivision682465
State30,33514,98751
English LearnersDivision<<100
State6,5793,31950
American IndianDivision--100
State23213044
AsianDivision--100
State6,7415,86213
Native HawaiianDivision--100
State1329330
< = A group below state definition for personally identifiable results.
- = no data available for that group
* = Data not yet available
This report provides the best available estimates about college enrollment according to the National Student Clearinghouse.
For more information, see the answers to Frequently Asked Questions about this report at: http://www.doe.virginia.gov/school_finance/arra/stabilization/reported_data/assurance_c/faq_c11.pdf
Students who attended schools that do not participate in NSC are not included in the number or percent of students enrolled in an IHE.
Federally recognized high school diplomas include Standard, Advanced Studies, or International Baccalaureate (IB) diplomas. Most subgroups are based on students' most recent status.

Career & Technical Education

Students Earning One or More CTE Credentials: All Students

Virginia’s 16 career clusters help students investigate careers and design a rigorous and relevant plan of study to advance their career goals. Each career cluster contains multiple pathways that represent a common set of academic, technical and work-place skills. Career pathways lead to credentials that qualify students for a range of career opportunities from entry to professional level. A credential is defined as:
  • State-Issued Professional License, required for entry into a specific occupation as determined by a Virginia state licensing agency;
  • Full Industry Certification, from a recognized industry, trade, or professional association validating essential skills of a particular occupation;
  • Pathway Industry Certification, which may consist of entry-level exams as a component of a suite of exams in an industry certification program leading toward full certification; or
  • Occupational competency assessment, a national standardized assessment of skills/knowledge in a specific career and/or technical area, (NOCTI).
Virginia defines a CTE completer as a student who has met the requirements for a career and technical concentration and all requirements for high school graduation or an approved alternative education program.
Career and Technical Education
2021-20222022-20232023-2024
State LicensuresDivision3818
 State1,2361,5632,069
Industry CertificationDivision123112154
 State95,688100,255101,956
Workplace ReadinessDivision352626
 State44,34841,81935,066
Total Credentials EarnedDivision161146198
 State143,862147,481142,668
Students Earning One or More CredentialsDivision135129160
 State115,682117,932115,611
CTE CompletersDivision1008984
 State45,09446,02848,643
NOCTI AssessmentsDivision---
 State2,5903,8443,577
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State7619621,022

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

Finance

Percentage of Expenditures

Division

State

Per-Pupil Spending

2022-2023 Per-Pupil Spending

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

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

Sources of Financial Support

Division

State

School divisions report annually on expenditures and appropriations to meet each locality’s required local effort in support of the Standards of Quality and local match requirements for incentive and lottery-funded programs. The amount by which school divisions exceed these required minimums varies based on local decisions and circumstances. Most state support for public education is equalized to reflect each division’s capacity to support the required educational program. The Composite Index of Local Ability-to-Pay determines state and local shares of Standards of Quality costs for each division and local match requirements for incentive and lottery-funded programs. A portion of state sales tax revenues is distributed in support of public education based on school-age population estimates. The federal government provides assistance to state and local education agencies in support of specific federal initiatives and mandates, such as instructional services for economically disadvantaged students and students with disabilities.
Sources of Financial Support Per-Pupil
  Type Local State Federal
2019-2020Division$8,848$5,415$999
State$6,770$5,603$867
2020-2021Division$9,064$5,758$1,374
State$6,669$6,185$1,352
2021-2022Division$10,298$6,062$2,190
State$7,134$6,454$1,936
2022-2023Division$12,450$6,464$3,676
State$7,802$6,956$1,918

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2023-2024 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2021-2022 2022-2023 2023-2024
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students9595071,0703601,210211
Female46923355315059890
Male490273517210612121
American Indian<<<<<<
Asian<<<<<<
Black125771494515327
Hispanic120411362616613
Native Hawaiian----<<
White664354730264830158
Multiple Races442848205610
Students with Disabilities151871518818852
Economically Disadvantaged523394631281741165
English Learners5516557764
Homeless81397115
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

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

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

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

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

Standards of Accreditation (SOA) Offenses Data

2023-2024 Offenses
  Number of Offenses
Behaviors that Impede Academic Progress 58
Relationship Behaviors without Physical Harm 235
Behaviors of a Safety Concern 245
Behaviors that Endanger the Health, Safety, or Welfare of Self or Others 43

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.41.20.30.3
Asian0.50.50.3
Black13.72213.617.712.416.3
Hispanic11.12.411.85.712.75.8
Native Hawaiian----0.1
White69.464.669.368.169.566.3
Multiple Races5.19.84.68.54.711.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2021-20222022-20232023-2024
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.40.30.3
Asian0.50.50.3
Black13.721.713.611.112.420
Hispanic11.14.311.822.212.7
Native Hawaiian0.1
White69.473.969.366.769.573.3
Multiple Races5.14.64.76.7
< = 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
  2021-20222022-20232023-2024
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.40.30.3
Asian0.50.50.3
Black13.713.612.4
Hispanic11.111.812.7
Native Hawaiian----0.1
White69.469.369.5100
Multiple Races5.14.64.7
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 51.677.982.6
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 40.843.544
< = 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
  2021-20222022-20232023-2024
  PercentagePercentagePercentage
All Students 71.768.868.5
< = 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

2022-2023 Grades K-7 Student Teacher Ratio

9.79 : 1

2022-2023 Grades 8-12 Student Teacher Ratio

10.63 : 1

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.

School Leaders

Inexperienced (First-Year) School Leaders
Poverty Level Principals Assistant Principals
Percent Number Percent Number

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

Virginia defines “Inexperienced School Leader” as a principal or assistant principal with less than one school year of experience in the respective role. Educator data on the number and percentage of inexperienced teachers, principals, and other school leaders, teachers teaching with emergency or provisional credentials, and teachers who are not teaching in the field for which the teacher is certified for licensed shall be presented in the aggregate and disaggregated by high-poverty compared to low-poverty schools (ESEA section 1111(h)(1)(C)(ix) and (2)(C)).

Provisionally Licensed Teachers

Provisionally Licensed Teachers
Poverty Level All Teachers Special Education Teachers
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 all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2023-2024

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2021-202235%59%2%4%
2022-202337%57%1%5%
2023-202438%58%0%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students72%70%79%88%
Asian<50%91%88%
Black57%52%68%88%
Hispanic72%70%68%88%
White76%75%85%88%
Multiple Races62%67%83%88%
Economically Disadvantaged64%62%68%88%
English Learners63%54%60%88%
Students with Disabilities43%34%57%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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students73%72%74%85%
Asian<100%90%85%
Black59%54%61%85%
Hispanic71%73%63%85%
White76%76%81%85%
Multiple Races67%70%77%85%
Economically Disadvantaged67%65%62%85%
English Learners64%68%58%85%
Students with Disabilities39%35%54%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 GroupCurrent Rate
All Students70%
Asian-
Black39%
Hispanic61%
White77%
Multiple Races72%
Economically Disadvantaged61%
English Learners23%
Students with Disabilities41%

< = 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 GroupCurrent RateAnnual TargetLong-Term Goal
All Students88%84%84%
Asian-90%84%
Black93%83%84%
Hispanic70%83%84%
White89%86%84%
Multiple Races<89%84%
Economically Disadvantaged85%82%84%
English Learners<77%84%
Students with Disabilities67%74%84%
Homeless<--
Foster Care<--

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 GroupCurrent RateThree-Year RateAnnual TargetLong-Term Goal
All Students16%21%12%10%
Asian<18%10%10%
Black16%20%12%10%
Hispanic8%12%12%10%
White18%22%12%10%
Multiple Races18%24%12%10%
Economically Disadvantaged20%26%13%10%
English Learners6%8%12%10%
Students with Disabilities22%29%14%10%

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

Virginia encourages schools to provide flexible, in-person instructional make-up time with a licensed teacher outside of normal school hours when a student is absent from school. Beginning with the 2023-2024 school year, the chronic absenteeism rates used for school accreditation include this flexible make-up time.

The chronic absenteeism rate displayed here is referred to as "The Adjusted Chronic Absenteeism Rate" to differentiate it from "The Federal, Unadjusted Chronic Absenteeism Rate" used for school-level federal accountability determinations.

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 LearnersPercentAnnual TargetLong-Term Goal
English Learner Progress52%54%58%
English Learner Proficiency3%--

< = 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 LearnersNumeratorDenominatorRate
English Learner Progress224252%
English Learner Proficiency2633%

ESSA Participation Rates

Student GroupEnglish Reading ParticipationMathematics ParticipationScience Participation
Assessed Not Assessed Assessed Not Assessed Assessed Not Assessed
All Students99%1%99%1%99%1%
Asian<<<<--
Black100%-100%-100%-
Hispanic99%1%99%1%100%-
White100%-99%1%99%1%
Multiple Races100%-100%-100%-
Economically Disadvantaged99%1%99%1%99%1%
Not Economically Disadvantaged100%-100%-100%-
English Learners100%-100%-100%-
Students with Disabilities99%1%99%1%100%-
Students without Disabilities100%-100%-99%1%
Female100%-100%-100%-
Male99%1%99%1%99%1%
Migrant--<<<<

< = 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 GroupGrowth English ReadingGrowth Mathematics
All Students76%81%
Asian<<
Black63%69%
Hispanic82%80%
White79%83%
Multiple Races63%80%
Economically Disadvantaged70%77%
English Learners81%61%
Students with Disabilities55%52%

< = 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.

School Readiness

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​​​

Multidivision Online Provider (MOP) Program

Nelson County Public Schools did not have a contract with a MOP that provided full-time instructional programming to school-aged students during the 2023 school year. See the Department of Education website for more information on the Multidivision Online Provider Program.

Nelson County Public Schools to top