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Albemarle County Public Schools

General school information

Division: Albemarle County Public Schools
Division Number: 2
Address: 401 McIntire Road Charlottesville, VA 22902-4596
Superintendent: Dr. Matthew S. Haas
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

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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

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

Accreditation

Annual accreditation is waived for all Virginia public schools for the 2021-2022 school year due to the continuing impact of the of COVID-19 pandemic on schools and students.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

2020-2021 reading results reflect reduced student participation in state reading assessments due to COVID-19. Reading results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 58 78 22 21 56 77 23
Female 24 58 82 18 22 57 79 21
Male 18 57 75 25 20 54 75 25
American Indian < < < < < < < <
Asian 31 55 86 14 37 50 87 13
Black 5 49 54 46 11 43 54 46
Hispanic 8 48 55 45 5 42 47 53
Native Hawaiian < < 100 0 < < 100 0
White 26 61 86 14 25 60 85 15
Multiple Races 18 60 78 22 18 59 77 23
Students with Disabilities 10 32 42 58 15 33 49 51
Students without Disabilities 23 61 84 16 22 59 80 20
Economically Disadvantaged 7 47 53 47 7 41 47 53
Not Economically Disadvantaged 27 62 90 10 27 61 88 12
English Learners 2 20 22 78 1 17 18 82
Homeless 4 44 49 51 4 17 22 78
Military Connected 31 55 86 14 25 70 95 5
Foster Care - 53 53 47 < < < <
Grade 3 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 49 70 30 16 54 70 30
Female 23 49 72 28 18 55 73 27
Male 19 49 68 32 13 54 67 33
Asian 35 48 83 17 24 55 78 22
Black 5 28 34 66 11 49 60 40
Hispanic 8 36 44 56 2 31 33 67
Native Hawaiian < < 100 0 < < 100 0
White 25 55 80 20 19 61 79 21
Multiple Races 17 45 62 38 17 57 74 26
Students with Disabilities 11 28 39 61 18 39 57 43
Students without Disabilities 22 52 75 25 15 56 71 29
Economically Disadvantaged 8 37 45 55 3 38 41 59
Not Economically Disadvantaged 27 55 82 18 22 62 83 17
English Learners 3 26 29 71 - 22 22 78
Homeless < < < < < < < <
Military Connected 42 42 84 16 22 74 96 4
Grade 4 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 53 75 25 18 52 70 30
Female 24 54 78 22 20 55 75 25
Male 21 52 73 27 15 50 65 35
American Indian < < 100 0
Asian 33 51 84 16 45 42 87 13
Black 5 44 50 50 8 36 44 56
Hispanic 6 45 51 49 4 40 44 56
White 28 56 84 16 22 60 82 18
Multiple Races 18 56 74 26 13 52 65 35
Students with Disabilities 10 24 34 66 13 27 40 60
Students without Disabilities 24 58 82 18 18 56 75 25
Economically Disadvantaged 8 41 49 51 5 37 42 58
Not Economically Disadvantaged 29 59 88 12 24 60 84 16
English Learners - 30 30 70 1 22 23 77
Homeless < < < < < < < <
Military Connected 24 65 88 12 24 68 92 8
Foster Care < < < < < < < <
Grade 5 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 49 78 22 16 58 73 27
Female 35 48 82 18 14 61 75 25
Male 24 50 75 25 17 55 72 28
Asian 44 44 88 13 28 59 88 13
Black 8 52 60 40 8 31 39 61
Hispanic 14 42 56 44 9 41 51 49
Native Hawaiian < < 100 0 < < 100 0
White 36 50 86 14 18 64 81 19
Multiple Races 22 55 77 23 8 63 71 29
Students with Disabilities 13 28 41 59 14 32 46 54
Students without Disabilities 32 52 84 16 16 61 77 23
Economically Disadvantaged 9 43 52 48 5 37 42 58
Not Economically Disadvantaged 40 52 92 8 20 67 88 12
English Learners 3 15 18 82 - 17 17 83
Homeless 7 27 33 67 < < < <
Military Connected 33 46 79 21 27 73 100 0
Foster Care < < < <
Grade 6 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 25 54 78 22 22 56 78 22
Female 28 54 82 18 20 60 80 20
Male 21 53 75 25 25 52 76 24
Asian 37 54 92 8 40 50 90 10
Black 8 50 58 42 11 29 39 61
Hispanic 6 49 55 45 9 42 51 49
Native Hawaiian < < 100 0 < < 100 0
White 31 55 86 14 25 63 88 12
Multiple Races 22 57 80 20 22 65 87 13
Students with Disabilities 11 28 39 61 25 27 52 48
Students without Disabilities 27 58 84 16 22 60 82 18
Economically Disadvantaged 5 47 52 48 11 38 49 51
Not Economically Disadvantaged 34 57 91 9 27 63 91 9
English Learners 2 5 7 93 8 - 8 92
Homeless 6 44 50 50 < < < <
Military Connected 23 73 95 5 14 82 95 5
Foster Care < < < < < < < <
Grade 7 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 20 61 81 19 23 59 82 18
Female 23 61 84 16 27 57 84 16
Male 17 61 79 21 19 61 80 20
American Indian < < < <
Asian 29 56 84 16 42 45 87 13
Black 4 55 58 42 13 58 70 30
Hispanic 5 54 59 41 - 61 61 39
White 26 64 89 11 27 61 88 12
Multiple Races 19 67 85 15 19 62 81 19
Students with Disabilities 8 40 48 52 11 36 47 53
Students without Disabilities 22 64 86 14 24 62 86 14
Economically Disadvantaged 8 53 60 40 4 53 57 43
Not Economically Disadvantaged 26 65 91 9 30 62 92 8
English Learners 3 18 21 79 4 16 20 80
Homeless < < < < < < < <
Military Connected 30 52 83 17 17 78 94 6
Grade 8 English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 21 53 74 26
Female 20 64 84 16 23 53 76 24
Male 15 60 74 26 20 53 73 27
American Indian < < 100 0 < < < <
Asian 16 69 85 15 52 39 91 9
Black 5 51 56 44 14 36 50 50
Hispanic 7 53 60 40 6 31 38 63
White 21 64 85 15 22 61 82 18
Multiple Races 22 61 83 17 18 59 76 24
Students with Disabilities 8 34 42 58 15 22 37 63
Students without Disabilities 19 66 85 15 23 59 81 19
Economically Disadvantaged 7 51 57 43 8 37 45 55
Not Economically Disadvantaged 22 66 88 12 26 58 84 16
English Learners 8 8 16 84 - 13 13 88
Homeless < < < < < < < <
Military Connected 43 43 86 14 47 47 93 7
Foster Care < < 100 0 < < < <
EOC English Reading Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 11 75 87 13 30 56 86 14
Female 12 77 90 10 30 56 86 14
Male 11 73 84 16 30 56 86 14
American Indian < < < <
Asian 21 64 85 15 36 53 89 11
Black 3 56 58 42 15 54 69 31
Hispanic 5 62 67 33 6 48 55 45
White 14 80 94 6 35 57 93 7
Multiple Races 5 83 88 12 27 63 89 11
Students with Disabilities 5 48 54 46 15 42 56 44
Students without Disabilities 12 79 91 9 32 58 90 10
Economically Disadvantaged 3 58 60 40 12 48 60 40
Not Economically Disadvantaged 14 81 95 5 34 58 93 7
English Learners - 21 21 79 - 8 8 92
Homeless < < < < < < 100 0
Military Connected 17 72 89 11 32 64 95 5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

2020-2021 writing results are not reported due to the widespread use of local writing assessments because of the continuing impact of COVID-19 on schools. Writing results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 36 43 79 21
Female 44 42 85 15
Male 29 44 74 26
American Indian < < < <
Asian 47 38 86 14
Black 7 46 53 47
Hispanic 18 46 63 37
White 43 43 86 14
Multiple Races 35 42 78 22
Students with Disabilities 7 27 34 66
Students without Disabilities 40 45 85 15
Economically Disadvantaged 13 42 54 46
Not Economically Disadvantaged 44 44 88 13
English Learners 3 11 13 87
Homeless - 45 45 55
Military Connected 46 43 89 11
Foster Care < < 100 0
Grade 8 Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 32 43 75 25
Female 40 43 83 17
Male 24 44 68 32
American Indian < < < <
Asian 42 44 87 13
Black 8 41 50 50
Hispanic 19 48 67 33
White 37 44 81 19
Multiple Races 30 37 67 33
Students with Disabilities 5 16 21 79
Students without Disabilities 36 47 83 17
Economically Disadvantaged 12 43 55 45
Not Economically Disadvantaged 39 44 83 17
English Learners < < < <
Homeless < < < <
Military Connected 40 50 90 10
Foster Care < < 100 0
EOC Writing Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 41 43 83 17
Female 47 41 88 12
Male 34 45 79 21
Asian 52 33 85 15
Black 6 51 57 43
Hispanic 16 44 61 39
White 49 42 91 9
Multiple Races 40 48 89 11
Students with Disabilities 9 39 47 53
Students without Disabilities 45 43 88 12
Economically Disadvantaged 14 40 54 46
Not Economically Disadvantaged 48 44 92 8
Military Connected 53 35 88 12
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

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

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 62 81 19 11 54 65 35
Female 19 63 82 18 11 54 64 36
Male 19 61 81 19 12 55 66 34
American Indian 9 55 64 36 < < < <
Asian 40 53 93 7 34 49 83 17
Black 5 54 59 41 7 30 36 64
Hispanic 7 60 67 33 3 32 35 65
Native Hawaiian < < < < < < < <
White 23 65 88 12 11 64 75 25
Multiple Races 18 59 77 23 12 50 62 38
Students with Disabilities 9 44 53 47 14 29 43 57
Students without Disabilities 21 65 86 14 11 57 68 32
Economically Disadvantaged 6 57 63 37 5 30 35 65
Not Economically Disadvantaged 25 64 90 10 14 64 78 22
English Learners 5 48 54 46 3 19 21 79
Homeless 5 43 48 53 7 10 17 83
Military Connected 25 65 90 10 7 74 82 18
Foster Care - 44 44 56 < < < <
Grade 3 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 23 56 79 21 12 51 63 37
Female 20 57 76 24 11 48 59 41
Male 27 55 82 18 12 54 66 34
Asian 39 48 87 13 25 48 73 27
Black 2 44 46 54 9 31 40 60
Hispanic 6 55 61 39 1 22 23 77
Native Hawaiian < < 100 0 < < 100 0
White 29 59 88 13 13 63 76 24
Multiple Races 22 51 72 28 11 51 62 38
Students with Disabilities 9 40 49 51 16 25 41 59
Students without Disabilities 26 58 84 16 11 54 65 35
Economically Disadvantaged 5 54 59 41 3 25 27 73
Not Economically Disadvantaged 32 57 89 11 16 64 80 20
English Learners 5 51 57 43 2 18 20 80
Homeless < < < < < < < <
Military Connected 23 71 94 6 7 78 85 15
Grade 4 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 55 82 18 10 48 58 42
Female 23 60 83 17 8 48 56 44
Male 29 51 81 19 11 48 59 41
American Indian < < 100 0
Asian 48 46 94 6 47 31 78 22
Black 6 49 55 45 4 29 33 67
Hispanic 11 58 68 32 4 23 27 73
White 31 57 88 12 9 60 69 31
Multiple Races 19 52 72 28 10 51 61 39
Students with Disabilities 12 34 46 54 11 31 41 59
Students without Disabilities 28 59 87 13 9 51 60 40
Economically Disadvantaged 11 52 63 37 4 23 27 73
Not Economically Disadvantaged 33 57 90 10 13 61 73 27
English Learners 9 54 63 38 2 15 17 83
Homeless < < < < < < < <
Military Connected 30 61 91 9 4 72 76 24
Foster Care < < 100 0 < < < <
Grade 5 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 29 53 82 18 16 48 64 36
Female 31 52 83 17 13 46 59 41
Male 28 54 81 19 19 50 69 31
Asian 61 31 92 8 42 35 77 23
Black 9 52 60 40 6 15 21 79
Hispanic 11 55 66 34 2 31 33 67
Native Hawaiian < < 100 0 < < < <
White 34 55 89 11 18 57 75 25
Multiple Races 32 43 75 25 16 45 61 39
Students with Disabilities 15 37 52 48 11 30 41 59
Students without Disabilities 31 55 87 13 16 50 67 33
Economically Disadvantaged 8 51 60 40 4 23 26 74
Not Economically Disadvantaged 40 54 94 6 21 60 81 19
English Learners 7 38 45 55 - 9 9 91
Homeless - 40 40 60 < < < <
Military Connected 22 70 91 9 7 80 87 13
Foster Care < < < <
Grade 6 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 63 77 23 7 52 59 41
Female 15 65 79 21 4 53 57 43
Male 13 61 74 26 10 50 60 40
Asian 39 52 90 10 13 67 79 21
Black 11 45 56 44 9 26 34 66
Hispanic 6 61 67 33 9 30 39 61
Native Hawaiian < < 100 0
White 16 68 84 16 6 65 71 29
Multiple Races 9 69 78 22 - 38 38 63
Students with Disabilities 8 37 45 55 23 20 43 57
Students without Disabilities 15 68 83 17 3 59 62 38
Economically Disadvantaged 7 56 62 38 10 26 36 64
Not Economically Disadvantaged 19 68 88 12 5 69 74 26
English Learners 2 39 41 59 8 12 20 80
Homeless 7 57 64 36 < < < <
Military Connected 33 50 83 17 - 71 71 29
Foster Care < < < < < < < <
Grade 7 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 62 83 17 13 55 68 32
Female 21 63 84 16 13 52 65 35
Male 20 61 82 18 13 58 71 29
American Indian < < < <
Asian 49 49 98 2 54 38 92 8
Black 6 56 62 38 3 29 32 68
Hispanic 7 62 69 31 - 37 37 63
White 24 64 89 11 13 65 78 22
Multiple Races 16 59 75 25 11 53 63 37
Students with Disabilities 12 42 54 46 18 24 42 58
Students without Disabilities 22 65 87 13 12 59 72 28
Economically Disadvantaged 6 60 67 33 4 33 37 63
Not Economically Disadvantaged 27 63 90 10 17 66 83 17
English Learners 5 46 51 49 3 14 17 83
Homeless < < < < < < < <
Military Connected 24 64 88 12 - 85 85 15
Grade 8 Mathematics Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 2 65 67 33 12 15 27 73
Female 3 68 72 28 13 10 23 77
Male 2 62 64 36 11 19 30 70
American Indian < < 100 0 < < < <
Asian < < < < < < < <
Black 1 59 60 40 24 6 29 71
Hispanic - 69 69 31 5 - 5 95
White 3 67 70 30 13 32 45 55
Multiple Races 7 55 62 38 < < < <
Students with Disabilities 5 46 52 48 27 6 33 67
Students without Disabilities 1 73 74 26 - 22 22 78
Economically Disadvantaged 1 60 61 39 10 12 22 78
Not Economically Disadvantaged 4 70 74 26 14 19 32 68
English Learners - 48 48 52 7 - 7 93
Homeless < < < < < < < <
Military Connected < < 100 0 < < < <
Foster Care < < < < < < < <
Algebra I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 72 88 12 11 56 66 34
Female 18 72 90 10 13 57 70 30
Male 13 73 86 14 8 54 62 38
American Indian < < < < < < 100 0
Asian 29 71 100 0 41 45 86 14
Black 1 72 73 27 5 36 41 59
Hispanic 8 73 81 19 5 42 47 53
Native Hawaiian < < 100 0 < < 100 0
White 19 72 91 9 10 63 73 27
Multiple Races 16 78 95 5 15 56 71 29
Students with Disabilities 2 64 66 34 2 38 40 60
Students without Disabilities 18 74 92 8 12 58 69 31
Economically Disadvantaged 4 70 74 26 5 41 46 54
Not Economically Disadvantaged 20 73 94 6 13 61 74 26
English Learners 5 66 71 29 3 39 42 58
Homeless 8 50 58 42 < < < <
Military Connected 27 61 88 12 8 71 79 21
Foster Care < < < < < < 100 0
Geometry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 66 80 20 6 72 78 22
Female 16 64 79 21 6 75 81 19
Male 14 67 81 19 6 70 76 24
Asian 21 68 89 11 30 64 93 7
Black 2 50 51 49 - 43 43 57
Hispanic 3 47 50 50 - 54 54 46
White 18 71 90 10 5 79 83 17
Multiple Races 14 67 81 19 5 60 65 35
Students with Disabilities 3 44 46 54 7 50 57 43
Students without Disabilities 16 67 83 17 6 74 80 20
Economically Disadvantaged 6 49 55 45 2 52 55 45
Not Economically Disadvantaged 17 71 88 12 7 77 84 16
English Learners - 23 23 77 < < < <
Homeless < < < <
Military Connected 12 76 88 12 13 73 87 13
Foster Care < < < <
Algebra II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 68 83 17 14 66 80 20
Female 15 68 83 17 15 63 79 21
Male 15 69 84 16 13 68 81 19
Asian 38 56 94 6 24 68 92 8
Black 5 55 60 40 - 57 57 43
Hispanic 9 70 79 21 11 56 67 33
White 15 71 86 14 13 68 81 19
Multiple Races 14 60 74 26 25 50 75 25
Students with Disabilities 3 65 68 32 < < < <
Students without Disabilities 15 69 84 16 14 66 81 19
Economically Disadvantaged 6 63 69 31 3 61 65 35
Not Economically Disadvantaged 16 69 86 14 15 67 82 18
English Learners 6 72 78 22 < < < <
Homeless < < < <
Military Connected 38 56 94 6 17 75 92 8
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

2020-2021 science results reflect reduced student participation in state science assessments due to COVID-19. Science results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments. 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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 17 62 79 21 10 55 65 35
Female 18 63 81 19 9 55 64 36
Male 16 61 78 22 11 54 66 34
American Indian 10 60 70 30 < < < <
Asian 27 62 89 11 20 56 76 24
Black 3 47 50 50 4 32 36 64
Hispanic 6 53 59 41 3 30 33 67
Native Hawaiian < < < < < < 100 0
White 21 66 87 13 12 64 76 24
Multiple Races 19 60 79 21 8 52 60 40
Students with Disabilities 7 40 46 54 9 28 37 63
Students without Disabilities 19 65 84 16 10 59 69 31
Economically Disadvantaged 4 49 53 47 3 32 35 65
Not Economically Disadvantaged 22 67 89 11 13 63 76 24
English Learners 2 27 29 71 - 7 7 93
Homeless - 32 32 68 - - - 100
Military Connected 23 66 89 11 14 62 76 24
Foster Care < < < < < < < <
Grade 5 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 26 51 77 23 10 45 55 45
Female 27 51 78 22 9 41 49 51
Male 24 51 75 25 11 49 60 40
Asian 53 37 90 10 24 55 79 21
Black 9 43 51 49 4 13 17 83
Hispanic 10 45 56 44 6 17 23 77
Native Hawaiian < < 100 0 < < 100 0
White 29 56 85 15 11 54 65 35
Multiple Races 31 42 73 27 8 38 46 54
Students with Disabilities 18 25 43 57 10 21 30 70
Students without Disabilities 27 55 82 18 10 48 58 42
Economically Disadvantaged 7 43 50 50 2 20 22 78
Not Economically Disadvantaged 35 55 90 10 14 56 70 30
English Learners 6 29 35 65 - 2 2 98
Homeless - 40 40 60 < < < <
Military Connected 35 57 91 9 7 67 73 27
Foster Care < < < <
Grade 8 Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 60 76 24 12 61 74 26
Female 16 62 78 22 9 64 73 27
Male 15 59 74 26 15 59 74 26
American Indian < < 100 0 < < < <
Asian 18 71 89 11 32 56 88 12
Black 2 40 41 59 12 36 48 52
Hispanic 6 52 59 41 - 28 28 72
White 19 65 84 16 13 72 84 16
Multiple Races 21 55 76 24 - 69 69 31
Students with Disabilities 5 33 37 63 15 23 38 62
Students without Disabilities 17 65 82 18 12 68 79 21
Economically Disadvantaged 4 45 49 51 4 27 31 69
Not Economically Disadvantaged 20 67 87 13 15 70 85 15
English Learners 3 14 17 83 < < < <
Homeless < < < < < < < <
Military Connected 19 76 95 5 15 77 92 8
Foster Care < < < < < < < <
Biology Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 16 65 81 19 11 59 71 29
Female 16 68 84 16 11 61 72 28
Male 16 63 79 21 12 57 69 31
American Indian < < < <
Asian 16 68 84 16 15 58 73 27
Black 2 53 55 45 2 37 39 61
Hispanic 4 55 59 41 2 42 44 56
White 21 68 89 11 14 66 80 20
Multiple Races 16 70 86 14 9 61 70 30
Students with Disabilities 3 47 50 50 5 33 38 63
Students without Disabilities 18 68 86 14 12 62 75 25
Economically Disadvantaged 2 57 59 41 3 40 43 57
Not Economically Disadvantaged 21 68 88 12 14 66 80 20
English Learners - 24 24 76 - 10 10 90
Homeless - 30 30 70 < < < <
Military Connected 21 64 86 14 24 67 90 10
Foster Care < < < < < < 100 0
Chemistry Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 24 67 91 9 26 38 64 36
Female 24 68 92 8 19 41 59 41
Male 25 66 91 9 35 35 70 30
Asian 39 56 94 6 < < < <
Black - 48 48 52 < < < <
Hispanic 9 64 73 27 < < < <
Native Hawaiian < < < <
White 25 70 96 4 28 38 66 34
Multiple Races 22 70 91 9 < < < <
Students with Disabilities < < < < < < < <
Students without Disabilities 24 67 91 9 26 39 65 35
Economically Disadvantaged 13 48 61 39 < < < <
Not Economically Disadvantaged 25 70 95 5 29 40 69 31
English Learners < < < <
Homeless < < < <
Military Connected < < < < < < < <
Foster Care < < 100 0
Earth Science Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 5 73 77 23 1 57 59 41
Female 6 71 76 24 1 58 59 41
Male 4 75 78 22 2 56 58 42
American Indian < < < <
Asian 7 83 90 10 - 58 58 42
Black - 54 54 46 - 38 38 62
Hispanic 1 58 59 41 - 28 28 72
Native Hawaiian < < < < < < 100 0
White 7 80 87 13 3 73 76 24
Multiple Races - 78 78 22 - 47 47 53
Students with Disabilities - 51 51 49 - 33 33 67
Students without Disabilities 5 77 83 17 2 62 64 36
Economically Disadvantaged 1 55 56 44 - 40 40 60
Not Economically Disadvantaged 6 82 88 12 2 66 68 32
English Learners - 29 29 71 - 9 9 91
Homeless < < < < < < < <
Military Connected 6 82 88 12 < < < <
Foster Care < < < <
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

2020-2021 history results are not reported due to the widespread use of local history assessments because of the continuing impact of COVID-19 on schools. History results for 2019-2020 are not available due to the closure of schools and cancellation of state assessments.

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 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 22 57 79 21
Female 21 57 78 22
Male 23 57 80 20
American Indian < < < <
Asian 32 60 92 8
Black 5 47 52 48
Hispanic 10 51 60 40
Native Hawaiian < < 100 0
White 27 59 86 14
Multiple Races 20 57 77 23
Students with Disabilities 7 40 46 54
Students without Disabilities 24 59 84 16
Economically Disadvantaged 7 49 56 44
Not Economically Disadvantaged 28 60 88 12
English Learners 1 34 35 65
Homeless - 39 39 61
Military Connected 36 56 92 8
Foster Care < < < <
VA & US History Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 6 50 56 44
Female 5 46 51 49
Male 7 56 63 37
Asian 14 43 57 43
Black - 26 26 74
Hispanic 2 38 40 60
Native Hawaiian < < 100 0
White 9 63 73 27
Multiple Races - 55 55 45
Students with Disabilities 2 30 32 68
Students without Disabilities 7 55 62 38
Economically Disadvantaged 1 31 31 69
Not Economically Disadvantaged 9 63 72 28
English Learners - 38 38 63
Homeless < < < <
Military Connected < < < <
Foster Care < < < <
World History I Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 65 83 17
Female 17 65 82 18
Male 19 65 85 15
American Indian < < < <
Asian 21 70 91 9
Black 7 52 60 40
Hispanic 2 56 58 42
Native Hawaiian < < 100 0
White 23 68 91 9
Multiple Races 5 68 73 27
Students with Disabilities - 56 56 44
Students without Disabilities 20 66 87 13
Economically Disadvantaged 3 54 57 43
Not Economically Disadvantaged 23 69 91 9
English Learners - 36 36 64
Homeless < < < <
Military Connected 28 67 94 6
Foster Care < < < <
World History II Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 12 65 78 22
Female 11 65 75 25
Male 14 66 80 20
Asian 15 77 92 8
Black 2 47 49 51
Hispanic 10 49 59 41
White 14 69 84 16
Multiple Races 6 75 80 20
Students with Disabilities 3 41 45 55
Students without Disabilities 13 68 81 19
Economically Disadvantaged 4 50 54 46
Not Economically Disadvantaged 14 70 84 16
English Learners - 32 32 68
Homeless - 20 20 80
Military Connected 44 56 100 0
Foster Care < < < <
Geography Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 9 70 79 21
Female 10 71 81 19
Male 9 69 78 22
Asian < < 100 0
Black - 57 57 43
Hispanic 2 56 58 42
White 11 75 85 15
Multiple Races 19 76 95 5
Students with Disabilities 2 40 42 58
Students without Disabilities 11 75 86 14
Economically Disadvantaged 1 53 54 46
Not Economically Disadvantaged 13 78 91 9
English Learners - 14 14 86
Homeless < < < <
Military Connected < < 100 0
Civics & Econ Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 55 84 16
Female 31 54 86 14
Male 28 55 83 17
Black 5 57 63 37
White 37 53 90 10
Students with Disabilities 6 41 47 53
Economically Disadvantaged 8 58 66 34
Not Economically Disadvantaged 38 53 91 9
VA Studies Performance 2018-2019 2019-2020 2020-2021
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 42 79 21
Female 36 43 80 20
Male 38 41 79 21
Black 12 41 53 47
White 41 44 84 16
Students with Disabilities 11 28 39 61
Economically Disadvantaged 12 44 56 44
Not Economically Disadvantaged 48 42 89 11
< = 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

2018-20192020-2021
Division4430
State3,7191,324
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 2018-20192019-20202020-2021
Pre-kindergarten302298219
Kindergarten1,0211,091854
Grade 11,0281,0811,015
Grade 21,0451,070986
Grade 31,0041,062975
Grade 41,1481,050992
Grade 51,0611,151990
Grade 61,0881,0701,072
Grade 79691,1081,047
Grade 81,0319831,064
Grade 91,0731,1741,039
Grade 101,0891,1111,132
Grade 111,0711,0831,065
Grade 121,0831,1031,082
Total Students14,01314,43513,532

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

Fall Membership by Subgroups

2020 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 2018-20192019-20202020-2021
All Students140131443513532
Female683670286585
Male717774076947
American Indian141716
Asian740739763
Black150715861525
Hispanic184420102015
Native Hawaiian171614
White903991538314
Multiple Races852914885
Students with Disabilities175618541677
Students without Disabilities122571258111855
Economically Disadvantaged412642474287
Not Economically Disadvantaged9887101889245
English Learners135014481361
Not English Learners126631298712171
Migrant53-
Homeless11511158
Military Connected355483421
Foster Care333231
< = 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 2021: 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 2020-2021 Cohort
Student Subgroup Type Advanced Diplomas Standard Diplomas Other Diplomas GED's Dropouts Other Non-Graduates
All Students Division 698 330 18 1 32 5
State 51295 36973 2078 699 4153 1962
Female Division 389 145 6 0 12 3
State 28290 16169 687 250 1331 757
Male Division 309 185 12 1 20 2
State 22999 20798 1391 449 2821 1205
Asian Division 59 9 0 0 0 0
State 5778 1304 69 12 65 34
Black Division 47 66 5 0 4 0
State 7939 10584 760 145 1021 763
Hispanic Division 48 67 2 0 14 1
State 5902 6751 234 88 1846 314
White Division 510 167 11 0 13 3
State 28772 16247 907 407 1091 763
Multiple Races Division 34 21 0 1 1 1
State 2688 1933 99 44 115 84
Students with Disabilities Division 23 109 18 0 7 0
State 1339 7357 2078 98 861 109
Economically Disadvantaged Division 110 161 13 1 21 3
State 11835 19243 1250 370 2163 1354
English Learners Division 11 43 1 0 10 0
State 1286 4091 201 19 1534 65
Homeless Division 2 5 0 0 3 0
State 166 486 49 19 184 55
Military Connected Division 14 3 0 0 0 0
State 2252 1404 60 15 48 38
Foster Care Division < < < < < <
State 20 159 25 11 64 24
< = 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 Students1,0841,046971,04797323
Female5555409754097122
Male5295069650796204
Asian68681006810000
Black122118971189743
Hispanic13211789117891411
White7046889868898132
Multiple Races585595569712
Students with Disabilities157150961509675
Economically Disadvantaged3092849228592217
English Learners65558555851015
Homeless10770770330
Military Connected17171001710000
Foster Care<<<<<<<
< = 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 2018-20192019-20202020-2021
Advanced Placement Test Taken986 / 22.94%531 / 11.94%434 / 10.09%
Advanced Placement Course Enrollment1,598 / 37.17%1,653 / 37.15%1,715 / 39.87%
Dual Enrollment939 / 21.84%941 / 21.15%979 / 22.76%
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

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
Type Total Total HE Remaining Percent
All StudentsDivision99177522
State86,21159,46231
FemaleDivision48841615
State43,37932,57825
MaleDivision50335929
State42,83226,88437
AsianDivision49466
State6,3805,55313
BlackDivision1006337
State18,49311,40838
HispanicDivision945443
State10,8006,31841
Native HawaiianDivision<<100
State1248234
WhiteDivision70257518
State46,06033,07528
Multiple RacesDivision443618
State4,1342,89130
Students with DisabilitiesDivision895242
State7,5273,57553
Economically DisadvantagedDivision21512840
State28,17015,21546
English LearnersDivision603050
State5,2972,82847
American IndianDivision--100
State22013539
< = 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
2018-20192019-20202020-2021
State LicensuresDivision26--
 State2,2313331,030
Industry CertificationDivision765258-
 State107,23443,66048,781
Workplace ReadinessDivision560--
 State44,897--
Total Credentials EarnedDivision1,351258-
 State158,45744,50451,319
Students Earning One or More CredentialsDivision1,166230-
 State126,04439,25445,542
CTE CompletersDivision323391304
 State42,22244,53939,042
NOCTI AssessmentsDivision---
 State4,0955111,508
Armed Services Vocational Aptitude Battery ExaminationDivision---
 State1,317917295

< = 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

2019-2020 Per-Pupil Spending

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
2017-2018Division$10,471$3,507$666
State$6,462$5,219$867
2018-2019Division$10,769$3,408$623
State$6,642$5,388$901
2019-2020Division$10,206$3,540$614
State$6,770$5,603$867

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2020-2021 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
2018-2019 2020-2021
Subgroup Below 10% 10% or Above Below 10% 10% or Above
All Students12,4481,19112,554712
Female6,0895546,102367
Male6,3596376,452345
American Indian123150
Asian6754472711
Black1,2751571,335164
Hispanic1,5472111,759194
Native Hawaiian14165
White8,1747007,890295
Multiple Races7517582243
Students with Disabilities1,4972671,559135
Economically Disadvantaged3,4446714,007546
English Learners1,1971631,262131
Homeless128638023
< = 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 <
Disorderly or Disruptive Behavior Offenses 10
Other Offenses Against Persons <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student <
Technology Offenses <

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

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.10.10.1
Asian5.30.85.15.7
Black10.825.51122.111.3
Hispanic13.28.71410.914.97.7
Native Hawaiian0.10.20.10.1
White64.660.763.559.161.684.6
Multiple Races6.14.36.37.96.67.7
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2018-20192019-20202020-2021
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.10.10.1
Asian5.35.15.7
Black10.81111.3
Hispanic13.21414.9
Native Hawaiian0.10.10.1
White64.663.510061.6
Multiple Races6.16.36.6
< = 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
  2018-20192019-20202020-2021
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.10.10.1
Asian5.35.15.7
Black10.81111.3
Hispanic13.21414.9
Native Hawaiian0.10.10.1
White64.663.561.6
Multiple Races6.16.36.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available